Teaching and Learning

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Motivation of higher education students: a single student engagement case study.
(The IIE, 2012) Govender, Cookie, M.
In order for higher education students to perform well academically, they need to be engaged and intrinsically or self-motivated. They require motivational programmes with tools and techniques to guide them to take responsibility for their learning, perform well at assessments and graduate successfully. Research was conducted on a group of higher education students to investigate whether the implementation of a specific motivational intervention programme called ‘Concepts for Academic Performance’ results in improved performance, responsible attitudes and increased throughput rate. The aims of the research were to engage and motivate students while instilling a positive attitude towards learning, and to measure if the motivational programme increases student throughput rate through improved performance. Both quantitative and qualitative data were gathered, analysed and compared at pre-test and post-test phases. The findings reveal that students achieved higher academic scores in their post-test versus their pre-test and that they developed positive attitudes to learning and assessment after experiencing the motivational programme.
Learning through transformation: a collaborative learning strategy.
(The IIE., 2012) Dos Santos, Victor; Steenekamp, Karen
This article describes how art and design students within a higher education in South Africa are able to learn through transformation during the periods leading up to, and eventually writing, year-end examinations. The description is related through data generated by means of a focus group interview with five purposefully selected participants which was then followed up by one individual interview with a sixth participant. These interviews essentially adopted a qualitative research paradigm from which the contextual phenomenon embodied in an end-of-year examination could be investigated. The data collected yielded that participants felt that the most effective learning strategy involved group or collaborative learning. Collaborative learning as described in this paper can provide supportive structures that not only facilitate learning but go a long way to help realise personal transformations. More importantly, collaborative learning was explored as being a critical marker in determining that Transformative Learning (TL) had indeed occurred, even though TL as a pedagogical tool had never been applied.
Driving lessons - supporting academic development in a private higher education space.
(The IIE., 2012) Ballam, John
At Varsity College (VC) and throughout the divisions of The Independent Institute of Education, academic developers are known by the title of ‘Academic Development Coordinators’. This paper reflects critically on the development of this role. Some of the critical insights gained in this role are examined, from the author’s initial appointment as an academic development coordinator based at one of the regional campuses, and then subsequently as the national academic development coordinator in which academic leadership is provided for the regional campus academic development coordinators. Thereafter three pertinent issues are explored with which the newly evolved role still grapples. Firstly, the unconscious ignorance of the complexity embedded within this role. Secondly, there is the profound shift in awareness that occurs in academic identity, from that of subject expert to a teaching and learning professional managing an academic culture. Finally, there exists the issue of how to manage sensitively an academic developer within the context of the institution’s performative education agenda.
Investigating the nature of epistemo-logical access afforded by a first-year chemistry intervention programme: towards a pedagogy of possibility!
(The IIE., 2012) Southwood, Sue; Samson, Duncan; Sewry, Joyce
This paper describes a study motivated by a general concern to capture innovative and effective practice in higher education, supporting a move towards a ‘pedagogy of possibility’, ‘understanding who we are and what we do’, opening up ‘new ways of being in the university’ (Boughey, 2010). The research seeks to investigate the nature of epistemological access afforded by a first-year chemistry intervention programme, with an ultimate aim of contributing to the development of effective spaces for learning in higher education. The study is regarded as dynamic in terms of its emergence from, and its intended contribution to, practice. The outcome of this somewhat emergent process not only suggests relevant and useful insights into educational practice in higher education but also offers an appropriate and meaningful model for conducting research in higher education. This research contributes to the field both pedagogically as well as methodologically.
Learning outcomes in external programme reviews: a case study from Bahrain.
(The IIE., 2012) Alamansoori, Wafa, Abdulrahman
This paper considers the role that learning outcomes play in the programme reviews conducted by the Higher Education Review Unit (HERU) of the Quality Assurance Authority for Education & Training (QAAET) in the Kingdom of Bahrain. The findings of the 12 bachelor programmes reviewed in the field of Business Administration reveal that almost all of those programmes have developed programme intended learning outcomes (ILOs). This, in most cases, is the result of the programme review framework developed and used by the HERU of the QAAET to review the programmes offered by higher education institutions operating in the Kingdom of Bahrain. There is evidence that the conducting of programme reviews has started a paradigm shift, moving programmes from an input-based approach towards an outcome-based approach. An outcome-based approach to programme design, delivery, assessment and evaluation will inevitably be of more significance as the Kingdom develops its National Qualification Framework, which is due to be implemented by the year 2014.
A developmental approach to an acceleration programme: an analysis of students' performance.
(The IIE., 2012) Douglas, Julie
Acceleration was a course first offered in 2005 through the Vega School of Brand Leadership, a division of The Independent Institute of Education, in South Africa to undergraduate marketing and advertising students who were identified as weak writers or at risk of failing their first year of study. This paper describes the pilot process in Durban of a change in delivery for the Acceleration Programme (AP) in Semester 1, 2010, and compares the results of AP students with those of others in their year. Analysis showed the AP group performed best which prompted further analysis and comparison of marks within the first-year cohort. Qualitative data were collected from students and lecturers to deepen understanding of the AP process and to assist future decisions about the programme.
A managerial perspective of the role of secondary school learners in the development and implementation of a code of conduct.
(2013) Steinmann, C.F.
This study investigated the rights of learners on the Representative Council of Learners (RCL) in secondary schools to develop and implement a code of conduct for learners through their participation on the school governing body (SGB). The study attempted to determine how active involvement of learners on the SGB is perceived by both the RCL and School Management Teams (SMTs). The problem was investigated by means of a literature review and qualitative inquiry. Individual interviews were held with RCL members and chairpersons, school principals and a chairperson of one SGB in three secondary schools in Tshwane, South Africa. Findings indicated barriers to the roles of learners in developing and implementing a code of conduct.
Revisiting the debate on the Africanisation of higher education: an appeal for a conceptual shift
(2013) Letsekha, Tebello
Forming part of post-colonial discourse, Africanisation is often described as a renewed focus on Africa and entails salvaging what has been stripped from the continent. Applied to higher education it can be viewed as a call to adapt curricula and syllabuses to ensure that teaching and learning are adapted to African realities and conditions. Given the decontextualised state of curricula and dependent nature of knowledge production and dissemination in South African higher education, the concept of ‘Africanisation’ may be worth revisiting. This article reviews the literature in the debate on the Africanisation of higher education highlighting the strengths and weaknesses in the discourse; the paper also makes a case for endogenisation as an alternative to indigenisation
Improving schools: the importance of culture.
(2013) Lumby, Jacky
Though formal quality assurance procedures have their place, meaningful long-term school improvement is founded on a shift in the cultures that underlie the surface operations of a school. The article outlines four cultural arenas with which leaders and teachers must engage in order to accomplish real change; global cultural pressures brought about by international trends, the cultures of local families and communities external to the school, the internal organisational culture of the school and, finally, the subcultures of teachers and learners. Avoiding the allure of homogenised so-called world-class practice, aligning school and community cultures, and working long term to adjust teachers’ socialised culture in order to change pedagogy are the keys to improving education for all children.
Good policy, bad results: an investigation into the implementation of a plagiarism policy in a faculty at a South African university.
(2013) Magaisa, Esrina
This paper reports on an investigation into the implementation of a plagiarism policy and the perceptions of plagiarism among lecturers in the Faculty of Social Sciences and Humanities at a university in South Africa. A questionnaire was administered to explore these perceptions and a total of 52 completed questionnaires were collected. Unstructured interviews were also conducted in a faculty board meeting and a total of 16 written responses were collected, bringing the total number of responses to 68. The findings indicate that despite the existence of a plagiarism policy there is no comprehensive and integrated approach to addressing plagiarism. Although many lecturers admitted to being familiar with the policy, most did not implement the actions and processes suggested in the policy. To be more effective in addressing plagiarism, the author makes a number of recommendations.
Adolescents' gender stereotypes, differences and other aspects of behaviour in the Eastern Cape Province, South Africa.
(2013) Mwamwenda, Tuntufye
While in metropolitan countries gender stereotypes has been a topic of extensive research, this has not been the case in African countries including South Africa. Such a deficit served as a motivation for investigating the extent to which gender stereotypes among adolescents prevail in the Eastern Cape Province of South Africa. The sample was based on 599 Junior Secondary School students in grades 7-9 in Mthatha Eastern Province, South Africa. A questionnaire on gender stereotypes consisting of ten statements was administered to 239 girls and 360 boys drawn from five Junior Secondary Schools participating in the study. A chi square was used for statistical analysis. Based on the entire sample, the responses for each one of the ten statements in the questionnaire, early adolescents scored statistically significant on gender stereotypes. Further analysis based on gender showed statistically significant differences in gender stereotypes. The findings confirmed the findings of researchers in gender stereotypes in metropolitan countries. As reported in the literature, South African early adolescents experience gender stereotypes as observed in other cultures. Such results have implications for children, parents, teachers, educational institutions and society at large.
Mentorship challenges in the teaching practice of distance learner students.
(2013) Du Plessis, Elize
Effective mentoring is pivotal to the development of student teachers. In this study, the researcher focused on the experiences of the University of South Africa (Unisa) distance education students who are enrolled for the Bachelor of Education qualification, who are in their fourth year of study, and who have already completed three cycles of teaching practice. This study evaluates mentoring practices using a five-factor mentoring model as a theoretical framework. Quantitative data were collected and supported by additional information provided by open-ended questions. The findings indicate inter alia that student teachers need to be placed at schools that will provide constructive learning environments and that more training should be provided to mentoring teachers. Mentors need to provide student teachers with emotional support and opportunities to develop their own identities as teachers, and to create challenging and complex environments in which to learn. Partnerships between schools and the university need to be improved. There should be greater clarity on the who, what and how of mentoring during teaching practice in order to increase the quality and quantity of mentoring for enhancing student teachers’ practices. The findings of this study may have implications for other programmes that use work-integrated learning (WIL), beyond teacher education in a distance learning environment
Fairness in using negative marking for assessing true/false questions.
(The IIE, 2014) Haffejee, Firoza; Sommerville, Thomas, E.
Multiple choice questions are a popular method of testing as they are easy to mark. However, they also lend themselves to guessing. True/False questions are particularly prone to guessing. This can be alleviated by deduction of marks for incorrect answers. The University of KwaZulu-Natal currently uses true/false questions in its assessments, which are answered by means of pencil-and-paper sheets that are optically scanned, marks being calculated according to a standard formula. A trial of a proposed new computer program revealed mark discrepancies compared to the current scheme. This study evaluates the program’s marking scheme ‘internal negative marking’ – whereby an overall negative mark for an item consisting of a stem and several true/false questions is ‘rounded up’ to zero. We enumerate the cause of the discrepancies, demonstrate that the latter scheme diminishes the penalty for guessing and may encourage strategic students to leave out parts of the curriculum when studying.
Risk, resilience and retention - a multi-pronged student development model.
(The IIE, 2014) Du Plessis, Megan; Benecke, Rene
The notion of resilience amongst first year students in higher education is of increasing interest as the number of at-risk students is growing and educators are seeking ways of strengthening the whole teaching and learning package. This study investigated a group of 51 first year Public Relations and Communication students at the University of Johannesburg who were identified by the faculty as at-risk students and who had been given provisional passes into the second semester of study. The study was conducted through the use of a questionnaire which related to several internal risk factors but more specifically to the students’ use of the support services offered by the university. These support services are considered by the university to be strategic interventions which, if utilised by the students, may assist in realising their academic success. The study concluded that it is the responsibility of those who structure the learning environment to nurture students specifically through ensuring that the services offered by the university are well utilised by them and thus promote the vision of the university to widen access and improve retention and throughput.
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.
Lighting fires from fires: A description of the research entitled 'kindling fires'.
(The IIE, 2014) Kilpert, Leigh
This study examined students’ responses to assessment for evidence of cumulative learning. The hypothesis was that if students’ learning is cumulative, then they will be able to apply their knowledge and skills productively in industry. The research used Maton’s (2009) concept of ‘semantic gravity’ as a tool to determine the relative context-dependency of the students’ knowledge. A higher education institution provided the Journalism curriculum for this research. Assessments were coded according to ‘knowledge principles’ described by the research tool. The coding allowed these responses to be given a ‘weight’ of semantic gravity, i.e. a level of context-dependency. The codes were then examined for patterns that would reveal evidence of cumulative learning. The study found evidence of cumulative learning, but because of certain limitations, this learning was not fully developed. The findings of this research have implications for an enriched understanding of the potential for students to be productive after they graduate. The mind is not a vessel to be filled but a fire to be kindled. Plutarch (c.46–119 AD)
Higher education studies as a field of research.
(The IIE, 2014) McKenna, Sioux
The field of Higher Education Studies is a rapidly growing one in South Africa and abroad but there has been little systematic review of the form this growth is taking. This article presents a case study of higher education research by considering a newly formed Higher Education Studies doctoral programme. The programme comprises 29 PhD scholars in 2014, all engaged in research on some aspect of higher education. The description of the PhD programme, the PhD scholars and what their research topics are, reveals a picture of the broad range of concerns within the field of Higher Education Studies and suggests that the field is a region, in Bernstein’s terms. This means that it draws on multiple disciplines and looks both to the values and structures of those disciplines and to the professional world of work. It is argued that the strengthening of the epistemological base of Higher Education Studies is necessary for higher education research to move forwards with enhanced relational and positional autonomy.
Email messages: towards a pedagogy of caring.
(The IIE, 2014) Aungamuthu, Yougan
A lecturer in mathematics undertook a study of his students’ perceptions of the various new technologies he was embedding in their extended curriculum programme. This paper is not about that study; this paper is about something seemingly simple and yet profound that happened along the way. The lecturer, aware of the alienation students may feel in their new university environment, used emails to encourage his students to invest time in their university studies. Unexpectedly, the impact of this personal correspondence, which was initially just seen to be a means to an end, turned out to be something worthy of consideration in its own right. This paper examines what that was and how emails can be one way of demonstrating care for our students within the South African higher education context.
Towards salvaging the social sciences and humanities through indigenisation in South Africa.
(The IIE, 2014) Lebakeng, Teboho, J.
This essay advances the thesis that given the history and role of the social sciences and humanities in the colonisation of Africa in general and South Africa as a specific case, the only way in which such disciplines can be salvaged from their crises so that they can thrive and add value is through their indigenisation. Following the independence of many African countries not much changed in the orientation of the academy in Africa as a result the social sciences and humanities still suffer from the coloniality of knowledge. In this respect, there is a need to recognise the historical, institutional and normative baggage of the disciplines so as to explore their appropriation, localisation and grounding in an emancipatory and transformative agenda. The West has made the particular the universal and that is the intellectual project which African intellectuals have been deconstructing.
Collaborative learning of mathematics by educationally disadvantaged students at a university.
(The IIE, 2014) Pillay, Shan; Maharaj, Aneshkumar
This paper reports on a qualitative study of how collaborative learning as a pedagogic intervention was implemented in the Centre for Science Access (CSA) in a South African university. Students in the CSA are from educationally disadvantaged backgrounds. Collaborative learning was implemented to improve the mathematics knowledge and skills of these students. Collaborative learning involves organising students to work in pairs or in small groups to achieve shared goals or learning outcomes.

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