Abstract
Students not complying with the entrance requirements of mainstream programs in science have become a significant problem in higher education in South Africa. To provide for the needs of these students, foundation access programs have been introduced at most of the universities in the country. In this chapter, we discuss the success of the Bachelor of Science Four-Year Program (BFYP) at the University of Pretoria. It builds on two papers published on the topic. Engelbrecht et al. (Afr J Res Math Sci Technol Educ 18(3):287–298, 2015) used the BFYP as a case study to develop measuring criteria on how to evaluate academic access programs such as this one. In a different study on the same program, Potgieter et al. (SA J High Edu 22(4):861–876, 2015) reported on students’ opinions on the program, focusing on their experiences in the preparatory phase, reporting on personal perceptions of its structure, on challenges faced, and on preparedness upon transition to the mainstream program. The distinguishing feature of the study reported here is that six criteria are presented for determining the success of an access program, illustrated using data sourced from the University of Pretoria, South Africa.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
Secondary schools provide poor vocational guidance; therefore, success can also be defined in terms of the quality of student choice of study programs that are suitable to their aptitude and interests. The extent of transfer between programs and faculties and dropout in later years could be seen as indirect evidence for this criterion.
References
Boughey, C. (2007). Marrying equity and efficiency: The need for third generation academic development. Perspectives in Education, 25(3), 1–11.
Boughey, C. (2010). Understanding teaching and learning at foundation level: A ‘critical’ imperative? In C. Hutchings & J. Garraway (Eds.), Beyond the university gates: Provision of extended curriculum programs in South Africa. Proceedings of the January 2009 Rhodes University foundation seminar. https://www.cput.ac.za/storage/services/fundani/beyond_the_university_gates.pdf
Carranza, C. (2007). Student perceptions of the factors that influence academic success. In D. B. Lundell, J. L. Higbee, I. M. Duranczyk, & E. Goff (Eds.), Student standpoints about access programs in higher education (pp. 93–113). Minneapolis, MN: Center for Research on Developmental Education and Urban Literacy (CRDEUL).
Case, J., Marshall, D., & Grayson, D. (2013). Mind the gap: Science and engineering education at the secondary-tertiary interface. South African Journal of Science, 109(7/8), 1–5.
Council on Higher Education (CHE). (2013). A proposal for undergraduate curriculum reform in South Africa: The case for a flexible curriculum structure. Pretoria: Council on Higher Education.
Downs, C. T. (2010). Increasing equity and compensating historically academically disadvantaged students at a tertiary level: Benefits of a science foundation program as a way of access. Teaching in Higher Education, 15, 97–107.
Eaton, S. B. (2007). Their own voices: Alumni perspectives on the special admissions experience. In D. B. Lundell, J. L. Higbee, I. M. Duranczyk, & E. Goff (Eds.), Student standpoints about access programs in higher education (pp. 185–195). Minneapolis, MN: Center for Research on Developmental Education and Urban Literacy (CRDEUL).
Efiritha, C., Nogget, M., & Nyevero, M. (2012). Voices of conflict: Students’ and lecturers’ perceptions of the utility of the bridging program at university. US-China Education A, 4, 452–461.
Engelbrecht, J., Harding, A., & Potgieter, M. (2015). Evaluating the success of a science academic development program at a research-intensive university. African Journal of Research in Mathematics, Science and Technology Education, 18(3), 287–298.
Grayson, D. (1997). A holistic approach to preparing disadvantaged students to succeed in tertiary science studies. Part II. Outcomes of the science foundation programme. International Journal of Science Education, 19(1), 107–123.
Grayson, D. (2010). Design of the engineering augmented degree program. http://www.assaf.org.za/wp-content/uploads/2010/10/Grayson-Engineering-Augmented-Degree.pdf
HELTASA. (2010). Success stories in foundation/extended programs. http://www0.sun.ac.za/heltasa/file.php/1/Foundation/Final_Book.pdf
Hlalele, D., & Alexander, G. (2012). University access, inclusion and social justice. South African Journal of Higher Education, 26(3), 487–502.
Inyathelo. (2014). Student access and success: Issues and interventions in South African universities. http://www.inyathelo.org.za/knowledge-services/inyathelo-publications/view-all-publications-for-download/item/student-access-and-success-issues-and-interventions-in-south-african-universities-2014.html
Kioko, J. (2010). Foundation provision in South African Higher Education: A social justice perspective. In C. Hutchings & J. Garraway (Eds.), Beyond the university gates: Provision of extended curriculum programs in South Africa. Proceedings of the January 2009 Rhodes University foundation seminar. https://www.cput.ac.za/storage/services/fundani/beyond_the_university_gates.pdf
Lundell, D. B., Beach, R., & Jung, H.-J. (2007). Facets of access: Students’ impressions and experiences in the General College. In D. B. Lundell, J. L. Higbee, I. M. Duranczyk, & E. Goff (Eds.), Student standpoints about access programs in higher education (pp. 79–91). Minneapolis, MN: Center for Research on Developmental Education and Urban Literacy (CRDEUL).
Potgieter, M., Harding, A., Kritzinger, Q., Somo, C., & Engelbrecht, J. (2015). Reflections of science students on their experience of an academic development program in South Africa. SA Journal of Higher Education, 29(1), 108–131.
Quayle, M., & Essack, Z. (2007). Students’ perceptions of a university access (bridging) program for social science, commerce and humanities: Research article. Perspectives in Education, 25(1), 71–84.
Van der Flier, H., Thijs, G., & Zaaiman, H. (2003). Selecting students for a South African mathematics and science foundation program: The effectiveness and fairness of school-leaving examinations and aptitude tests. International Journal of Educational Development, 23, 399–409.
White, C. J. (2011). On the evaluation of teaching and learning in higher education: A multicultural inquiry. Assessment & Evaluation in Higher Education, 36(6), 643–656.
Wood, L. A., & Lithauer, P. (2005). The ‘added value’ of a foundation program. South African Journal of Higher Education, 19(5), 1001–1002.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Engelbrecht, J., Harding, A., Potgieter, M. (2017). Evaluation Criteria for a Science Access Program: A Case Study at a South African University. In: Wood, L., Breyer, Y. (eds) Success in Higher Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-2791-8_4
Download citation
DOI: https://doi.org/10.1007/978-981-10-2791-8_4
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-10-2789-5
Online ISBN: 978-981-10-2791-8
eBook Packages: EducationEducation (R0)