A Needs Analysis of University of Johannesburg First Year Students

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

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PRESENTATION LAY-OUT

• Introduction
• Orientation
• Methodology
• Results
• Interpretation of Results
• Conclusions
• Limitations of Study and Future Work
• References
• Appendix A Students Needs Assessment
  Questionnaire

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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

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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
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INTRODUCTIONVista University
Soweto Campus

• Vista was 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
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INTRODUCTIONTechnikon Witwatersrand

• In 2005 RAU merged with the
• Technikon Witwatersrand
• (TWR).
• TWR offered only career-
• focused programmes.

Auckland Park Bunting Road Campus
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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
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INTRODUCTIONAccess and Throughput

• A total of 120 000 students enrolled in 2000 in
  the countrys 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).

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ORIENTATION Problem Statement and Purpose of
Research

• The task and challenge of student counsellors are
  to select, 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.

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ORIENTATION Problem Statement and Purpose of
Research

• Joining these institutions each with a very
  different ethos as well as different goals,
  backgrounds, institutional characters and
  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.

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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.

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ORIENTATIONDescription of Relevant Concepts(for
purpose of our study)

• First Year Student
• A person registered full-time for 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 no experience 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.

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METHODOLOGYSampling Method, Target Population
and Sample Size
1. Sampling Method
3. Sample Size
Convenience Sampling Method was used.
2. Target Population

• 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.

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METHODOLOGYResearch Method

• A quantitative study.
• Questionnaires, Afrikaans English, were
  distributed during
• lectures.
• Lecturers allocated time for completion.
• Students returned questionnaires.
• One fieldworker was used.

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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 (140) extent (61-80)
extent (4160) (81100)
The structure reliability and the internal
consistency of the questionnaire are high.
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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.

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RESULTSDescription of Surveys SampleGender
N 1428
18
RESULTSDescription of Surveys SampleRacial
Group N 1428
19
RESULTSDescription of Surveys SampleProgramme
N 1428
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RESULTSDescription of Surveys SampleType of
Accommodation N 1428
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RESULTSMean and Median

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RESULTSRacial Groups
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RESULTSProgramme
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RESULTSCareer Needs(Average)
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RESULTSAcademic Needs(Average)
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RESULTSEmotional Needs(Average)
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RESULTSSocial Needs(Average)
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RESULTSPhysical Needs(Average)
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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)

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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)
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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.

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INTERPRETATION OF RESULTS

• The item that measured the highest, per need, is
  as follows

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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.

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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.

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Contact us
Student Services Bureau
University of JohannesburgP.O.Box 524Auckland
Park 2006JohannesburgRepublic of South
AfricaTel. 27 11 489 3324Fax [phone]
2157Email mandas_at_uj.ac.za anliap_at_uj.ac.za
wilnavr_at_uj.ac.zaWebsite http//www.uj.ac.za/
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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.

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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

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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

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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 MOTHERS 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 FATHERS 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

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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

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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).

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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 CENTRE 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)
• 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

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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

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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

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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)

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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 mens
  expectations / How to cope with the roles of
  women / How to cope with womens 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

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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

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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