"Do we stay or do we leave?” : the role of trust and engagement in students’ decision whether to remain in South Africa
- Authors: Uys, Tina , Senekal, Anton
- Date: 2015
- Subjects: University of Johannesburg - Students , Emigration and immigration - South Africa
- Type: Article
- Identifier: uj:5601 , ISSN 09766634 , http://hdl.handle.net/10210/14331
- Description: This paper focuses on University of Johannesburg (UJ) students' views on remaining in or leaving South Africa. These views are based on the degree of trust students perceive the government (broadly defined) to be worthy of, and the degree of engagement in the affairs of the country that students are prepared to expend in the context of perceived threats to South African citizens. A survey of 1214 undergraduate students on all four UJ campuses was conducted in 2011. Care was taken that the sample reflected the overall picture of the research population. The data is analysed in terms of a typology that considers the extent to which people either respond to real or perceived threats based on trust or distrust in the government's ability and willingness to protect their interests as citizens. On this basis, they could furthermore either engage the threatening reality or disengage from it altogether. The paper analyses the extent to which patterns can be identified among different groups of UJ undergraduate students with regard to the four possible responses that emerge from the developed typology: Trusting engagement, trusting disengagement, distrusting engagement and distrusting disengagement.
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- Authors: Uys, Tina , Senekal, Anton
- Date: 2015
- Subjects: University of Johannesburg - Students , Emigration and immigration - South Africa
- Type: Article
- Identifier: uj:5601 , ISSN 09766634 , http://hdl.handle.net/10210/14331
- Description: This paper focuses on University of Johannesburg (UJ) students' views on remaining in or leaving South Africa. These views are based on the degree of trust students perceive the government (broadly defined) to be worthy of, and the degree of engagement in the affairs of the country that students are prepared to expend in the context of perceived threats to South African citizens. A survey of 1214 undergraduate students on all four UJ campuses was conducted in 2011. Care was taken that the sample reflected the overall picture of the research population. The data is analysed in terms of a typology that considers the extent to which people either respond to real or perceived threats based on trust or distrust in the government's ability and willingness to protect their interests as citizens. On this basis, they could furthermore either engage the threatening reality or disengage from it altogether. The paper analyses the extent to which patterns can be identified among different groups of UJ undergraduate students with regard to the four possible responses that emerge from the developed typology: Trusting engagement, trusting disengagement, distrusting engagement and distrusting disengagement.
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Perceptions of sexuality and gendered sexual roles among students at a South African university : exploring heteronormativity on campus
- Smuts, Letitia, Reijer, Josien, Dooms, Tessa
- Authors: Smuts, Letitia , Reijer, Josien , Dooms, Tessa
- Date: 2015
- Subjects: Heterosexism , Homophobia , Heterosexual privilege , Students - South Africa
- Type: Article
- Identifier: uj:5597 , ISSN 09766634 , http://hdl.handle.net/10210/14310
- Description: The aim of this paper is to investigate the extent to which university students are likely to hold heteronormative and normative gendered views. Data was obtained through a quantitative survey. A total of 1214 undergraduate students were interviewed in an urban university in South Africa. Low levels of homophobia were reported, with women being more accepting towards homosexuality. It was found that heteronormative (possible heterosexist) views are at play when asked whether homosexuality should be portrayed positively on campus, which raises questions of heterosexual privilege. While students are generally willing to interact with homosexual students, they have an aversion towards same-sex relationships being given a positive, and perhaps equal, status to heterosexual relationships. Religion and family are the most influential factors which shape the views of the respondents. Findings suggest marked differences in the views of religious and non-religious students with regard to gender norms and acceptance of homosexuality. Fields of study appear to be a significant determinant of students’ views on sexual and gendered norms. Ultimately, the paper is explorative in nature, and starts to address a phenomenon that is under-researched within this context.
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- Authors: Smuts, Letitia , Reijer, Josien , Dooms, Tessa
- Date: 2015
- Subjects: Heterosexism , Homophobia , Heterosexual privilege , Students - South Africa
- Type: Article
- Identifier: uj:5597 , ISSN 09766634 , http://hdl.handle.net/10210/14310
- Description: The aim of this paper is to investigate the extent to which university students are likely to hold heteronormative and normative gendered views. Data was obtained through a quantitative survey. A total of 1214 undergraduate students were interviewed in an urban university in South Africa. Low levels of homophobia were reported, with women being more accepting towards homosexuality. It was found that heteronormative (possible heterosexist) views are at play when asked whether homosexuality should be portrayed positively on campus, which raises questions of heterosexual privilege. While students are generally willing to interact with homosexual students, they have an aversion towards same-sex relationships being given a positive, and perhaps equal, status to heterosexual relationships. Religion and family are the most influential factors which shape the views of the respondents. Findings suggest marked differences in the views of religious and non-religious students with regard to gender norms and acceptance of homosexuality. Fields of study appear to be a significant determinant of students’ views on sexual and gendered norms. Ultimately, the paper is explorative in nature, and starts to address a phenomenon that is under-researched within this context.
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Profiling disadvantaged undergraduate students in higher education
- Authors: Mpofu, Bhekimpilo
- Date: 2015
- Subjects: Academic achievement , Disadvantaged students , Quintile system , Sustainable livelihoods
- Type: Article
- Identifier: uj:5612 , ISSN 09766634 , http://hdl.handle.net/10210/14406
- Description: The focus of this paper is the academic progress of university students who come from disadvantaged schools. While research has been conducted on students' academic progress at higher education institutions, previous studies were generic in that they treated students as a homogenous group. This study differentiates different groups of students using the quintile system and links this to their academic progress. This study was conducted within the sustainable livelihoods approach and sought to explore three aspects of the population under study: namely, livelihood assets, context, and outcomes both before attending university and during their studies. It measured pre-university assets (such as school quintile) against pre-university outcomes (such as matric scores) and then applied these to university outcomes such as grade point average (GPA) and time to graduation. The results show that low quintile students have much lower average matric scores, achieve a much lower GPA of just 50% and lower, have a much higher dropout rate (of more than 51%) and take longer to achieve a degree (four to seven years for three-year degrees and five to seven years for four-year degrees) than high quintile students.
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- Authors: Mpofu, Bhekimpilo
- Date: 2015
- Subjects: Academic achievement , Disadvantaged students , Quintile system , Sustainable livelihoods
- Type: Article
- Identifier: uj:5612 , ISSN 09766634 , http://hdl.handle.net/10210/14406
- Description: The focus of this paper is the academic progress of university students who come from disadvantaged schools. While research has been conducted on students' academic progress at higher education institutions, previous studies were generic in that they treated students as a homogenous group. This study differentiates different groups of students using the quintile system and links this to their academic progress. This study was conducted within the sustainable livelihoods approach and sought to explore three aspects of the population under study: namely, livelihood assets, context, and outcomes both before attending university and during their studies. It measured pre-university assets (such as school quintile) against pre-university outcomes (such as matric scores) and then applied these to university outcomes such as grade point average (GPA) and time to graduation. The results show that low quintile students have much lower average matric scores, achieve a much lower GPA of just 50% and lower, have a much higher dropout rate (of more than 51%) and take longer to achieve a degree (four to seven years for three-year degrees and five to seven years for four-year degrees) than high quintile students.
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Racial integration among students at the University of Johannesburg
- Authors: Binikos, E. , Rugunanan, P.
- Date: 2015
- Subjects: Higher education institutions - South Africa , Transformation - South Africa , Racial integration - South Africa , University of Johannesburg
- Type: Article
- Identifier: http://ujcontent.uj.ac.za8080/10210/375727 , uj:5613 , ISSN 09766634 , http://hdl.handle.net/10210/14407
- Description: One of the objectives of restructuring the South African higher education sector following the transition to democracy was to address the racial imbalances within the sector. Since then, studies have examined the impact of transformation on individual universities and various aspects of the sector as a whole. However, less attention has been paid to how it affects integration among students within these institutions. As a 'transformed' higher education institution, and a place of socialisation for young adults, the University of Johannesburg is an appropriate place to explore to what extent racial integration is occurring in higher education. A survey was used to investigate to what extent students consider themselves to be racially integrated, and also to provide insight into their attitudes regarding racial integration. The findings show that racial integration is limited and occurs in less intimate situations, and, that there are also some contradictions between the attitudes and behaviour towards racial integration.
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- Authors: Binikos, E. , Rugunanan, P.
- Date: 2015
- Subjects: Higher education institutions - South Africa , Transformation - South Africa , Racial integration - South Africa , University of Johannesburg
- Type: Article
- Identifier: http://ujcontent.uj.ac.za8080/10210/375727 , uj:5613 , ISSN 09766634 , http://hdl.handle.net/10210/14407
- Description: One of the objectives of restructuring the South African higher education sector following the transition to democracy was to address the racial imbalances within the sector. Since then, studies have examined the impact of transformation on individual universities and various aspects of the sector as a whole. However, less attention has been paid to how it affects integration among students within these institutions. As a 'transformed' higher education institution, and a place of socialisation for young adults, the University of Johannesburg is an appropriate place to explore to what extent racial integration is occurring in higher education. A survey was used to investigate to what extent students consider themselves to be racially integrated, and also to provide insight into their attitudes regarding racial integration. The findings show that racial integration is limited and occurs in less intimate situations, and, that there are also some contradictions between the attitudes and behaviour towards racial integration.
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Seeking barriers to the development of knowledge transgressivity potential (KTP) : lessons from a postgraduate student survey at the University of Johannesburg
- Dworzanowski-Venter, Bronwyn, Chagonda, Tapiwa
- Authors: Dworzanowski-Venter, Bronwyn , Chagonda, Tapiwa
- Date: 2015
- Subjects: Knowledge transgressivity potential , University of Johannesburg , University of Johannesburg - Students
- Type: Article
- Identifier: uj:5598 , ISSN 09766634 , http://hdl.handle.net/10210/14311
- Description: Institutional mergers coupled with the distinction between teaching-focused ‘comprehensives’ and traditional, research-intensive universities are evidence of differentiation in action within South African higher education. Comprehensive institutions such as the University of Johannesburg (UJ) are relatively underresearched. A UJ-based survey of postgraduate students (n=300) suggests the possibility of knowledge transgressivity within and outside of UJ. However, the development of a transdisciplinary platform [to facilitate the evolution of knowledge transgressivity potential (KTP)] between natural and social science-focused postgraduates, is likely limited by perceptual class and race barriers, with the former proving most influential. Moreover, inter institutionalKTP between UJ, as a comprehensive, and WITS, as a traditional university, is present, but limited by material class barriers, such as fees differentials. Nevertheless, findings suggest that KTP could be developed at the junior postgraduate level if class perceptions and structural legacies are to be overcome. Comprehensives like UJ are capable of more than solely fulfilling an undergraduate teaching function as such, they should enjoy more research attention. While all South African universities contribute to transformation and competitiveness in distinct ways, the rigid demarcation, and potentially inadvertent ‘privileging’ of some South African universities, should be avoided. This is critical as such demarcation cannot lead to long-term institutional integration and increased potential for true knowledge transgressivity.
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- Authors: Dworzanowski-Venter, Bronwyn , Chagonda, Tapiwa
- Date: 2015
- Subjects: Knowledge transgressivity potential , University of Johannesburg , University of Johannesburg - Students
- Type: Article
- Identifier: uj:5598 , ISSN 09766634 , http://hdl.handle.net/10210/14311
- Description: Institutional mergers coupled with the distinction between teaching-focused ‘comprehensives’ and traditional, research-intensive universities are evidence of differentiation in action within South African higher education. Comprehensive institutions such as the University of Johannesburg (UJ) are relatively underresearched. A UJ-based survey of postgraduate students (n=300) suggests the possibility of knowledge transgressivity within and outside of UJ. However, the development of a transdisciplinary platform [to facilitate the evolution of knowledge transgressivity potential (KTP)] between natural and social science-focused postgraduates, is likely limited by perceptual class and race barriers, with the former proving most influential. Moreover, inter institutionalKTP between UJ, as a comprehensive, and WITS, as a traditional university, is present, but limited by material class barriers, such as fees differentials. Nevertheless, findings suggest that KTP could be developed at the junior postgraduate level if class perceptions and structural legacies are to be overcome. Comprehensives like UJ are capable of more than solely fulfilling an undergraduate teaching function as such, they should enjoy more research attention. While all South African universities contribute to transformation and competitiveness in distinct ways, the rigid demarcation, and potentially inadvertent ‘privileging’ of some South African universities, should be avoided. This is critical as such demarcation cannot lead to long-term institutional integration and increased potential for true knowledge transgressivity.
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Social-background factors affecting the academic success of first year sociology students at the University of Johannesburg, South Africa
- Van Zyl-Schalekamp, Cecilia, Mthombeni, Patrick
- Authors: Van Zyl-Schalekamp, Cecilia , Mthombeni, Patrick
- Date: 2015
- Subjects: Academic achievement - South Africa , First year students - South Africa
- Type: Article
- Identifier: uj:5611 , ISSN 09766634 , http://hdl.handle.net/10210/14404
- Description: The objective of the research was to explore the role of social-economic factors in the academic achievement of first year students at a South African University. A survey was conducted with a sample size of 210 students. The influence of the following variables were examined with inferential statistics: having English as a home language; being a first-generation student; quality of high school attended; size of physical living/study space of a student and household structure. Chi-square tests showed that in this sample home language, type of high school and living/study space impacted on students' performance.
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- Authors: Van Zyl-Schalekamp, Cecilia , Mthombeni, Patrick
- Date: 2015
- Subjects: Academic achievement - South Africa , First year students - South Africa
- Type: Article
- Identifier: uj:5611 , ISSN 09766634 , http://hdl.handle.net/10210/14404
- Description: The objective of the research was to explore the role of social-economic factors in the academic achievement of first year students at a South African University. A survey was conducted with a sample size of 210 students. The influence of the following variables were examined with inferential statistics: having English as a home language; being a first-generation student; quality of high school attended; size of physical living/study space of a student and household structure. Chi-square tests showed that in this sample home language, type of high school and living/study space impacted on students' performance.
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The idea of a university : a sociological study of a National University in India
- Authors: Gundemeda, Nagaraju
- Date: 2015
- Subjects: Universities and colleges - India
- Type: Article
- Identifier: uj:5603 , ISSN 09766634 , http://hdl.handle.net/10210/14333
- Description: What is the role and relevance of universities in the contemporary Indian society is the fundamental question that bothers students, intellectuals and policy makers. A brief review of literature on university education reveals that universities are in a transition phase and undergoing a crisis across the nation states including India. The primary aim of the paper is to analyse to what extent the universities in India reflect the centre of universal teaching and research. It also aims to map the expectations and experiences of students in a university. This paper is broadly divided into two parts. The first part presents the broader debates on the idea of a university, critically examining the current status of university education! in India. The second part captures the demographic composition, personal experiences and ideological convictions of students on the role of a university in nation building, social transformation and social and economic mobility.
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- Authors: Gundemeda, Nagaraju
- Date: 2015
- Subjects: Universities and colleges - India
- Type: Article
- Identifier: uj:5603 , ISSN 09766634 , http://hdl.handle.net/10210/14333
- Description: What is the role and relevance of universities in the contemporary Indian society is the fundamental question that bothers students, intellectuals and policy makers. A brief review of literature on university education reveals that universities are in a transition phase and undergoing a crisis across the nation states including India. The primary aim of the paper is to analyse to what extent the universities in India reflect the centre of universal teaching and research. It also aims to map the expectations and experiences of students in a university. This paper is broadly divided into two parts. The first part presents the broader debates on the idea of a university, critically examining the current status of university education! in India. The second part captures the demographic composition, personal experiences and ideological convictions of students on the role of a university in nation building, social transformation and social and economic mobility.
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The selection of academic role models by first year University students
- Kaziboni, Anthony, Uys, Tina
- Authors: Kaziboni, Anthony , Uys, Tina
- Date: 2015
- Subjects: Role models , First year students
- Type: Article
- Identifier: uj:5608 , ISSN 09766634 , http://hdl.handle.net/10210/14346
- Description: The throughput rates of South African universities have been on the agenda of government and educational institutions for quite a while now. One of the factors that could impact university throughput rates positively is the influence of academic role models. Research has shown that adult role models sharing the same sex, race and/or age with the student could boost their academic performance. In light of this, this study aimed at exploring the differences between groups of first year sociology students at a South African urban university with regard to the criteria they use to select academic role models. The study was conducted at its main campus in 2011. A quantitative research methodology in the form of a self-administered survey was employed. It was found that the sociology first year students at the South African university considered academic qualifications/standing to be the most important criterion when selecting an academic role model compared to age and other socially ascribed statuses like race and sex. The findings of this study therefore diverge from the mainstream findings in the field of role models. This finding implies that the exclusive emphasis on making equity appointments within tertiary institutions in order to establish credible academic role models for university students should be revisited to make provision for a more complex approach, which goes beyond the focus on ascribed status.
- Full Text:
- Authors: Kaziboni, Anthony , Uys, Tina
- Date: 2015
- Subjects: Role models , First year students
- Type: Article
- Identifier: uj:5608 , ISSN 09766634 , http://hdl.handle.net/10210/14346
- Description: The throughput rates of South African universities have been on the agenda of government and educational institutions for quite a while now. One of the factors that could impact university throughput rates positively is the influence of academic role models. Research has shown that adult role models sharing the same sex, race and/or age with the student could boost their academic performance. In light of this, this study aimed at exploring the differences between groups of first year sociology students at a South African urban university with regard to the criteria they use to select academic role models. The study was conducted at its main campus in 2011. A quantitative research methodology in the form of a self-administered survey was employed. It was found that the sociology first year students at the South African university considered academic qualifications/standing to be the most important criterion when selecting an academic role model compared to age and other socially ascribed statuses like race and sex. The findings of this study therefore diverge from the mainstream findings in the field of role models. This finding implies that the exclusive emphasis on making equity appointments within tertiary institutions in order to establish credible academic role models for university students should be revisited to make provision for a more complex approach, which goes beyond the focus on ascribed status.
- Full Text:
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