DOCSLIB.ORG

Developing a Model to Measure Academic Performance at Private Higher Education Institutions

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Developing a Model to Measure Academic Performance at Private Higher Education Institutions Developing a model to measure academic performance at private higher education institutions SM Rehman https://orcid.org/0000-0002-5677-5337 Thesis accepted for the degree Doctor of Philosophy in Business Administration at the North-West University Promoter: Prof CA Bisschoff Co-Promotor: Prof CJ Botha Graduation: May 2020 Student number: 29980178 ABSTRACT The South African public higher education system is not able to absorb the increase in demand for higher education, and this is an opportunity for private higher education institutions to assist and fill the skills gap. To do so private higher education institutions need a better understanding of the academic environment and its role-players. Hence the primary objective of this study is to build a conceptual model to measure the academic performance of a private higher education institution in South Africa. This study investigated the academic performance measures that impact on a private higher education institution in South Africa. This study aims to analyse the higher education sector in South Africa and provide a basis to develop a model that would be relevant so that a private higher education institution can roll out this model to ensure successful academic performance and ultimately ensure growth and sustainability. The study starts by reviewing the literature on higher education and private higher education to establish a broad theoretical framework to guide this study. After statistically ensuring that the respective theoretical measuring criteria selected do actually measure the specific academic performance antecedents, the thesis then develops and presents a model to measure academic performance in private higher education in South Africa. The final model has a total of eighteen academic performance antecedents. These are Economic factors, Selectivity, Expenditure and retention, Parent income level, attitudes and expectations, Motivation, Workload, External forces, Self-efficacy, Help-seeking, Attendance, Affective factors, Self-concept, Self-esteem, Stress, Active learning, Extracurricular activities, Adjustment, Class size and General measures of academic performance. The study further established the reliability of each antecedent, measured in total by 86 criteria. A total of 250 questionnaires were distributed of which 248 were completed by private higher education supervisors and managers and returned, signifying an effective response rate of 99.2%. Data were captured on a five-point Likert scale and the analysis identified ten latent variables (or factors) using exploratory factor analysis. The factors explain a satisfactory cumulative variance of 73.70%. The factors are Motivation, Workload and student participation, Parent income level, Attitudes and expectations, Institutional commitment and self-efficacy, Active learning and infrastructure, Class size, Help-seeking and attendance, Selectivity, expenditure and retention, Economic factors, Student maturity and success and Self-concept. The study also succeeded to simplify the model to measure academic performance by eliminating 17 questions with low factor loadings (<0.40) or those with strong dual-loadings from the questionnaire while retaining satisfactory reliability (Cronbach alpha 0.989), sample adequacy (0.946) and variance explained. Due to the lack of studies in this regard in South Africa, the literature study, as well as the efforts undertaken in this research study, could provide valuable insights and basis to suggest a conceptual model that could measure academic performance in private higher education. It is envisaged that this research contributes to this area of study and also make a limited contribution to the body of knowledge of academic performance with particular reference to developing a model to measure academic performance in private higher education in South Africa. In so doing the study contributes to discourse in higher education as well as private higher education within the politically charged South African context as well as providing managerial and academic insights. The results of this study are of value to private higher education directors and managers as well as investors in private higher education to determine the academic performance antecedents that lead to a successful private higher education institution. It is also of value to researchers and scholars who intend to do research on academic performance models. Key terms: academic performance, private higher education, higher education, performance, management, model, measurement iii ACKNOWLEDGEMENTS First and foremost, I thank the Almighty for providing me with the opportunity, courage, and ability to undertake this research project. I wish to convey my sincerest appreciation and gratitude to Professors Christo Bisschoff and Christoff Botha, for the patience, guidance and advice. The profound impact that this has had on my life both academically and personally is immensely appreciated. Further, the academic and professional expertise was invaluable to ensure that I completed this research project successfully. I wish to express my appreciation to Mrs. Antoinette Bisschoff for guidance with regards to the quality of the research as well as the language and technical editing of the research. Also, to acknowledge the critical role and support from the Statistical Consultation Services Department at North-West University in order to complete this research project. I am grateful to Drs Ahmed Shaikh and Ridwaan Asvat for their guidance and support to complete my PhD programme. Thank you to the colleagues and friends from REGENT Business School (RBS) and Management College of Southern Africa (MANCOSA) for all the encouragement, support and assistance during the research project. To the respondents who completed and participated in the research project by completing the questionnaires and responding to questions a heartfelt thank you as without you this research project would not have been possible. Finally, I am deeply indebted to my family and wish to thank my wife Raeesa, my sons Ameen and Azhar for allowing me the time and space to complete my PhD, and for all the sacrifices as well as the encouragement and support during my journey. To my father, mother, brother and sister thank you for all the encouragement and unconditional support. May the Almighty’s blessings and goodness be showered upon you all. iv TABLE OF CONTENTS ABSTRACT .......................................................................................................................... II ACKNOWLEDGEMENTS .................................................................................................. IV LIST OF FIGURES ............................................................................................................. XI LIST OF TABLES ............................................................................................................. XII LIST OF ABBREVIATIONS ............................................................................................. XIII CHAPTER 1: NATURE AND SCOPE OF THE STUDY .................................. 1 1.1 INTRODUCTION .................................................................................................. 1 1.2 PROBLEM STATEMENT ..................................................................................... 6 1.3 RESEARCH OBJECTIVES .................................................................................. 8 1.3.1 Primary objective ................................................................................................ 8 1.3.2 Secondary objectives ......................................................................................... 8 1.4 RESEARCH METHODOLOGY ............................................................................ 8 1.4.1 Literature base .................................................................................................... 8 1.4.2 Quantitative data collection ............................................................................... 9 1.4.4 Statistical analysis ........................................................................................... 10 1.4.5 Ethical considerations ..................................................................................... 12 1.5 LAYOUT OF THE STUDY.................................................................................. 12 1.5.1 Approval of the study programme .................................................................. 12 1.5.2 Chapter layout of the study ............................................................................. 13 1.6 CONTRIBUTION OF THE STUDY ..................................................................... 15 1.7 LIMITATIONS OF THE RESEARCH ................................................................. 15 1.8 SUMMARY ......................................................................................................... 15 CHAPTER 2 - ARTICLE 1: An analysis of the academic environment of private higher education institutions in South Africa .............................. 17 ABSTRACT ........................................................................................................................ 18 INTRODUCTION ................................................................................................................ 19 HISTORY OF SOUTH AFRICA’S EDUCATION SYSTEM ................................................ 20 HISTORY OF SOUTH AFRICAN TERTIARY EDUCATION .............................................. 22 THE HISTORY
Load more

Recommended publications
  • The Sumbandila Scholarship Trust
    The Sumbandila Scholarship Trust Transforming the lives of underprivileged children, creating entrepreneurs and leaders who will make significant contributions to the future of South Africa. We believe that the eight year relationship we have with the students starts a process of positive change that lives with the children throughout their lives and influences the people and communities with whom they interact. Table of Contents Introduction ....................................................................... Page 1 Education is the key .......................................................... Page 2 The story so far.................................................................. Page 3 Sumbandila Our Programmes............................................................... Page 4 means Student selection............................................................... Page 5 ‘show the way’, or directly The Full Residential Programme .......................................Page 6 translated Schooling at Ridgeway College ........................................Page 7 from Venda, The Outlier Programme .....................................................Page 8 ‘point the road’. Tertiary Education .............................................................. Page 9 Student numbers ............................................................. Page 11 Our impact so far ............................................................ Page 12 Academic performance ................................................... Page 12 Building communities
    [Show full text]
  • February 2013 Teacher.Co.Za Reducing Disciplinary Challenges a System That Works
    Thanking Educators School your do parent no drop off teacher learners zone Page 13 Page 16 Page 17 Your Guide to Education •February 2013 teacher.co.za Reducing disciplinary challenges A system that works PBIS schools equip learners with pro-social behavioural skills. Kutlwano Khumalo is in Grade 3 at Vuleka School, the first PBIS school. Page 20. Photo: Oupa Nkosi 2 Career February 2013 theTeacher Helping in her blood Driving for people with physical disabilities Thabo Mohlala aroline Rule works as an occupational therapist and a driving consultant for people with disabili- ties such as a spinal cord Cinjury and amputations. After assessing their remaining functionality and how best they can use it, she recommends driving adap- tations that would enable them to be behind the steering wheel safely and independently, as well as how they will get their wheelchairs in and out of the car. She then refers them to the relevant companies that can build the adaptations and in an ongoing way, she works with these companies to brainstorm even more effective solutions. Where a person has had a stroke or head injury, they undergo a physical and cognitive assessment and then team up with a driving instructor to do an on-road driving test to assess whether it will be safe for the person to drive. Rule also helps manage the Driving Ambitions driving school, owned by the QuadPara association. They have two adapted vehicles that they use to Caroline Rule is passionate about the mobility of the physically disabled. Photo: Delwyn Verasamy teach people with disabilities to drive.
    [Show full text]
  • A Report on the Mapping Study of Peace & Security Engagement In
    A Report on the Mapping Study of Peace & Security Engagement in African Tertiary Institutions Written by Funmi E. Vogt This project was funded through the support of the Carnegie Corporation About the African Leadership Centre In July 2008, King’s College London through the Conflict, Security and Development group (CSDG), established the African Leadership Centre (ALC). In June 2010, the ALC was officially launched in Nairobi, Kenya, as a joint initiative of King’s College London and the University of Nairobi. The ALC aims to build the next generation of scholars and analysts on peace, security and development. The idea of an African Leadership Centre was conceived to generate innovative ways to address some of the challenges faced on the African continent, by a new generation of “home‐grown” talent. The ALC provides mentoring to the next generation of African leaders and facilitates their participation in national, regional and international efforts to achieve transformative change in Africa, and is guided by the following principles: a) To foster African‐led ideas and processes of change b) To encourage diversity in terms of gender, region, class and beliefs c) To provide the right environment for independent thinking d) Recognition of youth agency e) Pursuit of excellence f) Integrity The African Leadership Centre mentors young Africans with the potential to lead innovative change in their communities, countries and across the continent. The Centre links academia and the real world of policy and practice, and aims to build a network of people who are committed to the issue of Peace and Security on the continent of Africa.
    [Show full text]
  • Key Indicators of Student Success at a Tertiary Institution: a Case Study of Cti Education Group’S Accounting Programmes
    KEY INDICATORS OF STUDENT SUCCESS AT A TERTIARY INSTITUTION: A CASE STUDY OF CTI EDUCATION GROUP’S ACCOUNTING PROGRAMMES Submitted in fulfilment of the requirements of the degree of Master of Technology: Public Management in the Faculty of Management Sciences at Durban University of Technology Ntemo Kiamuangana Maurice Student Number: 21451943 Supervisor: Dr Alexander Dawid Van Der Merwe Date: March 2015 DECLARATION I Kiamuangana Maurice Ntemo declare that (i) The research reported in this dissertation/thesis, except where otherwise indicated, is my original research. (ii) This dissertation/thesis has not been submitted for any degree or examination at any other university. (iii) This dissertation/thesis does not contain other persons’ data, pictures, graphs or other information, unless specifically acknowledged as being sourced from other persons. (iv) This dissertation/thesis does not contain other persons’ writing, unless specifically acknowledged as being sourced from other researchers. Where other written sources have been quoted, then: a) their words have been re-written but the general information attributed to them has been referenced; b) where their exact words have been used; their writing has been placed inside quotation marks, and referenced. (v) This dissertation/thesis does not contain text, graphs or tables copied and pasted from the internet, unless specifically acknowledged, and the source being detailed in the dissertation/thesis and in the references sections. Signature: i ABSTRACT Linking access with success in South African higher education has become vital. There is a clear necessity to identify and rigorously research factors contributing to student success that are within the institutions sphere of influence so that institutional policies and practices can be intentionally aligned and designed to create conducive conditions for student success This study documents the key indicators of student success based on a sample of BComm Accounting students enrolled at CTI Education group (MGI)/Durban Campus from 2009 to 2011.
    [Show full text]
  • Curriculum Vitae Dr Walter Matli
    CURRICULUM VITAE OF DR WALTER MATLI ____________________________________________________ PERSONAL INFORMATION Full names and Surname : Walter Matli Date of Birth : 27 October 1986 Contact Number : 076 288 3345 Email : [email protected] Nationality : South African Residential area : Tembisa Township EDUCATIONAL HISTORY 1. Institute Attended : University of South Africa (UNISA) Qualification : PhD studies (2017 to 2019) About the study: Developing an information services system framework towards developing the capacity of people who are not in employment, education or training (NEET). 2. Institute Attended : University of Johannesburg (UJ) Course : Information System Auditing Qualification : Postgraduate Diploma (2015 – 2016) 3. Institute Attended : National Institute of Teachers Technical Training & Research (Chennai, INDIA) Course : Technical Education to meet Global needs Qualification : Advanced Certificate (8 week course) 4. Institute Attended : Vaal University of Technology Course : Masters in Information Technology About the study: The use of messaging service applications as an educational supporting tool in higher education institutions (HEIs) (Completion 2015) 5. Institute Attended : University of the Free State Course : Advanced Diploma in Qualification : Higher Education2012 – 2013 6. Institute Attend : Vaal University of Technology Course : B Tech: Degree (CUM LAUDE ) Qualification : Information Technology: Business (2007 – 2011) ADDITIONAL ACTIVITIES • Member of the panel adjudicating the prestigious South African Innovation Awards hosted by My World of Tomorrow (MWOT) under Business Connexion. • Business Unity SA anti-corruption training and mentorship programme AWARDS • Rectorate’s award for teaching excellence – highest recognition - This awards are for recognizing the teaching excellence (VUT) • Vice-chancellors academic excellence award – faculty of applied and computer sciences. - This award is given to a student that obtained the highest average in the respective faculty (VUT) ORGANIZATIONAL INVOLVEMENT Current: 1.
    [Show full text]
  • FADA Annual Report 2012
    Contents EXECUTIVE SUMMARY 1 1 OPERATING CONTEXT 7 1.1 Nature and scope of the Faculty 7 1.2 Strategic objectives 8 1.3 Governance and quality management 9 1.4 Risk management 15 1.5 Branding and marketing 16 2 TEACHING AND LEARNING 19 2.1 Enrolment figures 19 2.2 Student profile 22 2.3 Performance overview 24 2.4 Student awards and achievements 27 2.5 Teaching and learning interventions 32 2.6 Programme and module developments 38 2.7 New progammes planned for 2011-2013 42 2.8 Student experience 43 2.9 Report Teaching and Learning Forum 44 3 RESEARCH AND CREATIVE PRODUCTION 49 3.1 Performance overview 49 3.2 Research funding 62 3.3 Report: FADA Research Centre (VIAD) 66 3.4 Report: FADA Gallery 67 3.5 Report: Design for Social Development 69 3.6 Research capacity building 70 4 COMMUNITY SERVICE AND STAKEHOLDER ENGAGEMENT 72 4.1 Community projects 72 4.2 Service to academic and professional communities 78 4.3 Public lectures, presentations and media interviews 88 4.3 New agreements and partnerships 89 4.4 Advisory committees 90 4.5 Interaction and collaboration 90 5 RESOURCE MANAGEMENT 102 5.1 Employee profile 102 5.2 Staff achievements 106 5.3 Staff developments 107 5.4 Health and Safety 113 5.5 Working environment 114 5.6 Financial Report 115 5.7 Studios, laboratories and equipment 117 5.8 Social responsibility and environmental sustainability 117 6 CONCLUSION 118 6.1 Review 118 6.2 Planning for 2013 121 APPENDICES 123 1 Departmental reviews 123 2 Departmental comments on quality management 139 3 Undergraduate and postgraduate external
    [Show full text]
  • Register of Private Colleges 28 May 2019
    THE LIST OF REGISTERED PRIVATE COLLEGES [UPDATED ON 28 MAY 2019] This list serves as the National Register of Private Colleges and is published in accordance with Regulation 15(3) of the Regulations for the Registration of Private Further Education and Training, 2007. IMPORTANT NOTE TO THE MEDIA The Department of Higher Education and Training recognises that the information contained in the list of registered private colleges is of public interestand that the media may wish to publish. INTRODUCTION The list provides the public with information on the registration status of private colleges. Regulation 15(3) requires the Registrar to keep a national register of private colleges on the website of the Department of Higher Education and Training. The information contained in this list includes the registration status of private colleges, approved qualifications and their NQF Levels as well as the colleges’ contact details. This information is updated on a regular basis. Listed below are colleges that have been granted provisional registration in terms of Section 31(3) of the Continuing Education and Training Act, 2006 and Regulation 12(4)(b). No Name of College Site of Delivery Registration Province Qualifications No 1. Abakholwe Community Makotse Road,Motatantanye 2010/FE07/117 Limpopo National Certificate: Engineering Developers (Pty) Ltd Village,Zebediela, 0745 Studies (N1, N2 & N3) (Exam Centre Number 0799990749) CONTACT PERSON Mr A I Makungo Tel: 015 663 1921 / 015 291 4688 / 082 772 4196 Fax: 015 291 4677 / 086 613 0846 2. Abattoir Skills Training CSIR Building 4, Meiring Naude Road, 2011/FE07/010 Gauteng National Certificate: General (Pty) Ltd Brummeria, 0102 Abattoir Processes (Level 2) National Certificate: Abattoir CONTACT PERSON Slaughtering Processes (Level 2) Dr G C Neethling / Mr C J National Certificate: Abattoir Nell Supervision (Level 3) Tel: 012 349 1237 / 8 / FET Certificate: Meat Examination 082 821 4899 (Level 4) Fax: 012 349 1240 FET Certificate: Meat Classification (Level 4) 3.
    [Show full text]
  • Gavin John Dollman
    21 Horeb Street Gavin John Dollman LaRola Clarens, Free State Gender: Male South Africa Health: Excellent [email protected] Nationality: South African Home +2783 234 1299 Date of Birth: 1983/05/27 Office (058) 718 5234 Notice period: 60 days https://www.linkedin.com/in/gavin -dollman-17410388/ _______________________________________________________________________________ Motivation My philosophy for teaching is to provide practical industry related problems that students need to solve using hard and soft skills. Personally, I am interested in machine learning and it’s many applications within other fields. My current project involves the creation of a predictive model that prospects for fossils within South Africa using drones and image classification. This project involves machine learning, deep learning and photogrammetry to construct these predictive models. Work Experience 2015 - Present University of the Free State Lecturer, Computer Science and Informatics My role is the administration and presentation of a number of courses within the computer science field. As an academic my responsibilities do not end in the classroom, I am expected to be a researcher and actively participate in department activities such as marketing and mentorship programs. • Lectured various courses including Website Design, Databases I and II, Software Engineering, Design Patterns, Human-Computer Interaction and Data Structures (Advanced Programming) • Assessed and designed assignments, exams, project and practical’s • Designed and implemented coursework
    [Show full text]
  • Hands On! Masks Off!
    28 JUNE - 8 JULY 2012 HANDS ON! MASKS OFF! COMPLETING THE PUZZLE A series of workshops at the National Arts Festival, presented by Business and Arts South Africa with support from the SA Post Office. Growing the art of partnerships Seed to strength to sustainability Corporate Members: ABSA KWV Telkom SA Ltd Adele Lucas Promotions KykNet Terraplane Africa Empowered Le Canard Restaurant The Brand Leadership Group Anglo American Leaders Unlimited The Cement and Concrete Institute Anglogold Ashanti Legacy Group Holdings The Forum Artinsure Lemnis Lighting Africa The Grand Daddy Hotel Atterbury Live Wire Learning (Pty) Ltd The Sharks (Pty) Ltd ATKV Lombard Insurance Company Ltd The Soweto Hotel on Freedom Square Avalon Group Lotsha Ministries Trust The Walt Disney Company Africa Bell Dewar Louis Karol Architecture & Interiors TIXSA BHP Billiton Mastrantonio Holdings Total Exposure Black Coffee Design CC Matchboxology Translate.org.za Black Brand, Strategy and Design (Pty) Ltd Matumi Corporate Advisors (Pty) Ltd Transnet Foundation BMI Sponsorwatch (Pty) Ltd Mandela Bay Development Agency Trainiac SA (Pty) Ltd Boston Media House MayFord Seeds 3 Millar Warehouse CC Breinstorm Brand Architects Media 24 Ltd Vega the Brand Communication School Brown Spice Boutique CC Mercedes-Benz SA (Pty)Ltd, Vodacom Buz Publicity formerly Daimler Chrysler VWV Productions (Pty) Ltd Cape Town Partnership Middel & Partners Wag the Dog Publishers (Pty) Ltd Cell C Mobile Telephone Networks (MTN) Webber Wentzel Citadel, Private Client Wealthcare Models International
    [Show full text]
  • 94 Students' Perceptions on the Use of Technology in Language Teaching
    Journal of Education and Vocational Research Vol. 5, No. 3, pp. 94-100, September 2014 (ISSN 2221-2590) Students’ Perceptions on the use of Technology in Language Teaching *Sandiso Ngcobo, Vukile Mgijima Mangosuthu University of Technology, Durban, South Africa *[email protected] Abstract: Research on the use of technology in educational settings has tended to focus on the impact of technology on the educational outcomes. The other area that that has long been ignored in this research field, when it should form an integral part of research in educational technology, is historical background and views of the students on the technology’s role in achieving educational goals. The research theory that is relevant in this regard is cultural-historical activity theory (CHAT) to additional language learning in education that is drawn from the cultural-historical psychology theory. One-hundred and five participants completed a survey questionnaire. The findings reveal that 66% of the respondents come from families where there are no computers at home and 57% have no good knowledge of computer use even though 53% claim to have been introduced to the use of computers at their last schools. Despite this, the respondents show overwhelming support for the use of technology in higher education. The results are important in that they give hope on the acceptance and possible independent use of technology by students to improve their English proficiency once they have been introduced to technology in language learning. Keywords: historical background, students’ perceptions, additional language learning, technology in education 1. Introduction The use of technology in developing countries’ education systems, such as South Africa where even the distribution of school textbooks can be an issue that is sometimes taken to courts before it materialises, is not yet well explored.
    [Show full text]
  • Technology and Job-Readiness Blend in South African Higher Education Institute
    Technology and Job-Readiness Blend in South African Higher Education Institute Type: Learning Institution Age/Stage: Higher Education CTI Education Group (CTI) is an institute of higher education that serves approximately 11,000 students across 12 campuses in South Africa. The institute consists of two separately registered entities, CTI and Midrand Graduate Institute (MGI), which together, referred to as CTI, focus on arming students with real-life career skills and training them to succeed as employable graduates in a competitive 21st century economy. Because career-readiness is such a steadfast priority for the institute, CTI has developed a number of strategies to ensure that all of its graduates are well prepared for a highly demanding labor market. For example, a virtual employability center will open in 2016 to serve as a resource hub for students looking to enter the job market. The virtual hub will be followed by six physical employability centers to provide personalized, face-to-face job coaching. Finally, employability competencies are firmly embedded into the CTI curriculum, which focuses primarily on information technology, commerce, and law. 1 Intended Outcome: Students progress to employment, post-graduate education, or a professional training program once they graduate from the institution.1 Pearson has gathered student-reported evidence that suggests a majority of students were able to find a job, enroll in post-graduate education, or begin a training program after graduating from one of CTI’s qualifications. More than two-thirds (68 percent) of CTI graduates have reported to be in full-time, part-time or voluntary work; in further education; or in a training program six months after graduating.
    [Show full text]
  • Private Higher Education Institutions
    REGISTER OF PRIVATE HIGHER EDUCATION INSTITUTIONS LAST UPDATE 13 DECEMBER 2016 This register of private higher education institutions (hereafter referred to as the Register) is published in accordance with section 54(2)(a)(i) of the Higher Education Act, 1997 (Act No. 101 of 1997) (hereafter referred to as the Act). In terms of section 56(1) (a), any member of the public has the right to inspect the register. IMPORTANT NOTE FOR THE MEDIA The Department of Higher Education and Training recognizes that the information contained in the Register is of public interest and that the media may wish to publish it. In order to avoid misrepresentation in the public domain, the Department of Higher Education and Training kindly requests that all published lists of registered institutions are accompanied by the relevant explanatory information, and include the registered qualifications of each institution. The Register is available for inspection at:http://www.dhet.gov.za: Look under Documents/Registers INTRODUCTION The Register provides the public with information on the registration status of private higher education institutions. Section 54(2)(a)(i) of the Act requires that the Registrar of Private Higher Education Institutions (hereafter referred to as the Registrar) enters the name of the institution in the Register, once an institution is registered. Section 56(1)(b) grants the public the right to view the auditor’s report as issued to the Registrar in terms of section 57(2)(b) of the Act. Copies of registration certificates must be kept as part of the Register, in accordance with Regulation 20.
    [Show full text]