Academic Support at the University of Kwazulu-Natal: A Systematic Review of Peer-Reviewed Journal Articles, 2010-2015

Autor/inn/en	Paideya, Vino; Bengesai, Annah
Titel	Academic Support at the University of Kwazulu-Natal: A Systematic Review of Peer-Reviewed Journal Articles, 2010-2015
Quelle	In: Journal of Student Affairs in Africa, 5 (2017) 2, S.55-74 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2307-6267
Schlagwörter	Foreign Countries; Literature Reviews; Higher Education; Journal Articles; Academic Support Services; Peer Teaching; Curriculum; Intervention; Qualitative Research; Sampling; Research Methodology; Program Effectiveness; Program Evaluation; College Students; Access to Education; Disadvantaged Youth; Questionnaires; Interviews; Observation; South Africa + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Journal article; Zeitschriftenaufsatz; Peer group teaching; Peer Group Teaching; Curricula; Lehrplan; Rahmenplan; Qualitative Forschung; Research method; Forschungsmethode; Programme evaluation; Programmevaluation; Collegestudent; Education; Access; Bildung; Zugang; Bildungszugang; Benachteiligter Jugendlicher; Fragebogen; Interviewing; Interviewtechnik; Beobachtung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The aim of this systematic review was to examine research studies which focus on effective student support practices and show evidence of credible assessment. To identify effective student support practices, and also to provide a contemporary picture of effective support practices at the University of KwaZulu-Natal, 24 studies which met the inclusion criteria were reviewed and analysed in terms of: (i) aims, (ii) main participants, (iii) methodology used and (iv) the main outcomes emerging. The findings from the review indicate that there is a diversity of available evidence, ranging from assessment of peer support programmes, alternative access programmes to curriculum-based interventions. However, most of these studies are cross-sectional qualitative studies, which also draw from relatively small samples. This suggests that more large-scale studies are needed in the field in order to provide greater insight into effective student support practices. In addition, research which examines academic support programmes over long periods of time while also controlling for programme effects is recommended. (As Provided).
Anmerkungen	University of Stellenbosch. 15A Bosman Street, Private Bag X1, Matieland ZA-7602, South Africa. Tel: +27-833505959e-mail: jsaa_editor@outlook.com; Web site: http://www.jsaa.ac.za/index.php/jsaa/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01