Journal of Student Affairs in Africa

10 Years of contributing to the professionalization of student affairs in Africa

Thierry M. Luescher, Teboho Moja, Birgit Schreiber — Tue, 26 Sep 2023 00:00:00 +0000

No abstract.

Being at home: Race, institutional culture and transformation at South African higher education institutions by P. Tabensky & S. Matthews (Eds.) (2015). Pietermaritzburg, South Africa: University of KwaZulu-Natal Press.

Ronelle Carolissen — Tue, 26 Sep 2023 00:00:00 +0000

No abstract.

Crossing borders, bridging cultures: The narratives of global scholars by U. Gaulee, K. Bista, B. Zhang & B. Schreiber (Eds.) (2023). Baltimore, USA: STAR Scholars.

Patricia C. Timmons, & Rajendra Bista — Tue, 26 Sep 2023 00:00:00 +0000

No abstract.

IASAS turns 10! – Birthday celebrations in Rome in July 2023

Tue, 26 Sep 2023 00:00:00 +0000

No abstract.

IASAS Student Leaders Global Summit in Rome: Actioning the SDGs

Kathleen 'Kat' Callahan — Tue, 26 Sep 2023 00:00:00 +0000

No abstract.

Student affairs professionalization programme launched in South Africa

Mateboho Green, Charmain Naidoo — Tue, 26 Sep 2023 00:00:00 +0000

No abstract.

Developing professionalism from within and outside: Reflections of editors of the Journal of Student Affairs in Africa at 10 years

Tue, 26 Sep 2023 00:00:00 +0000

The 10th anniversary of the Journal of Student Affairs in Africa (JSAA) is a good occasion to ask in what ways the editors of JSAA think they have contributed to achieving the journal’s aim to contribute to professionalizing student affairs in Africa. Using four reflective accounts of six editors of the journal, this article analyses the editors’ reflections on their professional pathways and the role the journal played in them; how they contribute to the professional development of their peers by means of their editorship; the challenges they encounter and lessons they have learned; and the visions they have for the future of the journal. By applying Evetts’ (2003) notions of professionalism, we identify different types of professionalism signified in the reflective accounts. We find that the agency of the editors combines standards, ethics, and operating procedures of publishing with principles and commitments indigenous to African student affairs. In this regard, the JSAA-led professionalization process combines both elements of professionalism ‘from within’ and ‘from outside’. We further highlight commitments of the editors to well-being (of students, staff, and communities), professional development and excellence, deliberate inclusivity and social justice, and a focus on relevance in the African student affairs context.

Developing student affairs as a profession in Africa

Angelique Wildschut, Thierry M. Luescher — Tue, 26 Sep 2023 00:00:00 +0000

This article discusses the nature of the professionalization of student affairs and services (SAS) in Africa by analysing the discourses evident and legitimated through the Journal of Student Affairs in Africa (JSAA). The analysis is driven by three research questions: (1) What is the extent of the journal’s engagement with the terms ‘profession’, ‘professionalism’, ‘professional’, and ‘professionalization’? (2) How are these focal concepts used in the journal and (3) how do these uses relate to the social justice imperative in SAS? Overall, the analysis shows that the professionalization discourse in JSAA draws strongly on notions that certain professional traits and high-level knowledge and skills must be possessed by SAS personnel for the field to be professionalized. Furthermore, the analysis reflects a stronger social justice discourse than a discourse on SAS as a profession. Finally, this article considers opportunities for a scholarship on the development of SAS as a profession.

Exploring the benefits of joining peer groups for first-year students: A case study of a South African university

Vuyokazi Mntuyedwa — Tue, 26 Sep 2023 00:00:00 +0000

This qualitative study explored the benefits of peer group support for first-year South African students who live in university residences. A case study design was adopted and data were collected from first-year students via focus group interviews at a selected South African university. Thematic analysis revealed the benefits for first-year students joining peer groups in the residences, such as a sense of belonging, receiving academic support, developing student leadership roles, and involvement in co-curricular activities. In addition, the study highlights the need for implementing student programmes to assist first-year students in transitioning from school to university.

Harnessing student agency for easier transition and success: The role of life coaching

Disaapele Mogashana, Moses Basitere, Eunice Ndeto Ivala — Tue, 26 Sep 2023 00:00:00 +0000

Research on student support in the global North indicates possible benefits of life coaching interventions in improving students’ persistence and well-being. There is emerging research on life coaching interventions and their potential benefits in the South African higher education context, but empirical evidence is scarce. We report results from a longitudinal study that investigated a life coaching intervention to support students. The objective of the intervention was to harness students’ agency proactively by equipping them with skills to improve their academic and non-academic lives. Data were gathered through one-on-one semi-structured interviews with ten students who had participated in the intervention. We used Archer’s social realist concepts of structure and agency as our theoretical framework. The results indicate that the life coaching intervention enabled students to mediate academic and non-academic constraints. Concerning academic constraints, it helped students manage the transition from high school, including adjusting to a new workload, time management, learning to collaborate with their peers, and dealing with experiences of failure. Concerning non-academic constraints, the life coaching intervention helped students clarify their goals, increase their self-awareness, cope with negative emotions, and boosted their self-confidence and resilience.

Social learning and integration factors affecting first-year medical students: Views of remedial programme students who failed their first year

Nokuthula Tlalajoe-Mokhatla, Lynette J. van der Merwe, Mpho P. Jama — Tue, 26 Sep 2023 00:00:00 +0000

Medical students’ transition from high school to university can lead to academic and social challenges, disconnection from university life, and possible drop out. Hence, some medical education institutions use remediation programmes to address these transition challenges. This study used a social learning and integration theory to identify factors that affect the social learning and integration of first-year medical students who had completed a six-month remediation programme. A nominal group technique involving 15 participants was used to collect data. Results revealed under-preparedness, self-management, alienation, confidence, and academic advice as the social learning and integration factors that can affect transition. Self-awareness and self-management were identified as complementary skills to address these factors and promote successful transition. In conclusion, students can make valuable contributions to address social learning and integration factors and enhance successful transition. Moreover, universities must also consider designing programmes that will promote successful transition of especially undergraduate medical students.

The psychological burden of the Covid-19 pandemic among students at a university of technology in South Africa

Tue, 26 Sep 2023 00:00:00 +0000

The closure of universities as a response to the ongoing Covid-19 pandemic affects all students and has a far-reaching economic and psychosocial impact, especially for those students who come from marginalized and impoverished contexts. International research reports that students have struggled to cope with learning under unprecedented conditions, including not attending classes on campus. This study aimed to investigate the psychological burden of Covid-19 among students at a university of technology in the KwaZulu-Natal province in South Africa. A mixed-method approach was used to collect data from participants. The results revealed that several students struggled to cope, both mentally and academically, with the burden of Covid-19. Negative psychological experiences emerged among students as they faced numerous challenges. Therefore, it is recommended that students must be provided with resources that would enable them to thrive and recover from these negative experiences.

Challenges confronting students during Covid-19: Insights from social workers at a university of technology

Raisuyah Bhagwan — Tue, 26 Sep 2023 00:00:00 +0000

University students were regarded as a vulnerable population as they not only had to endure significant levels of mental health problems and financial distress, but also academic challenges in the transition to online learning during the Covid-19 pandemic. Hence, the tumultuous nature of the pandemic and consequent sheltering as well as other disruptions placed an enormous burden on students. Using qualitative research methodologies, this study sought to explore the challenges faced by students through the lens of social work interns who were placed at a university of technology during the pandemic. Using purposive sampling to recruit the practitioners, the study explored what support measures were necessary to enhance the well-being of students during the pandemic. Data were collected via semi-structured interviews and thematic analysis was used to analyse the data. The study found that students encountered an array of psychological problems, together with experiences of stigma and isolation whilst in quarantine, which led the sample to call for the reconstruction of the university space into a more supportive one.

Can life satisfaction be measured fairly for different groups of South African first-year students? Testing the Satisfaction with Life Scale

Clarisse van Rensburg, Karina Mostert — Tue, 26 Sep 2023 00:00:00 +0000

Student well-being has gradually become a topic of interest in higher education, and the accurate, valid, and reliable measure of well-being constructs is crucial in the South African context. This study examined item bias and configural, metric and scalar invariance of the Satisfaction with Life Scale (SWLS) for South African first-year university students. A crosssectional design was used. A sample of 780 first-year South African university students was included. Confirmatory factor analysis, differential item functioning measurement invariance, and internal consistency were tested. A one-factor structure was confirmed. Item 1 of the SWLS was particularly problematic concerning bias (uniform and non-uniform bias). Measurement invariance was established; however, Item 1 was again problematic, resulting in partial metric and scalar invariance. The scale was reliable (Cronbach’s α was 0.83; McDonald’s omega (ω) was 0.83). This study contributes to the limited research on the specific psychometric properties of the SWLS in a diverse higher education setting. The results could assist with valid and reliable measurements when developing interventions to enhance student well-being.

Peer helpers at the forefront of mental health promotion at Nelson Mandela University: Insights gained during Covid-19

Angelique McConney — Tue, 26 Sep 2023 00:00:00 +0000

Student counselling centres are struggling to meet the demand for mental health services, which has intensified in recent years. This challenge calls for innovative ways to address the mental health needs of students. During the Covid-19 pandemic the peer helpers at Emthonjeni Student Wellness at Nelson Mandela University facilitated innovative psycho-educational workshops, virtually. In reflecting on our journey, we realise our peer helpers were at the forefront of mental health promotion initiatives at a time when many of our students were in dire need of support. The workshops sensitised students to the importance of their mental health. Furthermore, the content discussed in the workshops offered valuable insights and tips on how students could manage various challenges. These tips could be applied, by participating students, to improve their coping and overall well-being before their mental health deteriorated. These peer-led initiatives expanded our reach and capacity during a period of great stress brought by the Covid-19 pandemic, and they will continue to do so beyond the pandemic. This reflective article shares the details of our virtual workshops and the insights gained from the process.