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A Needs Analysis of University of Johannesburg First Year Students

A Needs Analysis of University of Johannesburg First Year Students. Students’ Needs Assessment Project 2005 Auckland Park Kingsway Campus Student Services Bureau South Africa W. Van Reenen, A. Pretorius & M. Snyman April 2006. PRESENTATION LAY-OUT. Introduction Orientation Methodology

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A Needs Analysis of University of Johannesburg First Year Students

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  1. A Needs Analysis of University of Johannesburg First Year Students Students’ Needs Assessment Project 2005 Auckland Park Kingsway Campus Student Services Bureau South Africa W. Van Reenen, A. Pretorius & M. Snyman April 2006

  2. PRESENTATION LAY-OUT • Introduction • Orientation • Methodology • Results • Interpretation of Results • Conclusions • Limitations of Study and Future Work References Appendix A: Students’ Needs Assessment Questionnaire UJ, APK Campus, SSB, South Africa

  3. INTRODUCTIONInstitutional Change: Historical Background of the University of Johannesburg • In December 2002 Cabinet announced transformation and reconstruction of the SA Higher Education landscape into • Universities • Comprehensive Universities • Universities of Technology and • National Institutions of Higher Education (Andrew, Pretorius & Pretorius, 2005). The University of Johannesburg (UJ) is a Comprehensive Institution. • The UJ was composed of three different institutions: UJ, APK Campus, SSB, South Africa

  4. INTRODUCTIONRand Afrikaans University The Rand Afrikaans University(RAU) was traditionally a university for white students, in the main. RAU offered a full range of traditional degree courses. RAU incorporated two of the Vista University campuses in 2004. Auckland Park Kingsway Campus UJ, APK Campus, SSB, South Africa

  5. INTRODUCTIONVista University Soweto Campus Vistawas established as a university principally for black students from disadvantaged backgrounds. Limited programmes were offered and students did not always comply with university entry requirements. East Rand Campus UJ, APK Campus, SSB, South Africa

  6. INTRODUCTIONTechnikon Witwatersrand In 2005 RAU merged with the Technikon Witwatersrand (TWR). TWR offered only career- focused programmes. Auckland Park Bunting Road Campus UJ, APK Campus, SSB, South Africa

  7. INTRODUCTIONGEOGRAPHIC POSITION OF THE UNIVERSITY AS MULTI-CAMPUS INSTITUTION (45 000 students ) ERC 1.7% 60 km APK 59% APB 16% DFC 19% 4 km 6 km 28 km 10 km SWC 4.3% UJ, APK Campus, SSB, South Africa

  8. INTRODUCTIONAccess and Throughput • A total of 120 000 students enrolled in 2000 in the country’s public higher education institutions. • At the end of 2000, 36 000 (30%) dropped out. • A further 24 000 dropped out between their second and third years. • Of the remaining 50%, less than half graduated within the allocated minimum period of study. • The majority of the drop-out students were black students. • In financial terms drop-out students cost South Africa about R4.5 billion in subsidies allocated to higher education institutions by the State. (HSRC, 2006). UJ, APK Campus, SSB, South Africa

  9. ORIENTATION Problem Statement and Purpose of Research The task and challenge of student counsellors are toselect, place, prepare and support students in such a way that not only the most gifted students will be able to graduate but also students who would traditionally not be given a chance to be selected and supported. UJ, APK Campus, SSB, South Africa

  10. ORIENTATION Problem Statement and Purpose of Research Joining these institutions – each with a very different ethos as well as different goals, backgrounds, institutional charactersand programmes – implies bringing students from different backgrounds, expectations and needs together in a student population of more than 45 000 students and five sites of delivery. UJ, APK Campus, SSB, South Africa

  11. ORIENTATION Problem Statement and Purpose of Research The change in student demographics, as well as an increasing awareness of the personal, academic and career needs of students, necessitated a re-evaluation of student counselling services in addressing these needs to enhance throughput. A pilot study on the needs of first-year students – both first generation and non-first generation students – was undertaken on three campuses. UJ, APK Campus, SSB, South Africa

  12. ORIENTATIONDescription of Relevant Concepts(for purpose of our study) • First Year Student A person registered full-timefor the first time for any of the accredited first year courses offered on three different campuses. • Foundation Programme Student A student who did not meet the prescribed entry requirements as set out by the different faculties can be placed in the foundation programme (also subject to set entry requirements). • First Generation Student A student whose parents, as well as brothers and/or sisters, have noexperience of post-school training at a college, technikon or university. • Needs Something that is wanted or required because it is essential or very important rather than just desirable (Kavanagh, K. (Ed.), 2002). In the case of this study, important for successful academic performance. UJ, APK Campus, SSB, South Africa

  13. METHODOLOGYSampling Method, Target Population and Sample Size All 1st year & foundation programme students who were registered for undergraduate studies on 3 UJ-campuses, APK, ERC & SWC, in 2005 Variables:Campus; Home Language; Gender; Racial Group; Study Year; Type of Accommodation; Faculty. Factors:The 5 needs – Career; Academic; Emotional; Social; Physical. 1. Sampling Method 3. Sample Size Convenience Sampling Method was used. 2. Target Population UJ, APK Campus, SSB, South Africa

  14. METHODOLOGYResearch Method • A quantitative study. • Questionnaires, Afrikaans & English, were distributed during lectures. • Lecturers allocated time for completion. • Students returned questionnaires. • One fieldworker was used. UJ, APK Campus, SSB, South Africa

  15. METHODOLOGYMeasurement Instrument: Questionnaire Time Duration: ± 10 min. 33 Questions: 9 – Open & 24 – Closed. 4 Sections: Biographical Info; Use of Services; Needs; Comments. The extent of a need is indicated on a 5-point Likert Scale: 1 2 3 4 5 Not at To a lesser To an To a greater To a very all extent average extent large (1–40%) extent (61-80%) extent (41–60%) (81–100%) The structure reliability and the internal consistency of the questionnaire are high. UJ, APK Campus, SSB, South Africa

  16. METHODOLOGYStatistical Procedures and Analysis Programmes: Statistical Package for the Social Sciences (SPSS 13.0) & Microsoft Office Excel 2003. Data was statistical analysed in cooperation with the UJ Statistical Consultation Services (STATCON). Frequencies, Contingency Tables & Mean Calculations to serve as descriptive statistics. UJ, APK Campus, SSB, South Africa

  17. RESULTSDescription of Survey’s SampleGender N = 1428 UJ, APK Campus, SSB, South Africa

  18. RESULTSDescription of Survey’s SampleRacial GroupN = 1428 UJ, APK Campus, SSB, South Africa

  19. RESULTSDescription of Survey’s SampleProgramme N = 1428 UJ, APK Campus, SSB, South Africa

  20. RESULTSDescription of Survey’s SampleType of AccommodationN = 1428 UJ, APK Campus, SSB, South Africa

  21. RESULTSMean and Median UJ, APK Campus, SSB, South Africa

  22. RESULTSRacial Groups UJ, APK Campus, SSB, South Africa

  23. RESULTSProgramme UJ, APK Campus, SSB, South Africa

  24. RESULTSCareer Needs(Average) UJ, APK Campus, SSB, South Africa

  25. RESULTSAcademic Needs(Average) UJ, APK Campus, SSB, South Africa

  26. RESULTSEmotional Needs(Average) UJ, APK Campus, SSB, South Africa

  27. RESULTSSocial Needs(Average) UJ, APK Campus, SSB, South Africa

  28. RESULTSPhysical Needs(Average) UJ, APK Campus, SSB, South Africa

  29. INTERPRETATION OF RESULTS The majority of students from the sample were: • Female (50.8%) • Black (45.4%) • First year (66.8%) • Living with parents (50.6%) UJ, APK Campus, SSB, South Africa

  30. INTERPRETATION OF RESULTS The extent of the need to gather more information on the five different needs, measured as follows (ranked from highest to lowest): UJ, APK Campus, SSB, South Africa

  31. INTERPRETATION OF RESULTS Black students, especially those in the foundation programmes, had the greatest need to gather more information on all the needs. There were significant differences between the following: • Racial groups: Black; White; Coloured; Indian • Type of programmes: Foundation programme; First year • Type of accommodation: Parents; Other family; UJ-residence; Friends; On your own; Other There were no significant differences between the two genders, female and male. UJ, APK Campus, SSB, South Africa

  32. INTERPRETATION OF RESULTS The item that measured the highest, per need, is as follows: UJ, APK Campus, SSB, South Africa

  33. CONCLUSIONS • With the merger of the different institutions, the student population of the UJ changed. • It is imperative to establish the needs of the current students of the UJ to provide and render services, support and counselling in line with the needs. • Highest needs according to the 2005 sample were career, academic and emotional needs. UJ, APK Campus, SSB, South Africa

  34. LIMITATIONS OF STUDY AND FUTURE WORK • Limitations of study • Small samples on campuses. • First generation students could not be identified. • Future work • Explore alternative sampling method. • Identify first generation students. • Focus groups to identify themes and specific needs. • Follow-up study annually or bi-annually. UJ, APK Campus, SSB, South Africa

  35. Student Services Bureau Contact us University of JohannesburgP.O.Box 524Auckland Park 2006JohannesburgRepublic of South AfricaTel.: +27 11 489 3324Fax: +27 11 489 2157Email: mandas@uj.ac.za; anliap@uj.ac.za; wilnavr@uj.ac.zaWebsite: http://www.uj.ac.za/

  36. REFERENCES Andrew, T.N., Pretorius, L. & Pretorius, J.C. (2005). Negotiating a Merger between Two Paradigms of Engineering Education – Dealing with the Cultural Constraints. University of Johannesburg. HSRC (2006). Research project on high drop-out rate of black students. Retrieved March 14, 2006 from the World Wide Web: http://www.hsrc.ac.za/media/2006/2/20060208_1.html Kavanagh, K. (Ed.) (2002), South African Concise Oxford Dictionary. Oxford University Press. UJ, APK Campus, SSB, South Africa

  37. APPENDIX AStudents’ Needs Assessment Questionnaire BIOGRAPHICAL INFORMATION • WHAT IS YOUR UNIVERSITY OF JOHANNESBURG (UJ) STUDENT NUMBER? 2. ON WHICH UJ CAMPUS ARE YOU STUDYING? Auckland Park Bunting Road Campus / Auckland Park Kingsway Campus / Doornfontein Campus / Eloff Street Campus / East Rand Campus / Soweto Campus 3. WHAT IS YOUR HOME LANGUAGE Afrikaans / English / isiNdebele / isiXhosa / isiZulu / Sepedi / Sesotho / Setswana / siSwati / Tshivenda / Xitsonga / Other 4. WHAT IS YOUR GENDER? Male / Female 5. WHAT IS YOUR RACE? Indian / Coloured / Black / White / Other UJ, APK Campus, SSB, South Africa

  38. APPENDIX AStudents’ Needs Assessment Questionnaire 6. WHAT IS YOUR CURRENT AGE IN COMPLETED YEARS? 7. WHAT IS YOUR CURRENT STUDY YEAR? Foundation year / First year • IN WHICH YEAR DID YOU START YOUR STUDIES AT UJ? 9(a)WHERE DO YOU LIVE DURING THE ACADEMIC YEAR? Residence / Parents / Other family / Friends / On your own / Other 9(b) IF YOU DO NOT LIVE IN ANY UJ RESIDENCE, DO YOU BELONG TO ANY UJ DAY-HOUSE? Yes / No • WHAT TYPE OF STUDENT ARE YOU? Full-time student / Part-time student / Distance education student / Other UJ, APK Campus, SSB, South Africa

  39. APPENDIX AStudents’ Needs Assessment Questionnaire 11. AT WHICH FACULTY ARE YOU CURRENTLY REGISTERED? Engineering and the Built Environment / Science / Health Sciences / Humanities / Art, Design and Architecture / Management / Economic and Financial Sciences / Law / Education 12. WHAT IS YOUR MOTHER’S HIGHEST SCHOOL QUALIFICATION? Lower than Grade 8 / Grade 8 / Grade 8 to Grade 10 / Grade 8 to Grade 12 / Do not know 13. WHAT IS YOUR FATHER’S HIGHEST SCHOOL QUALIFICATION? Lower than Grade 8 / Grade 8 / Grade 8 to Grade 10 / Grade 8 to Grade 12 / Do not know 14(a)DOES YOUR MOTHER HAVE ANY EXPOSURE TO ANY POST-SCHOOL EDUCATION AT ANY OF THE FOLLOWING? College / Technikon / University / Do not know / No / Other UJ, APK Campus, SSB, South Africa

  40. APPENDIX AStudents’ Needs Assessment Questionnaire 14(b)DID YOUR MOTHER COMPLETE THE POST-SCHOOL EDUCATION? Yes / No / Do not know / Not applicable 15(a)DOES YOUR FATHER HAVE ANY EXPOSURE TO ANY POST-SCHOOL EDUCATION AT ANY OF THE FOLLOWING? College / Technikon / University / Do not know / No / Other 15(b)DID YOUR FATHER COMPLETE THE POST-SCHOOL EDUCATION? Yes / No / Do not know / Not applicable 16. DO YOU HAVE ANY BROTHERS OR SISTERS WHO ARE AT UNIVERSITY, TECHNIKON OR COLLEGE AT THE MOMENT OR WERE A STUDENT IN THE PAST? Yes / No / Do not know UJ, APK Campus, SSB, South Africa

  41. APPENDIX AStudents’ Needs Assessment Questionnaire THE USE OF SERVICES 17(a)TO WHAT EXTENT DID YOU MAKE USE OF UJ SERVICES THIS YEAR? 1 = None / 2 = To a lesser extent (1/2 times) / 3 = To an average extent (3 times) / 4 = To a greater extent (4/5 times) / 5 = To a very large extent (more than 5 times) Student counsellors/psychologists / Career guidance / Peer helper support in residence or day-house / Support to students with disabilities / Career Centre / Campus Health Clinic 17(b)IF YOU DID NOT USE ANY OF THE UJ-SERVICES, NAME THE SERVICE AND GIVE A REASON: If you are a student with a disability, and if you may need special support/provisions, please answer QUESTION 17(c). If you are not a student with a disability continue at QUESTION 18(a). UJ, APK Campus, SSB, South Africa

  42. APPENDIX AStudents’ Needs Assessment Questionnaire 17(c)STATE THE NATURE / SUPPORT NEEDED. 18(a)TO WHAT EXTENT DID YOU MAKE USE OF THE SERVICES OF THE LEARNING CENTRETHIS YEAR? 1 = None / 2 = To a lesser extent (1/2 times) / 3 = To an average extent (3 times) / 4 = To a greater extent (4/5 times) / 5 = To a very large extent (more than 5 times) Integrated study and reading course / Study course / Reading improvement course / Tutor programme / Writing Centre/writing consultants 18(b)IF YOU DID NOT USE ANY OF THE SERVICES OF THE LEARNING CENTRE, NAME THE SERVICE AND GIVE A REASON: UJ, APK Campus, SSB, South Africa

  43. APPENDIX AStudents’ Needs Assessment Questionnaire NEEDS 19.PHYSICAL TO WHAT EXTENT WOULD YOU LIKE TO GATHER MORE INFORMATION ABOUT EACH OF THE FOLLOWING? 1 = None / 2 = To a lesser extent (1 – 40%) / 3 = To an average extent (41 – 60%) / 4 = To a greater extent (61 – 80%) / 5 = To a very large extent (81 – 100%) How to control weight / How to cope with anxiety about HIV/AIDS / How to cope with recurrent headaches / How to cope with recurrent stomach aches / How to cope with irregular sleeping patterns / How to cope with concerns about sexual functioning / How to control drinking / How to control the use of drugs UJ, APK Campus, SSB, South Africa

  44. APPENDIX AStudents’ Needs Assessment Questionnaire • EMOTIONAL TO WHAT EXTENT WOULD YOU LIKE TO GATHER MORE INFORMATION ABOUT EACH OF THE FOLLOWING? 1 = None / 2 = To a lesser extent (1 – 40%) / 3 = To an average extent (41 – 60%) / 4 = To a greater extent (61 – 80%) / 5 = To a very large extent (81 – 100%) How to cope with sexual harassment / Development of sexual identity / How to control anxiety / How to control nervousness / How to manage stress / How to cope with loneliness / How to cope with fear of failure / How to control self-destructive behaviour / How to cope with depression / How to control suicidal feelings / How to cope with a broken relationship / How to control anger / How to cope with conflict / How to increase own motivation / How to set goals / How to cope with test or examination anxiety UJ, APK Campus, SSB, South Africa

  45. APPENDIX AStudents’ Needs Assessment Questionnaire 21.ACADEMIC TO WHAT EXTENT WOULD YOU LIKE TO GATHER MORE INFORMATION ABOUT EACH OF THE FOLLOWING? 1 = None / 2 = To a lesser extent (1 – 40%) / 3 = To an average extent (41 – 60%) / 4 = To a greater extent (61 – 80%) / 5 = To a very large extent (81 – 100%) Effective study methods (overcoming procrastination, test and/or examination writing strategies, time management, summaries, taking of class notes, memorizing and retrieval strategies) / Development of problem-solving skills / How to make subject choices easily / How to make decisions easily regarding degree programmes / How to resolve specific subject problems by using tutors / Development of computer literacy / Language development (improving language and vocabulary, development of reading skills, development of listening skills) / Development of writing skills / Development of thinking skills (like creativity, analytical thinking) / Campus orientation (who, what and where on UJ campuses) / Effective use of information sources (availability of dictionaries, career literature, subject literature, study manuals, effective use of library) UJ, APK Campus, SSB, South Africa

  46. APPENDIX AStudents’ Needs Assessment Questionnaire 22.SOCIAL TO WHAT EXTENT WOULD YOU LIKE TO GATHER MORE INFORMATION ABOUT EACH OF THE FOLLOWING? 1 = None / 2 = To a lesser extent (1 – 40%) / 3 = To an average extent (41 – 60%) / 4 = To a greater extent (61 – 80%) / 5 = To a very large extent (81 – 100%) Development of assertive behaviour / How to cope with cultural concerns (cultural diversity, conflict over values and morals, cross-cultural interactions, adjusting to cultural norms, coping with cultural prejudice) / How to cope with the roles of men / How to cope with men’s expectations / How to cope with the roles of women / How to cope with women’s expectations / Development of social skills (public speaking, shyness, discomfort in social situations, meeting people, making friends, general social skills/etiquette) / Effective communication skills / Effective communication with academic staff / Effective relationships with parents / Effective relationships with friends / How to adjust to campus life / How to cope with peer pressure / Development of leadership skills UJ, APK Campus, SSB, South Africa

  47. APPENDIX AStudents’ Needs Assessment Questionnaire • CAREER TO WHAT EXTENT WOULD YOU LIKE TO GATHER MORE INFORMATION ABOUT EACH OF THE FOLLOWING? 1 = None / 2 = To a lesser extent (1 – 40%) / 3 = To an average extent (41 – 60%) / 4 = To a greater extent (61 – 80%) / 5 = To a very large extent (81 – 100%) Coping with financial concerns (e.g. personal financial planning, investments, hire-purchases, buying a house) / Development of entrepreneurial skills / Job placement (entering the job market - full time, part time, temporary – and alternative job opportunities in difficult times) / What are the correct work ethics? / What are the correct time ethics? / Effective job-searching strategies (writing of a CV and cover letter, interviewing techniques) / Study course guidance (study course planning, selecting majors and semester subjects) / Career guidance (career interest and choices, career abilities, marketability of degree/training, career information, career maturity) / Company information (company operations, job opportunities in company) / How to cope with the uncertainties of work tendencies in South Africa / Bursary information / Web-based career services UJ, APK Campus, SSB, South Africa

  48. APPENDIX AStudents’ Needs Assessment Questionnaire • RELIGIOUS DO YOU NEED TO GATHER MORE INFORMATION ABOUT RELIGIOUS CONCERNS? Yes / No IF YOU ANSWERED YES TO QUESTION 24, PLEASE WRITE DOWN THE RELIGIOUS CONCERNS ABOUT WHICH YOU NEED TO GATHER MORE INFORMATION. 25.OTHER NEEDS DO YOU NEED TO GATHER MORE INFORMATION ABOUT ANY OTHER CONCERNS, EXCEPT THE ABOVEMENTIONED PHYSICAL, EMOTIONAL, ACADEMIC, SOCIAL, CAREER AND RELIGIOUS CONCERNS? 26. TO WHAT EXTENT DO YOU THINK YOU KNOW YOURSELF? 1 = None / 2 = To a lesser extent (1 – 40%) / 3 = To an average extent (41 – 60%) / 4 = To a greater extent (61 – 80%) / 5 = To a very large extent (81 – 100%) 27.COMMENTS IF YOU HAVE ANY FURTHER COMMENTS REGARDING THE UJ SERVICES, LEARNING CENTRE SERVICES, YOUR NEEDS OR EVEN THIS QUESTIONNAIRE, PLEASE WRITE THEM DOWN IN THE SPACE PROVIDED BELOW: UJ, APK Campus, SSB, South Africa

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