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Title Student engagement in South African higher education
Full text http://ahero.uwc.ac.za/index.php?module=cshe&action=viewtitle&id=cshe_836
Date 2012
Author(s) Wawrzynski, Matthew R.; Ashleigh M. Heck; Christopher T. Remley
Abstract The relationship between student engagement and student outcome achievement is well documented in the higher education literature for US students (Astin, 1993 - Kuh, 2003 - Kuh, Kinzie, Schuh, & - Whitt, 2005 - Pascarella & - Terenzini, 2005) and has recently gained traction for students in other countries such as Australia (Krause, 2007a, 2007b - Krause & - Coates, 2008 - Krause, Hartley, James, & - McInnis, 2005), New Zealand (Leach & - Zepke, n.d. - van der Meer, 2009 - van der Meer & - Scott, 2009), Malaysia (Azman, Ali, & - Jelas, n.d.), and England (Mann, 2001 - Yorke & - Longden, 2008). Yet, few studies have examined this relationship in countries with evolving or restructured systems of higher education, such as South Africa. Student engagement and corresponding barriers may differ across cultures, underscoring the need for research in restructured higher education systems. Further, the instability and ongoing change characterizing South African colleges and universities post-Apartheid suggests that how students engage in and benefit from the college experience may vary greatly from students enrolled prior to Apartheid in the more structured higher education systems of the United States.
Subject(s) Student Enrolment, Student Affairs, Student behaviour, Student Aspirations, Student Faculty Interaction, Student Organisations, Student Protest, Apartheid and Higher Education
Coverage Students
Language English
Type of publication Journal Article (Peer Reviewed)
Format Pdf
Repository Cape Town - AHERO, University of Western Cape
Added to C-A: 2013-12-13;13:11:08