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12 November 2020 | Story Prof Francois Strydom | Photo Anja Aucamp
Prof J Francois Strydom is the Senior Director: Centre for Teaching and Learning at the University of the Free State.

A university qualification is still viewed as one of the most powerful tools to change the economic prospects of students, their families and communities. In this sense universities can be generators of greater equality, social justice as well as economic prosperity. Improving all students’ chances of success is a notoriously difficult goal especially in one of the most unequal countries in the world.

Commitment to more equitable outcomes in student success is one of the less well-known achievements of the University of the Free State (UFS). Equitable outcomes refer to a university’s ability to offer students a chance to achieve success regardless of their background.

Change in student profile

The university’s commitment to success was started more than a decade ago but received significant strategic impetus in the UFS Strategic Plan: 2018-2022 in which improving students’ success and well-being is identified as the number one strategic priority. During the decade 2009-2019 the UFS has gone through a significant change in its student profile. The student profile has changed in different ways of which two are illustrated in Figure 1.


Figure 1: Increase in diversity

Figure 1 illustrates how the student body has diversified, in line with national and international trends, which has resulted in a richer learning environment and greater diversity in educational background and opportunities. An additional change over the past decade is the overall increase in first-generation students across racial groups. Seventy-five percent of first-year students are the first in their family to attend university. Although these students come with inspiring motivation to succeed, higher-education research shows that these students are at risk due to a lack of a role model in their immediate family. Other changes in the students’ profile have been increase reliance on NSFAS funding with 55% of UFS students making use of this funding for their studies.

In light of the financial background of our students the university has kept its degree costs as affordable as possible. A DHET comparison shows that the UFS has one of the lowest tuition fees in the sector.

Despite these challenges the UFS has stayed committed to the goal of creating more equitable outcomes for all students regardless of their educational and economic backgrounds.

 

Figure 2: Achievement gap according to success rates 2009-2019

Figure 2 shows that in the past 10 years the achievement gap between African and white students has narrowed by 5% (15% in 2009 vs. 10% in 2019). The figure also indicates that the UFS success rate has increased steadily by 9% between 2009 and 2019.

To achieve these gains three intentional approaches have been utilised:

  1. Re-designing the learning environment based on globally benchmarked research and practice

    The UFS success story regarding the improvements of students academic performance started with the South African Surveys of Student Engagement (SASSE), a national research project led by the Centre for Teaching and Learning (CTL). The survey is part of a global community of researchers who work on developing universities where students understand what they need to do to succeed and the institution knows which programmes or interventions need to be in place to provide all students with a chance to succeed. SASSE puts a data-driven student voice, based on strong empirical and theoretical foundations at the centre of institutional redesign. In addition to a strong research base, the UFS had the opportunity to learn from world leading institutions such as Georgia State University (GSU) through the Siyaphumelela Network which is focused on improving student success though data analytics and is funded by the Kresge Foundation.  

  2. Scaling high impact practices using data analytics

    Student engagement research identifies certain high-impact practices (HIPs). These are practices that enable students, especially those from disadvantaged backgrounds, to succeed and develop graduate attributes that make them more employable. In the past these high-impact practices were reserved for a small group of students in specific programmes. In line with international best practice and to enable greater success for more students, these practices have been scaled and linked to rigorous monitoring and evaluation using data analytics. Scaling of these HIPs has only been possible due to close collaboration between faculties and CTL. The four HIPs that have been scaled at the UFS are:

    • First-year transition support which employs 60 senior students to support first years to learn success skills in the compulsory UFS module for which 7888 students were enrolled in 2019.
    • Tutorials which employ 350 senior students as tutors and reached 18 300 students in 2019.
    • Academic advising which helps students hone success skills and to align their educational and career goals. Some 17 455 students participated in academic advising initiatives in 2019.
    • Academic Language and Literacy Development which helps students to develop the language skills they need to thrive through enrolment in literacy modules (10 500 in 2019) and/or make use of the writing centre (15 568 students in 2019) to support them with assignments.

       

  3. Leadership focused on evidence-based decision-making and innovation

The leadership of the UFS has actively emphasised greater evidence-based decision-making. An evidence-based focus has been enhanced by the UFS strategic plan 2018-2022 and the Integrated Transformation Plan (ITP). These plans have created an atmosphere which intentionally facilitates change and innovation based on the use of evidence to inform planning, monitoring and decision-making.

Using a crisis to imagine a different future

More than a decade’s worth of commitment to implement the above-mentioned approaches enabled the UFS to take an evidence-based approach to managing the impact on the pandemic. Within the first week of lockdown the Rector and Vice-Chancellor put appropriate governance structures in place. A survey of 13 505 UFS students assessed access to devices and data and informed the development of 16 nuanced strategies to support vulnerable students. The Academic Advising team created #UFSLearnOn campaign materials that have been viewed 77 000 times by students and shared with 177 000 people via Facebook. The #UFSTechOn campaign provided support for staff in adapting their learning and teaching has been attended by 3800 academics to date.

The CTL created a monitoring system using data analytics through weekly reports. These analytic reports have monitored the number of staff and students on the Learning Management System; how much time they are spending learning; and whether they are completing assessments. These efforts have resulted in 99.95% of students learning through the electronic Learning and Management System (Blackboard) in the first semester. For the 0.05% of students who were not able to participate in learning the UFS has developed plans to support their learning journey at the institution.

The UFS response to the COVID crisis has created opportunities to accelerate the development of e-tutorials, e-advising and innovative blended learning design for future teaching and learning and the scaling of new high-impact practices. 

As the last decade has shown, the UFS is committed to creating equitable outcomes through intentional student-centered design of interventions and the measurement of their impact using data analytics.

This means that a student’s destiny (or success) is less dependent on their demographics (race, generation status, disadvantage, etc.) and more on how they choose to behave and make use of success support at the UFS.

Opinion article by Prof Francois Strydom, Senior Director: Centre for Teaching and Learning, University of the Free State


News Archive

Open letter from Prof Jonathan Jansen to all UFS students
2014-02-22

Dear Students of the University of the Free State

In the past four years there has emerged a new consensus on the three campuses of the University of the Free State (UFS) about the things that divide us – such as racism, sexism and homophobia. Students and campus leaders have worked hard to develop this new consensus in residences and in the open spaces on campus. There can be no doubt that new bonds of friendship have developed across the markers of race, ethnicity, class, religion and sexual orientation. I bear witness to these new solidarities every day on the campus.

You chose a white student to head up the transformation portfolio on the SRC. You chose a black captain to head up the university’s first team in rugby. You chose a white “prime” as head of residence to lead a predominantly black men’s residence. You chose a South African woman of Indian descent as Rag Queen and last week, a black student from Cape Town as the men’s Rag winner—choices not possible and never made before in our campus history. Many of you have intimate friends who come from different social or cultural or religious backgrounds. You learn together, share rooms together, pray together and party together. In other words, in the day to day workings of this university campus, you have demonstrated to campus, city and country that we can overcome the lingering effects of racism and other maladies in this new generation. You have helped create a university community inclusive of people of diverse religions, abilities, class and sexual orientation.

I have said this repeatedly that from time to time this new consensus will be tested – when a minority of students, and they are a small and dwindling minority, still act as if these are the days of apartheid. And when that consensus is tested as it was this week, and as it will be tested in the future, only then we will be able to assess the strength and durability of our progress in creating a new South African campus culture of human togetherness based on respect, dignity and embrace.

The real test of our leadership, including student leadership, is how we respond when our transformation drive is threatened.

Let me say this: I have absolute faith in you, as students of this great university, to stand together in your condemnation of these vile acts of violence and to move together in your determination to maintain the momentum for the Human Project of the University of the Free State. We have come too far to allow a few criminals to derail what you have built together in recent years.

There will, no doubt, be unscrupulous people on all sides of the political spectrum wanting to milk this tragedy for their own narrow purposes. There will be false information, rumours and exaggerations by those who wish to inflame a bad situation to gain mileage for their agendas. That is inevitable in a country that is still so divided.

I ask you, through all of this, to keep perspective. Two or ten or even twenty students behaving badly do not represent 30,000 students; a minority of violent and hateful persons do not represent the ideals, ambitions and commitments of the majority. At the same time, let us be realistic – anyone who thinks you can drive transformation without resistance clearly does not understand the difficult process of change.

The events of the week remind us, however, that we still have a long road to walk in deepening social and academic transformation at our university. Yes, we have invested hundreds of hours in training and mentorship; we have created new structures – such as the Institute for Reconciliation and Social Justice – to capture the energy and imagination of students driving transformation; we have created many opportunities for students to study and travel on this and other continents to enable cross-cultural learning; we have established formal and informal opportunities to dialogue about difficult issues on and off campus between students and their leaders; and we crafted new curricula to enable teaching and learning on the big questions of our times.

But this is clearly not enough, and so I have decided on the following immediate next steps:
  1. We will meet for several hours next week to think about how we can deepen the transformation of our university after this terrible incident.

  2. We will arrange a University Assembly on the events of the past week so that we speak with one voice on human wrongs and to re-commit to human rights and we will continue with open forum discussions during the months to come.

  3. We will review the entire spectrum of programmes, from orientation to residence life to the undergraduate curriculum, to determine how effective our interventions really are in reaching all students with respect to basic issues of human rights.

  4. We will review our media and communications strategy to determine how far and deep our messages on human rights travel across all sectors of the university community. In this regard it is important that the campus be blanketed on a regular basis with our condemnation of human wrongs and our commitment to human rights.

  5. We will commission the Institute for Reconciliation and Social Justice to review the events of the past week and make recommendations on how we can improve the campus environment so that all students are protected from harm inside residences, classrooms and in open spaces of the campus.

  6. We will take the questions raised during this week into the academic community and to the general staff of the university so that all personnel also engage with our own roles and responsibilities with respect to campus transformations.

  7. We undertake to make annual report-backs on transformation to all stakeholders in public forums so that students and staff and external communities can track the progress of the university on matters of human rights on campus.

I wish to thank my staff for acting firmly as soon as this tragic event came to our attention. We worked through the night to find and identify the perpetrators. We traced the two students and immediately handed them to the police. They were expelled. And throughout this process we offered counselling and support to the victim of this violent act.

The two former students were expelled and will now face justice in the criminal courts. It is hoped that in the course of time they will come to their senses and seek restoration and reconciliation with the student they so callously harmed. They are not part of the university community anymore.

That is the kind of university we are.

Jonathan D Jansen
Vice-Chancellor and Rector
University of the Free State
20 February 2014

 
Note: The use of the word ‘campus’ refers to all three campuses of the UFS, namely the Bloemfontein Campus, South Campus and Qwaqwa Campus.

 

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