Allan Gray Orbis Foundation: Selection Summit 201529 September 2015

Access with Success: the case of Stellenbosch University

Presenters

Dr Celeste NelDeputy Director and head: Admissions and Residence PlacementProspective Student ServicesVisiting head: Equité Private Student Organisation

Dr Natasja BrownCoordinator: Academic and Student SupportFaculty of AgriSciencesResidence head: Nemesia residence

Access and success

Access is not simply providing a place for a student to study, but allows students to participate fully and effective in higher education.

Equally, success is not merely about graduating from an academic programme, but also relates to the quality of the programmes, and the teaching of those programmes, the kind of skills and attributes with which students leave university, including their preparedness for the world of work and their ability to enter employment as successful graduates

Lewin and Mawoyo, 2014

Factors affecting student access and successLewin and Mawoyo (2014)

Articulation gap

The disparity between the learning requirements of higher education programmes and the knowledge and competencies of students entering universities

Lack of / access

information and career guidance

Trends in International Mathematics and Science

Study (TIMMS)

National Benchmark Test (NBT)

Central Application

System (CAS)

Under-preparedness,

school background,

first generation

status

Race and disadvantage (Admission

policy)

Participation rates (Access)

Participation in higher education enrolment expressed as a percentage of the 20 – 24 year-old national population group

0.14

0.15

0.46

0.57 AfricanColouredIndianWhite

Throughput (Success)

50%

38%

12%

Students who graduated after 5 years (excluding UNISA)Students who have left the institution without completingStudents who are still in the system

2000

DoE, 2005; Scott et al, 2007; CHE, 2010

National Senior Certificate

2010 2011 2012 2013 20140

100,000

200,000

300,000

400,000

500,000

600,000

Written Passed Degree studies

68%

24%

71%

24%

74%

27%

78%

31%

76%

28%

100%100%

100%100%100%

532 860

403 847

150 752

Gateway subjects

2011 2012 2013 20140

50,000

100,000

150,000

200,000

250,000

300,000

Written Maths paper Pass with 40%+ Pass with 60%+ Pass with 80%+

30%

11%2.5%

36%

13%

2.9%

41%

16%3.4%

35%3.2%

100% 100%100%

100%

37 67579 050

225 458

7 216

Gateway subjects

2008 2009 2010 2011 2012 2013 20140%

10%

20%

30%

40%

50%

60% 56.00%52.60%

48.90%45.30% 44.20% 43.00% 42.30%

Educational loss

2002 Grade 1

• 1 261 827

2011 Grade 10 • 1 055 790

2013 Grade 12

• 562 112

Pass • 439 572

Pass with university

access• 171 755

% of Grade 1

35%% of Grade 1

14%

Application pool

>60% 60-69% 70-79% 80-89% 90%+0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

4%

21%

41%

30%

4%

30 000

20 000

10 000 5 000

Subject choice guidanceParent eveningsCareer exhibitionStudy skills workshops

Career counsellingCareers@Maties Open day Schools visitsCareer exhibitionsInformation eveningsFaculty outreachesCampus visits

Career counsellingSchool visitsCareer exhibitionsCampus visitsSocial mediaWebCRMInformation evenings

Information eveningsFaculty visitsSocial mediaCRM

Recruitment bursary projectParent evening Personal follow upCampus visitsResidence placementFirst generation camp

Personal follow up when matric results become available

Making contact(Grade 9 and 10)

Preparation (Grade 11)

Initiating relationship (Applicants)

Increasing the application pool (Grade 12)

Nurturing and supporting(Enrolment target)

Registration

Hope @Maties Saturday School • Telematic Services WCED schools project •

Thuthuka bursary project • Rachel’s Angels Mentorship project • Institute for

Maths and Science Teaching (IMSTUS) • Community Interaction

Schoolpartnership project • SciMathus bridging programme

Broadening access

Recruiting for excellence and diversity

Enrolment funnel

Information & Advice

Study Career Assessment

Identify & recruitApply & Admit Enrolment

TargetsResidence Placements

Financial Aid

Registration

Role of the First-Year Academy

- Address first years’ success

- Effective communication with prospective students

- Transition from school to university

- Regular monitoring of students’ progress

- Support to lecturers, students and other role-players

How?

FIRST-YEAR ACADEMY

FACULTIES

COORDINATOR: ACADEMIC & STUDENT SUPPORT(ASS)

ResEd PROGRAMME

e. g. MENTORS

SUPPORT DIVISIONS

Role of the ASS Coordinator (AgriSciences)

- Communication with prospective students- @AgriMaties programme- Academic orientation- Transition period- Monitoring of students’ progress- Training of mentors and tutors- Teaching and Learning Coordination Points- Support to lecturers, students and other role-players- Collaboration with other support divisions

Communication with prospective students

FACULTIES ResEd PROGRAMME

- Letters / emails

- Sms

- @AgriMaties programme

- Letters / emails

- Sms

1st Years Arrive

FACULTIES ResEd PROGRAMME

Welcoming programme

Introduction to role-players

Transition into academic environment

During academic year

FACULTIES ResEd PROGRAMME

- Groups arranged according to clusters

- Academic monitoring (EA & June)

- Individual conversations

- Support programmes

- Informal study groups

- Wellness monitoring

- Group & individual conversations

- Support programmes

Challenges & Opportunities

- Inadequate preparation for university

- Student engagement

- Language

- Residence vs commuting students

- Academic expectations

DANKIETHANK YOU