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SYSTEMIC PARTNERING

FOR STUDENT SUCCESS

PRESENTER: M COETSEE, FACULTY MANAGER

CO-AUTHOR: J STORER, TEACHING AND LEARNING MANAGER

UNIVERSITY OF THE FREE STATE, SOUTH AFRICA

INTRODUCTION AND BACKGROUND

• Founded in 1904 as an English-medium institution• During the apartheid era Afrikaans medium institution• Post-1994 it became a dual-medium institution• Current student body predominantly black, English second-language• Articulation gap between secondary (college) and higher (tertiary) education

– English language proficiency gap • Basic Interpersonal Communication(BIC) vs Academic Literate

Reading and Writing skills– First Generation students

• Challenges in the Faculty of the Humanities:– Student retention (drop-out rate)– Success rate (‘time to degree”)

OBJECTIVES OF PROJECT

• Apply Complex Adaptive System model to unpack the systemic partnership between the academic and administrative process that contribute to student support in first year of study

• Create a holistic approach to academic advising and student support in the first year of study

• Influence attitudinal transformation towards the strategic partnering between the administrative structures and the academic support structures in the Faculty– Faculty Administrative staff– Academic Support staff– Programme Directors (senior academic staff)

STRATEGIC PARTNERING WITHIN THE UFS

The Academic Project “An uncompromising commitment to high quality university education” “

“Strong social and intellectual community held together by the core values of the academic estate”

The Human Project “An unflinching commitment to racial reconciliation and social justice”

The Support services foundation“A firm belief in building academic and human achievement on a strong foundation of quality support services”

1. UFS Strategic Plan 2012 - 2016

ARTICULATION GAP

• Access with Success– National Benchmark Testing (Australia STAT)

• 12% proficient in academic literacy tests– Admission Points (AP)

• Raised in 2010 as part of Academic project to 30 for the Humanities• Extended four year degree programme (AP scores 25 - 29)• University Preparation Programme (AP scores 20 - 24)

– First Generation First Years!• Academic Advising

– Centre for Teaching and Learning established 2012– Visits from Prof George Kuh and Prof Charlie Nutt in 2014 to UFS

2. UFS Integrated Report 2013

STUDENT RETENTION DATA (MEASURED BY 1ST YEAR RETURNING STUDENTS IN THE NEXT YEAR)

2006 2007 2008 2009 2010 2011 2012 2013 2014 201568.00%

70.00%

72.00%

74.00%

76.00%

78.00%

80.00%

82.00%

Hum

UFS

TIME TO DEGREE DATA (3 YEAR MAINSTREAM DEGREES)

2010 Intake 2011 Intake 2012 Intake0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

nn + 1n + 2

METHODOLOGY

ACTION RESEARCH APPROACH• Plan• Act/Implement• Reflect• Feedback/Evaluate

• PHASE ONE• 2013

– Planned first intervention• 2014

– Implementation, Feedback and Reflection cycle• PHASE TWO

– Planned second intervention• 2015

– Implementation for second intervention and feedback– Now in Refection mode

3. McNiff & Whitehead (2011)

WHY A COMPLEX ADAPTIVE SYSTEMS MODEL…

• Environment that– Constantly changes– Competition increases– Foresight limited to very near future

• Creating a need to– Combine efficient operation for today

and– Innovative development for tomorrow

• Model allows for analysis, evaluation and integration of different applications

4. Tilebein, M. 2006

COMPLEX ADAPTIVE SYSTEM (CAS) MODEL• What do CAS models show?

– Spontaneous order due to interactions of system elements– Innovation due to evolution over time– Balance of efficiency and innovation

• Spontaneous order due to interaction of system elements– Agents - active elements in the system that can interact based on rules– Agent Properties

• number of system elements that link through the agent rules that describe information processing procedure

• Interaction of agents form temporary meta-structures that influence decision making and changes to mental models

– Adaptive Agents• Require changes to rule (which emerge from meta-structures)• Change restricted – resources, scale and scope

4. Tilebein, M. 2006

COMPLEX ADAPTIVE SYSTEM (CAS) MODEL• Innovation due to evolution over time

– Multiplicity of solutions emerge from agents adapting to new rules in a spontaneous manner

– Density of resulting network of system elements is influenced by number of external links each agent has

– Innovation emerges from the interaction of all new elements that link through all the agents.

4. Tilebein, M. 2006

CAS MODEL

Agents:Elements controlled by rules and interactions

System ElementsRulesNetworksAccess to informationInstitutional History

Agent PropertiesLinking of elements through an AgentTemporary meta-structures

SYSTEM

APPLICATION OF CAS

• System = Faculty of the Humanities at University of the Free State• Agents

– Academic Support Staff (Teaching and Learning Unit of Faculty)– Administrative Support Staff (Office of the Faculty Manager)– Programme Directors (Senior academic staff that manage an academic

programme)• Agent Properties

– The access that each individual in the system has to their specific networks (external and internal to the Faculty) and information sources and how they link these to resolve problems and create solutions

– How the interaction between the specific properties of the agents create “meta-structures” that lead to innovation

• System Elements (for example)

Academic Support (Teaching and Learning Manager’ office)

Administrative office (Assistant Director: Faculty Manager)

Programme Directors

Higher Education Framework General Rules of University Higher Education Framework

Teaching and Learning Principles

Faculty Rule Books (Calendars)

Curriculum Design principles

Teaching and Learning resources

Administrative Processes and Procedures

Access to Academic discipline protocols and discourse

TLM access to academic teaching and learning policy and procedures

ICT resources and hierarchy

Assistant Director access to administrative policies and procedures

PROJECT

PHASE 1• Trigger

– Feedback from 2013 registration• Advisors not properly trained• Incorrect registrations that needed to be fixed afterwards• Physical resources limited • Student frustration with registration process• Lack of relationship between Administration and Teaching and Learning

structures• Creation of a formal Centre for Teaching and Learning (CTL)• Increased focus on adherence to rules and procedures in the institution

• Planning – 2013 for Registration 2014– Administrative Office

• Central point for Academic Advice– Increase efficiency of process

• Academic Advice block for extended programme students – Prevent random deviation from curricula

– Training of Temporary Staff for manual registration of extended programme students

PHASE 1• Implementation – Registration 2014

– Central point of advice– Registered Extended programme students in the same venue– Registration blocks and service indicators (relating to Faculty approval)

were attended to in the same venue

PHASE 1

• Feedback and Reflection on 2014 Registration– Access to the Academic Advising Report from CTL

• Survey of student experience during registration– Decrease in the number of registration mistakes– Increase in the number of advising mistakes

• New programme Directors• Temporary staff assisting with advise

– Directorate of Institutional Research and Academic Planning report• Credit overloads

– Appointment of new Teaching and Learning Manager• Initial meta-structure talks on strategic partnering

5. Academic Advising Report 2014 Registration

PHASE 2 • Planning 2014 for Registration 2015

– Academic Advise Templates for each curriculum in each year of registration– Reorganization of physical location and layout of venue– Formation of a core permanent Academic Advising team

• Recruitment and Selection of 2 new staff members• Inclusion of Teaching and Learning staff into permanent Academic Advising

team• Relieved Programme Directors of need to give registration advice and

training of temporary advisors– Training of Academic Advisors

• 10 x 3 hour session • Clustered programmes to provide ‘expert’ advice to students• Inclusion of all Programme Directors • Relationship building between agents• Computer system training (PeopleSoft workflow)

– Exposure to Academic Advising theory from visiting academic to CTL Prof C. Nutt – NACADA Executive Director

– More focus on correct advise in 1st year to support academic success

PHASE 2

• Implementation - Registration 2015

PHASE 2

• Feedback from 2015 registration– Which of the following options best describe your academic advising

experience during the 2015 registration process?

6. Academic Advising Report 2015 Registration

Series10.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

Very badBadGoodExcellentNo answer

PHASE 2

• Feedback from 2015 registration– How did this year’s academic advice compare to last year’s

academic advising?

Series10.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

45.00%

WorseThe sameBetterDid not receive in 2014

6. Academic Advising Report 2015 Registration

PHASE 2

• Feedback from 2015 registration– Did your advisor have the right knowledge to help you make the correct

academic choices?

Series10.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

YesNoNo answer

6. Academic Advising Report 2015 Registration

PHASE 2 • Feedback from 2015 registration

– Did your advisor willingly offer additional advice about your academic choices?

Series10.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

Yes No

No answer

6. Academic Advising Report 2015 Registration

PHASE 2

• Feedback from 2015 registration– Did your academic advisor do the following during your session:

1. Listen to your registration challenges?2. Help you to find solutions to your registration challenges?3. Discuss your long-term academic goals with you?4. Explain what your course requirements are?5. Explain the modules and the module codes that you are registering for this year?

6. Academic Advising Report 2015 Registration

PHASE 2

• Feedback from 2015 registration– Did your academic advisor do the following during your session:

• Focus for 2016 planning and training

1. Give you career advice?2. Refer you to other on-campus services?

Q1 Q20%

20%40%60%80%

YesNo

6. Academic Advising Report 2015 Registration

PHASE 2

• Feedback from 2015 registration – some of the comments received from students:– “it’s becoming better and better every year, I am impressed” – “was the best academic advise I received ever since I started studying

here”– “Moving academic advising to the exam rooms created a more efficient

work space for the advisers and us students”– “I was helped by Jackie Storer, She was the best”– “My experience was the greatest at the academic advising because the

advisers were friendly, approachable, young and understanding. They even refereed me to other tables for some more questions”

– “Personally, this year's registration was the best for me. My advisor was out of this world friendly and helpful. She didn’t let the fatigue and long extra hours drain her, she did a great job. I would even recommend her to other students. JOB WELL DONE MA'AM!!!”

6. Academic Advising Report 2015 Registration

CAS MODEL APPLICATION TO PROJECT

Academic Advising System (Prog Directors)

Teaching & Learning System

Administrative Support System (Asst Dir Faculty)

External System to Faculty

2013 for 2014

Incorrect registration advise

Increased Focus on Rules

Training of staff – manual reg

Student Frustration Central point of Advise

Limited Physical ResourcesAcademic Block to prevent incorrect reg

2014 for 2015

Increased Advice errors New T&L Manager Credit overload report CTL Report on Student Experience

Decrease in Reg errors

Relieved Prog Dir from Reg adv

Academic Advice TemplatesAcademic Advise Team & Training

7. Hall, A. & Clark, N. 2010

DISCUSSION AND FUTURE RESEARCH

DISCUSSION

• Create a holistic approach to academic advising and student support in the first year of study– Getting closer to holistic approach

• Integration of T&L team in Registration process• Significantly reduced errors• Student experience is vastly improved

• Influence attitudinal transformation towards the strategic partnering between the administrative structures and the academic support structures in the Faculty– Faculty Administrative staff– Academic Support staff– Programme Directors (senior academic staff)

• System has limited mistakes and given Programme Directors a different focus

Increased dialogueBetter relationshipsSharing of knowledge and information

DISCUSSION

• Unexpected spin-offs:– Received University prize for best Registration process in 2014

– Have been acknowledged as the University’s benchmark for Registration and relationship between T&L and Faculty administration

DISCUSSION

• Apply Complex Adaptive System model to unpack the systemic partnership between the academic and administrative process that contribute to student support in first year of study– The unpacking of the relationships in the 2013/2014 period gave rise to

a clear focus for the 2014/2015 planning– The relationship diagram shows clearly what improvements can still be

made for 2016.

FUTURE RESEARCH/IMPLEMENTATIONS• Create and increase the human relationship with students that support their

success …• Create a culture of continuous academic advising throughout the year

– Alleviate bottle-necks during registration– Senior students advised before the end of the previous year– Increased focus on first year enrolments and advice at beginning of

each year• Integrating an early warning system based on academic results and

attendance into the academic advising cycle• Optimize curriculum offerings to assist student choices and alleviate

administrative chaos • Integrate timetable advise and tutorial enrolment into Registration process• Develop a fully automated system that gives quality support to the academic

advising process and assists in compliance with rules.

building academic and human achievement on a strong foundation of quality support services

BIBLIOGRAPHY

1. University of the Free State (2012). Strategic Plan 2012 – 2016 http://www.ufs.ac.za/docs/default-source/all-documents/strategic-plan-931.pdf?sfvrsn=4. accessed 12 June 2015.

2. University of the Free State (2014). Integrated Report 2013. http://www.ufs.ac.za/docs/default-source/all-documents/integrated-report-ufs-2013-2540.pdf?sfvrsn=4 . Accessed 11 June 2015

3. McNiff, J. & Whitehead, J. (2011). Doing and Writing Action Research. London. Sage Publications Ltd

4. Tilebein, M. (2006). A Complex Adaptive System Approach to Efficiency and Innovation. Kybernetes, 35 (7).8) p. 1087- 1099.

5. Centre for Teaching and Learning UFS (2014) Academic Advising: 2014 Registration Evaluation.

6. Centre for Teaching and Learning UFS (2014) Academic Advising: 2015 Registration Evaluation

7. Hall, A. Clark, N. (2010) What do Complex Adaptive Systems Look like and what are the implications for Innovation Policy. Journal of International Development. Vol 22. p. 308-324

T: +27(0)51 401 9111 | info@ufs.ac.za | www.ufs.ac.za

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