Browsing by Author "Strydom, Sonja"

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    From 'Matie' to citizen - graduate attributes as signature learning at Stellenbosch University.
    (The IIE, 2014) Jacobs, Cecilia; Strydom, Sonja
    Graduateness is generally understood to mean the generic qualities that might be expected of any graduate. The issue of graduateness is explored in this article through an initiative at Stellenbosch University which took the form of a Signature Learning Experience (SLE) entitled: ‘Being a Matie, being a citizen’. This initiative was designed as a common learning experience for first-year students through which the graduate attributes could be embedded. The article draws on Barrie’s research into graduate attributes, to analyse the development and implementation of the initiative. The article maps the SLE initiative against Barrie’s conceptualisations of how graduate attributes are understood by academics, as well as understandings of how students acquire generic graduate attributes. Multi-method approaches were used to gather data about the initiative, which was piloted as a semester-long programme in the co-curriculum, with a group of first-year students. The themes emerging from the findings relate to the competing demands of the formal and co-curriculum and the challenges of embedding graduate attributes in the curriculum. The conclusions point to the need for a broader conversation around approaches towards embedding graduate attributes.
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    A tale of two faculties: Exploring student experiences of e-portfolio implementation as a vehicle of reflective learning at Stellenbosch University
    (2017) Strydom, Sonja; Barnard, Magda
    This paper explores two cases within the Faculty of Education and Faculty of Economic and Management Sciences at Stellenbosch University with the aim of highlighting the opportunities and challenges associated with e-portfolio implementation. The two cases represent a pilot group of postgraduate education students and a first-year industrial psychology student cohort. While differing in the selection of platform and training and support provided, in both cases e-portfolios were implemented to enhance student reflective practices and an application of knowledge and skills. By adopting a qualitative approach, data were collected by means of two focus group interviews with students in the Faculty of Education and open- ended questions with students in the Faculty of Economic and Management Sciences. The findings suggest that the choice of platform, the establishment of an online community of practice and the derived value students place on the use of e-portfolios should be considered during e-portfolio implementation. Despite the value in demonstrating learning and to showcase achievements and skills development, it is clear that role players should pay attention and develop a deeper understanding to underlying aspects within the South African context that contribute to the successful implementation of such initiatives.