Reflections of First Year Students’ first semester

experiences: a survey in the Faculty of Management at

the University of Johannesburg, South Africa

Jane Spowart

jspowart@uj.ac.za

European First year Experience

Bergen, Norway , June 2015

Outline• Higher Education in South Africa: in perspective

• Purpose of study

• Rationale• UJ and Faculty of Management in perspective• First time entering students• What are the problems?• Support for First years• Surveys• Factors relevant to academic success and retention rates

• Research methodology

• Results-summary

• Discussions and Conclusions

Higher Education in South Africa: in perspective • Increase in first time entering students

• Low retention rates- 30% drop out at the end of 1st year

• Tight budgets

• Massification

• Diverse student population

• Different cultures

• 11 official languages

• Large gap from school to university

• Underprepared

• Freedom

• 50% graduate after more than the minimum time of 3 years

Purpose of the study

To identify “at-risk” students in the Faculty of Management as early as

three weeks if possible, and then to introduce interventions and support

• Identify at-risk students using the national bench mark tests and the Grade 12 results and the first test results

• Plan the First year extended programme for the first semester

• Carry out the student survey in the Faculty at the end of the first semester for feedback on experiences and interventions

University of Johannesburg & Faculty of Management: in Perspective

University of Johannesburg

• Merger of three Higher Education institutions ten years ago• 50000 registered students• 9 Faculties• Diplomas and degrees (Comprehensive) • Under graduate and post graduate• 12557 first time students 2014

Faculty of Management

• 9000 students • 5 hubs housing 8 departments • 2174 First time entering students 2014

CampusesAuckland Park Bunting Campus

Soweto Campus

Auckland Park Kingsway Campus Auckland Park Kingsway Campus

First time entering students

• Face numerous challenges and adjustments

• Many from rural areas

• Sub standard schooling in many cases

• First generation students – FoM 64%

• Lectures may be in their 2nd language

• Limited finance

• Transport and accommodation

• Settling into academic lifestyle

• Qualification choice

What are the problems?• What motivates a student to succeed?

• What indicators suggest success (or lack of success)?

• Are there correlations between school leaving results and passing at university?

• What help are the national placement tests (NBTs)?

• Class attendance and class size?

• First generation students?

• Cultural differences?

• Financial security?

• Disadvantaged students?

SCHOOLS

IN SANDTON IN ALEXANDRA

National Context (2006 cohort) of graduates

Graduated in 5 years (%) Estimated % that will never graduate

3 - Year degrees 53 41

4 - Year degrees 49 41

All 3 and 4 Year degrees 52 41

3 Year diplomas 42 50

All 3 and 4 year qualifications

48 45

First Year attrition at UJ (2006 Cohort)

First Year attrition Overall and by population group (%) 2006 first entering cohort

African Coloured Indian White ALL

Contact 3-year degrees 24 34 26 22 24

Contact 4 year degrees 22 23 27 19 21

Contact 3 year diplomas 24 29 23 23 25

All 3 & 4 year qualification including UNISA

34 39 34 29 33

Factors relevant to academic success and retention rates

• Early and frequent interaction with faculty, staff and peers

• Clearly communicated academic expectations and requirements

• Learning opportunities that increase involvement with other students

• Academic, social and personal support

• (Cox, Schmidt, Bobrowski and Graham, 2005)

FACULTY OF MANAGEMENT DROP OUT RATES 2014

Qualification Type by Department Enrolment Drop-outs Dropout (%)

Extended Diploma 219 98 44%

UG Degree 1703 410 25%

UG Diploma 819 203 27%

Grand Total 2741 711 28%

Methodology: Surveys and interventions in the Faculty of Management

1 “ Can you see it “ Campaign-the Dean’s welcome

2 Early warning system : Compare NBTs and NSC and first test results - problems incurred

3 All Departments planned a special purpose FYE weekly timetable for the first semester - Includes support units and Academic Development and Support (ADS)

- 4 Survey at the end of the semester to obtain thoughts, ideas and experiences concerning the interventions from the students

     

“Can you see it” Campaign—Dean’s welcome

NATIONAL BENCH MARK TESTS and NATIONAL SENIOR CERTIFICATE

National Senior Certificate National Bench Mark Tests

•Indicates the students’ ability to •Indicates the students’ ability

exit school to enter Higher Education

• University entrance!

•School exit!

NBTs

THREE SUBTESTS • Academic Literacy

• Quantitative Literacy

• Mathematics

CRITERION REFERENCED (not norm-referenced as school examinations)

The Components of the NBT (Adapted from Yeld: 2009)

Test component The aim of the test is to determine the: Duration of test

Academic literacy Students’ capacity to engage One 3-hour test successfully with the

demands

of academic study in the medium of instruction.

Quantitative literacy Students’ ability to manage situations or solve

problems of a quantitative nature in real contexts

relevant to higher education

Mathematics Students’ manifest ability related to mathematical

concepts formally part of the NSC Mathematics

curriculum.

One 3-hour

NBT cont....

Proficient100% Performance in domain areas suggests that academic performance

will not be adversely affected. If admitted, students should be placed on regular programmes of study.

IntermediateChallenges in domain areas identified such that it is predicted that academic

progress will be affected. If admitted, students’ educational needs should be met in a way deemed appropriate by the institution (e.g. extended or augmented programmes, special skills provision).

BasicSerious learning challenges identified: it is predicted that students will not

cope with degree level study without extensive & long-term support, perhaps best provided through bridging programmes or FET colleges. Institutions registering students performing at this level would need to provide such support.

Support for First years – topics for FYE programmes• Institutional awareness in order to engage students and

make them feel “at home”

• Using academic language and writing effectively

• How to use tutor sessions effectively

• Computer proficiency

• Use of the library

• Skills such as time management, study skills, memory strategies, stress management, note taking and exam skills

• Personal development and psycho-educational workshops which include conflict management, effective leadership, understanding diversity, adjusting to university life

• Plagiarism and academic dishonesty

• Support units are e.g. study support, personal psychological assistance,

career guidance

Other initiatives

• Introduction to a typical lesson

• How to take study notes

• A semester plan for departments to use

• Faculty FYE committee meets 4 x year, students attend

• Seminars for lecturers

• Faculty acknowledgement of lecturers, tutors, top student achievers

• Early warning tracking system

• Engaging with students after the first assessment

Overview of the surveys

• 1202 Students completed the survey.

• The survey was mainly to assess the first year students’ experience

after the first semester to learn more about their thoughts, ideas and

experiences as a first year student at the Faculty of Management at

the University of Johannesburg.

62% are First generation university entrants

2006 2007 2008 2009 2010 2011 2012 2013 20140

10

20

30

40

50

60

70

52.4

57.9

48.8

42.8

45.3

58.6

66.2

51.8

61.8

47.7

42.151.2

53.8

4941.3

33.8

48.238.1

First genNon first gen

First generation status

2006 2007 2008 2009 2010 2011 2012 2013 20140

10

20

30

40

50

60

33.835.7

33.8

29.531

41.9

52.4

34.8

41.3

13.911.8

16.8

16.9 1613.9

10.7

14.414.8

7.9 6.9 6.88.9

5.5 5.3 5.28.3

5.7

18.622.2

1513.3 14.3

16.713.8

1720.5

25.923.4

27.6 28 27.5

22.1

17.9

25.5

17.6

First in famOne parentBoth parentsSiblingMany fam

Reasons for studying : 61% are studying to improve their job opportunities:

2006 2007 2008 2009 2010 2011 2012 2013 20140

10

20

30

40

50

60

70

37.6

22.119 19

14.2

26.5

33.430.3

24.2

6.917.3

13.816.7 9.7 8.1 8.3

12.5

53.5

64.6

58.561.6

65.260.8

54.757.7

60.9

Want toInterestJob opportunities

Money Worries: 62 % are worried about money

2006 2007 2008 2009 2010 2011 2012 2013 20140

10

20

30

40

50

60

70

80

32.637.5 36.4 38.4 36.4

53.255.7 57.7

6267.4

62.5 63.658.5

63.6

46.844.3 42.3

38 YesNo

60% are financed by their parents or with the use of loans (22%)

2007 2008 2009 2010 2011 2012 2013 20140

10

20

30

40

50

60

70

80

56.8 59.5 57.5 56.1 57.9 57

66.9

59.1

2621.3 22.3

27.3 27.133

20.8 22

10

13.3 10.5 12.58.9

3.88.3

18.9

ParentsLoanMix

63% Non-English first language speakers English Rating

2006 2007 2008 2009 2010 2011 2012 2013 20140

10

20

30

40

50

60

70

58.2

34.1

47.3

40.544.7

46.9 46.342.8

36.8

41.8

65.9

52.7

59.555.3

53.1 53.757.2

63.2

First langNon first lang

Study hours in Grade 12

2007 2008 2009 2010 2011 2012 2013 20140

10

20

30

40

50

60

70

80

4945.3

52.849.7

55.9

68.5

55.3

67.8

40.3

43.338.1

43.9

26.4 27.3

33.6

43.3

10.8 11.56.5 6.3 7.8

4.2

11 10.4

< 1011 to 20More than 20

Have you ever considered changing your course?

2006 2007 2008 2009 2010 2013 20140

10

20

30

40

50

60

70

37.3

48.744.2 44.8 43.5

57.2

44.8

62.6

51.3 51.8 53.556.5

42.8

55.2

YesNo

In summary: A “typical” Faculty of Management Student

• 62% are First generation university entrants

• 61% are studying to improve their job opportunities

• 62 % are worried about money

• 60% are financed by their parents or with the use of loans (22%)

• 63% Non-English first language speakers

• 68% studied for less than 10 hours in grade 12, only 10% >20 hours

• 55% have not considered changing courses--dropouts

Summary of survey • Students underperform because they don’t study their chosen field.  

• Students are overwhelmed with the amount of work, notes provided, online assignments, using learning guides and textbooks.

• The transitions between lecturers from Term1 to Term 2 during the first semester are also difficult things for them to adjust to.

• Some tutorials are very big and unruly. Students complain of small venues, big groups and undisciplined tutorial lessons.

Summary of survey cont.....

• Too few prescribed textbooks on the reserved shelves at the Library. There are many students that can’t afford buying textbooks and want to make use of the ones in the Library.

• Students complain about textbooks that are difficult to make sense of or textbooks that aren’t made use of enough during the semester to justify the money spend on them (R1000+).

• Students do not utilise their time well. All students agreed that time management plays a big role in their academic underperformance.

• Acknowledgement of my assistant. Mardia Siertsema