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The Living and Learning Experiences of Nelson Mandela University Students Residing in Off-Campus Residence Accommodation

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The Living and Learning Experiences of Nelson Mandela University Students Residing in Off-Campus Residence Accommodation The Living and Learning Experiences of Nelson Mandela University Students Residing in Off-Campus Residence Accommodation By Pedro Mihlali Mzileni s213223708 A dissertation submitted in fulfilment of the requirements for a Master of Arts in Sociology, Faculty of Arts, Nelson Mandela University December 2018 Supervisor: Professor Nomalanga Mkhize Declaration I, the undersigned, declare that this dissertation is a presentation of my original research work and that it has not been submitted to any university for examination. Wherever contributions of others are included, every effort has been made to acknowledge these references clearly and consistently. NAME: PEDRO MZILENI MIHLALI SIGNATURE: ____________________________ DATE: ____________________________ PLACE: MANDELA UNIVERSITY, PORT ELIZABETH i | P a g e Dedication I dedicate this work my family, Vulindlela, Mvuyiswa, Nompumezo, Oyama, Siyasisanda, Veliswa, Sive, Khaka and Mbali ii | P a g e Acknowledgments Writing this dissertation took a period of two years. A lot of people played a role. I would like to begin by expressing my profound gratitude to my supervisor, Nomalanga Mkhize, for her tough love, guidance, and intellectual support throughout this journey. I would like to thank my colleagues in the Chair for Critical Studies in Higher Education Transformation (CriSHET), Andre Keet, Marisa Botha, Luzuko Buku, Avivit Cherrington, Awethu Fatyela, Deronique Hoshe, Pola Maneli, Malika Stuerznickel, Nobubele Phuza, Siphokazi Rasana, Qhamani Sinefu, Shirley Anne Tate, and Michalinos Zembylas for all their patience, encouragement, and support, on my academic career. To the two Vice Chancellors I worked with, Sibongile Muthwa and Derrick Swartz, I won’t tell but thank you so much for everything. The colleagues in the Division of Students Affairs, Luthando Jack, Shuping Mpuru, Mxolisi Ncapayi, Shirani Nhlangwini, and Atheema Davis, your energy and support was remarkable. I am highly obliged to thank all the staff of the Department of Sociology, Anthropology, incorporating History in Nelson Mandela University for their critical contributions, David Bogopa, Liz Wepener, Sakhumzi Mfecane, Luvuyo Ntombana, Babalwa Magoqwana, Robert Herbst, Francina Herbst, Barbara Kritzinger, Qawekazi Maqabuka, and Olwethu Ntaka. They have become my family. I am because they are. Above all, I thank my first family in academia, my colleagues at the Centre for the Advancement of Non-racialism and Democracy (CANRAD), Allan Zinn, Sonwabo Stuurman, Thabang Queench, Rodney Boezacht, Siphokazi Tau, Buyiswa Scott, Nomtha Menye, Sivuyisiwe Ntsinde, Asiphe Mxalisa, Sinazo Mtshengu, and Samantha Chido. Thank you for the space, the ideas, and the platforms My friends, Noxolo Kali, Sibusiso Makaringe, Sandile Mjamba, Mzolisi Ngcamango, Aphendulwe Mantshiyose, Bayanda Laqwela, Siyabulela Mandela, Lizalise Mngcele, Sakhumzi Dukwe, Xola Dungelo, Asisipho Mantshiyose, Themba Mtiki and Mbuelo Feni, iii | P a g e thank you bafethu for your constant source of emotional support which has made the pushing of this work into being a great success a possibility. iv | P a g e Abstract This research study investigated the living and learning experiences of Nelson Mandela University students who reside in off-campus student accommodation. The university is located in the suburb of Summerstrand in the city of Port Elizabeth (PE) and it is one of the large universities in South Africa with a student population of 27 311 students by 2017. With only 3285 beds in its on-campus residence system, the university can only cater for 12% of students on site. The rest of the student population, which is the majority, resides in off- campus residences and private accommodation. The off-campus accommodation system of the university consists of accredited and non- accredited off-campus residences. The non-accredited residences are privately owned houses that are based in the upper-income area of Summerstrand whilst the accredited residences are big properties that are also privately owned but are administratively managed by the university and they are based in the low-income area of North End. The study used Tinto’s Theory of Student Integration to frame the investigation and it found that PE resembles elements of an apartheid city that is divided along class and gender patterns. This spatial structure of the city affects the governance and administrative systems of the university, such as commuting, and they affect the materiality of student’s learning experiences. This criticality brings a different understanding of ‘studentification’ when it occurs in a developing country’s context wherein the different demographics of students shape how it becomes visible in a university city that is engulfed which socio-political problems of violence and crime. This brings diverse traditions of studying higher education in a post-apartheid setting where student accommodation is viewed as a need emanating from student vulnerability within the context of enrolment massifications, infrastructure limitations, and the privatization of living structures. v | P a g e Table of Contents Declaration…………………………………………………………………………. i Dedication ………………………………………………………………………….. ii Acknowledgements ..………………………………………………………………. iii Abstract …………………………………………………………………………….. v Table of contents .…………………………………………………………………. vi List of abbreviations ……………………………………………………………… x CHAPTER ONE: Introduction and methodology of the study ………………… 1 1.1.Introduction and background of the study .…………………………….. 1 1.2.Describing off-campus accommodation in Mandela University ……… . 2 1.3. Off-campus accreditation and non-accreditation challenges ………. 3 1.4. Problem statement ……….. ………………………………………… 4 1.5. Research question ……………………………………………………... 5 1.6.Research aims and objectives ……………………………………….…. 6 1.7.Significance of the research ………………………………………….… 7 1.8.Key terms and concepts ……………………………………………..…. 7 1.8.1. Living………..…………………………………………………. 7 1.8.2. Learning ……………………………………………………….. 7 1.8.3. Living and learning ..…………………………………………... 8 1.8.4. Off-Campus accommodation..…………………………….…… 8 1.8.5. Student life ………………….……………………………….… 9 1.9. Research methodology ………………………………………….……. 9 1.9.1. Qualitative research method …………………………………. 9 1.9.2. Sampling technique ………………………………………….. 10 1.9.3. Semi-structured interviews …………………………………… 10 1.9.4. Data interpretation ………………………………………….….. 11 1.9.5. Data verification ……………………………………………… 12 1.9.6. Ethical reflections ……………………………………………… 12 1.10. Chapter overview and dissertation layout ………………………….. 14 CHAPTER TWO: Literature review and theoretical framework ….…….…… 16 2.1.Tinto’s theory of student integration …………………………………… 17 2.2. Massification of universities .………………………………….…… 19 2.2.1. ‘Studentification’ of cities ……………………………………….. 20 2.2.2. Residences are a ‘secondary issue’ ..………………………….…. 24 2.3.The culture of scandalous incidents in student residences of South Africa. 28 2.3.1. ‘Reitz’: University transformation matters ..……….……………. 29 2.3.2. Gender based violence ……………………………..…………… 31 2.3.3. Student protests ..………………………………………............... 32 2.4.“A-Home-Away-From-Home” …………………………………………. 34 2.4.1. Independence, seniority, and adulthood ..………………………… 35 vi | P a g e 2.4.2. The living and learning communities …………………………… 36 2.4.3. Transport and infrastructure interconnection …………………… 37 2.5.Concluding remarks …………………………………………………….. 39 CHAPTER THREE: Living conditions and student perceptions of security, independence, and comfort within the city ………..…………………………..… 41 3.1.Inside the residence premises: experiencing the facilities .….................. 41 3.2.Experiencing the city and the residence community …………………… 46 3.3.Gendered precariousness and infantilization of women students ……… 48 3.4.The intersection of government and business on student experiences …. 51 3.5.Concluding notes …………………………………………………….…. 53 CHAPTER FOUR: Commuting as a permanent and psycho-social state of hardship………………………………………………………………………….… 55 4.1.Bus shuttle as an enabler ………………………………………………. 55 4.2.Adapting the learning to a bus schedule ……………... ………………. 59 4.3.Structural challenges faced by the university and business …………….. 62 4.4.Concluding remarks …………………………………………………….. 64 CHAPTER FIVE: Student resilience and forms of solidarity amongst students 65 5.1.Hope: pain is temporal but eventually it will subsidize ………….…….. 65 5.2.Growing numb but being resilient …………………………………...... 68 5.3.Your safety is my safety ……………………………………….……….. 71 5.4.Social responsibility by business and the university …………………… 72 5.5.Conclusion ………………………………………………………………. 75 CHAPTER SIX: Conclusion, recommendations, and possibilities ……….. …. .. 77 6.1.Limitations of the study ………………………………………………… 79 6.2.Recommendations ……………………………………………………… 80 6.3. Suggestions for future research ……………………………………….. 83 Reference List ……………………………………………………………………… 85 Appendix A: Ethical clearance from Nelson Mandela University ……………………. 97 Appendix B: Research information sheet ……………………………………………. 99 Appendix C: Consent form signed by participants ………………………………….. 101 Appendix D: List of participants …………………………………………………….. 102 vii | P a g e Appendix E: Interview questions to off-campus students ………………………….. 103 Appendix F: Interview questions to property owners ………………………………. 104 Appendix G: Interview questions to university staff members ……………………... 106 Appendix H: Site entry permission acceptance letter from the Dean of Students …… 108 Appendix I: Correspondence with the Registrar requesting university documents …. 109 Appendix
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