Pub Date : 2024-07-23DOI: 10.24085/jsaa.v12i1.4928
Naadhira Seedat, Rishen Roopchund
{"title":"The role of the Muslim Student Association at a South African university campus in promoting a sense of belonging, community service and a student-centred environment","authors":"Naadhira Seedat, Rishen Roopchund","doi":"10.24085/jsaa.v12i1.4928","DOIUrl":"https://doi.org/10.24085/jsaa.v12i1.4928","url":null,"abstract":"","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":"132 45","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141811402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-23DOI: 10.24085/jsaa.v12i1.4751
Jessica Versfeld, Caitlin Vinson
{"title":"Exploring first-year engineering student perceptions of peer-led study groups in a Global South context","authors":"Jessica Versfeld, Caitlin Vinson","doi":"10.24085/jsaa.v12i1.4751","DOIUrl":"https://doi.org/10.24085/jsaa.v12i1.4751","url":null,"abstract":"","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":"89 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141812602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-23DOI: 10.24085/jsaa.v12i1.5297
Birgit Schreiber, T. Luescher, Teboho Moja
{"title":"Supportive contexts for student success","authors":"Birgit Schreiber, T. Luescher, Teboho Moja","doi":"10.24085/jsaa.v12i1.5297","DOIUrl":"https://doi.org/10.24085/jsaa.v12i1.5297","url":null,"abstract":"","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":"25 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141813671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Student motives, expectations and preparedness for higher education: A gender-based study","authors":"Jade Jansen, Badrunesssa Williams, Azmatulla Latief","doi":"10.24085/jsaa.v12i1.4395","DOIUrl":"https://doi.org/10.24085/jsaa.v12i1.4395","url":null,"abstract":"","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":"17 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141813800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-13DOI: 10.24085/jsaa.v11i2.4898
Alude Mahali
This article presents a collection of narrative examples on how a cohort of African graduates, who are beneficiaries of a scholarship from a global foundation, understand and practice giving back. The scholarship programme aims to cultivate and support a network of like-minded young leaders who are committed to giving back by providing training and mentorship that reinforces the core values of transformative leadership and a commitment to improving the lives of others. To investigate these ideas, the Human Sciences Research Council is tracking recent graduates of the scholarship programme using a longitudinal cohort study design consisting of a tracer study, annual qualitative interviews with scholarship alumni, and smaller collaborative enquiries. Beginning in 2019 and tracking alumni for a five-year period, the study involves alumni from seven study sites. Findings from the study show that alumni exhibit a strong sense of social consciousness including an alignment of their understanding and practices of give-back with deeply embedded African notions of give-back as a ‘ripple effect’, reciprocity and ubuntu. Alumni acknowledged that there was not only one way to give, indicating that they participated in give-back in relation to their capacity, usually beginning with contributions to the family. As they became more established in their careers, their sphere of give-back increased with their reach expanding to the broader community. A low proportion of alumni felt that they were making an impact on an institutional or systemic level. Findings also show the impactful position that university partners hold in fostering give-back engagement among students and their potential role in supporting alumni after graduation. The article argues that nurturing social consciousness in young people and an understanding of give-back as collective movement building can contribute to solving development and social justice problems in Africa.
{"title":"\"Giving back is typical African culture\"","authors":"Alude Mahali","doi":"10.24085/jsaa.v11i2.4898","DOIUrl":"https://doi.org/10.24085/jsaa.v11i2.4898","url":null,"abstract":"This article presents a collection of narrative examples on how a cohort of African graduates, who are beneficiaries of a scholarship from a global foundation, understand and practice giving back. The scholarship programme aims to cultivate and support a network of like-minded young leaders who are committed to giving back by providing training and mentorship that reinforces the core values of transformative leadership and a commitment to improving the lives of others. To investigate these ideas, the Human Sciences Research Council is tracking recent graduates of the scholarship programme using a longitudinal cohort study design consisting of a tracer study, annual qualitative interviews with scholarship alumni, and smaller collaborative enquiries. Beginning in 2019 and tracking alumni for a five-year period, the study involves alumni from seven study sites. Findings from the study show that alumni exhibit a strong sense of social consciousness including an alignment of their understanding and practices of give-back with deeply embedded African notions of give-back as a ‘ripple effect’, reciprocity and ubuntu. Alumni acknowledged that there was not only one way to give, indicating that they participated in give-back in relation to their capacity, usually beginning with contributions to the family. As they became more established in their careers, their sphere of give-back increased with their reach expanding to the broader community. A low proportion of alumni felt that they were making an impact on an institutional or systemic level. Findings also show the impactful position that university partners hold in fostering give-back engagement among students and their potential role in supporting alumni after graduation. The article argues that nurturing social consciousness in young people and an understanding of give-back as collective movement building can contribute to solving development and social justice problems in Africa.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":"04 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139181201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-13DOI: 10.24085/jsaa.v11i2.4899
Chris Glass
{"title":"Global perspectives on student affairs and services: A handbook by B. Schreiber, R. B. Ludeman, C. R. Glass & G. Blanco (2023). Boston, US: Center for International Higher Education.","authors":"Chris Glass","doi":"10.24085/jsaa.v11i2.4899","DOIUrl":"https://doi.org/10.24085/jsaa.v11i2.4899","url":null,"abstract":"","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":"162 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139180618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-13DOI: 10.24085/jsaa.v11i2.4911
Dumile Gumede, Maureen Nokuthula Sibiya
This article reports on a qualitative study that explored self-care practices among first-year studentsin managing stressors related to the first-year experience in the context of the COVID-19 pandemic.Qualitative data were collected using a purposive sample between March and June 2022. A total of 26first-year students registered at a university of technology in South Africa participated in the study byproducing digital stories sharing how they practised self-care. The domains of self-care were adoptedas a framework and data were analysed using thematic analysis. Six domains of self-care practicesemerged from the data and were categorised as physical, emotional, spiritual, relational, professional,and psychological. The findings show that first-year students engaged in a range of self-care practicesacross the domains of self-care including exercising, listening to music, performing ancestral rituals,donating blood, following successful people on social media, and learning new skills. Further, relational self-care was the most fundamental domain that underpinned first-year students’ well-being. In contrast, oversleeping or sleep deprivation, reckless spending, and eating unhealthy food to cope with stressors related to the first-year experience pointed to unhealthy self-care practicesin managing the stressors. Unhealthy self-care practices can threaten first-year students’ well-beingand possibly academic success. Student affairs and services need to design self-care programmes andcurricula to prevent harm and support adequate self-care. In designing self-care programmes, socialinvolvement and engagement are fundamental principles that should be emphasised. Future studiescan develop a self-care inventory to identify students at risk of poor self-care and design targetedinterventions to promote self-care.
{"title":"An analysis of digital stories of self-care practices among first- year students at a university of technology in South Africa","authors":"Dumile Gumede, Maureen Nokuthula Sibiya","doi":"10.24085/jsaa.v11i2.4911","DOIUrl":"https://doi.org/10.24085/jsaa.v11i2.4911","url":null,"abstract":"This article reports on a qualitative study that explored self-care practices among first-year studentsin managing stressors related to the first-year experience in the context of the COVID-19 pandemic.Qualitative data were collected using a purposive sample between March and June 2022. A total of 26first-year students registered at a university of technology in South Africa participated in the study byproducing digital stories sharing how they practised self-care. The domains of self-care were adoptedas a framework and data were analysed using thematic analysis. Six domains of self-care practicesemerged from the data and were categorised as physical, emotional, spiritual, relational, professional,and psychological. The findings show that first-year students engaged in a range of self-care practicesacross the domains of self-care including exercising, listening to music, performing ancestral rituals,donating blood, following successful people on social media, and learning new skills. Further, relational self-care was the most fundamental domain that underpinned first-year students’ well-being. In contrast, oversleeping or sleep deprivation, reckless spending, and eating unhealthy food to cope with stressors related to the first-year experience pointed to unhealthy self-care practicesin managing the stressors. Unhealthy self-care practices can threaten first-year students’ well-beingand possibly academic success. Student affairs and services need to design self-care programmes andcurricula to prevent harm and support adequate self-care. In designing self-care programmes, socialinvolvement and engagement are fundamental principles that should be emphasised. Future studiescan develop a self-care inventory to identify students at risk of poor self-care and design targetedinterventions to promote self-care.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139181399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-13DOI: 10.24085/jsaa.v11i2.4915
Andrea Juan, Adam Cooper, V. Mathambo, N. Lawana, Nokhetho Mhlanga, James Jowi
Graduate transitions and pathways do not naturally involve moving smoothly or sequentiallyfrom education into the world of work. Instead university graduates move through employment,entrepreneurship, unemployment and continued further education as they generate livelihoods. ForAfrican universities to be student-centred, with a focus on student development and success, thenature of these livelihood pathways must be examined in order to provide appropriate and relevanttraining and transition support. This article uses quantitative and qualitative data from Africangraduates who received a scholarship to complete their degrees at 21 universities (nine in Africa and12 from other countries). Their post-graduation pathways are mapped and explored to determinehow graduates generate livelihoods. The findings show that a minority of African graduates movesmoothly from education into employment, and that for the majority, pathways are multidimensionaland complex. While some move into the world of work with ease, most develop portfolios of income.By developing initiatives based on these findings, universities can help graduates navigate thechallenges of income diversification, provide them with the necessary skills and resources, and fostera supportive ecosystem that encourages entrepreneurial thinking and diversified career paths.
{"title":"Graduate transitions in Africa: Understanding strategies of livelihood generation for universities to better support students","authors":"Andrea Juan, Adam Cooper, V. Mathambo, N. Lawana, Nokhetho Mhlanga, James Jowi","doi":"10.24085/jsaa.v11i2.4915","DOIUrl":"https://doi.org/10.24085/jsaa.v11i2.4915","url":null,"abstract":"Graduate transitions and pathways do not naturally involve moving smoothly or sequentiallyfrom education into the world of work. Instead university graduates move through employment,entrepreneurship, unemployment and continued further education as they generate livelihoods. ForAfrican universities to be student-centred, with a focus on student development and success, thenature of these livelihood pathways must be examined in order to provide appropriate and relevanttraining and transition support. This article uses quantitative and qualitative data from Africangraduates who received a scholarship to complete their degrees at 21 universities (nine in Africa and12 from other countries). Their post-graduation pathways are mapped and explored to determinehow graduates generate livelihoods. The findings show that a minority of African graduates movesmoothly from education into employment, and that for the majority, pathways are multidimensionaland complex. While some move into the world of work with ease, most develop portfolios of income.By developing initiatives based on these findings, universities can help graduates navigate thechallenges of income diversification, provide them with the necessary skills and resources, and fostera supportive ecosystem that encourages entrepreneurial thinking and diversified career paths.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":"7 2-3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139181579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-13DOI: 10.24085/jsaa.v11i2.4916
K. Behari-Leak
{"title":"Student peer support initiatives in higher education: A collection of South African case studies by X. Cupido, N. Frade, T. Govender, E. Samkange & S. Pather (Eds.) (2022). Stellenbosch, SA: African Sun Media","authors":"K. Behari-Leak","doi":"10.24085/jsaa.v11i2.4916","DOIUrl":"https://doi.org/10.24085/jsaa.v11i2.4916","url":null,"abstract":"","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":"97 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139181518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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