Evaluation Criteria for a Science Access Program. A Case Study at a South African University.

Autor/inn/en	Engelbrecht, Johann; Harding, Ansie; Potgieter, Marietjie
Titel	Evaluation Criteria for a Science Access Program. A Case Study at a South African University.
Quelle	Aus: Wood, Leigh N. (Hrsg.); Breyer, Yvonne A. (Hrsg.): Success in higher education. Transitions to, within and from university. Singapore: Springer (2017) S. 59-71 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-981-10-2789-5; 978-981-10-2791-8; 978-981-10-9705-8
DOI	10.1007/978-981-10-2791-8_4
Schlagwörter	Lehre; Studium; Studiendauer; Studienerfolg; Studienverhalten; Hochschule; Studentenschaft; Student; Ausland; Südafrika (Staat)
Abstract	Students not complying with the entrance requirements of mainstream programs in science have become a significant problem in higher education in South Africa. To provide for the needs of these students, foundation access programs have been introduced at most of the universities in the country. In this chapter, we discuss the success of the Bachelor of Science Four-Year Program (BFYP) at the University of Pretoria. It builds on two papers published on the topic. Engelbrecht et al. (Afr J Res Math Sci Technol Educ 18(3):287-298, 2015) used the BFYP as a case study to develop measuring criteria on how to evaluate academic access programs such as this one. In a different study on the same program, Potgieter et al. (SA J High Edu 22(4):861-876, 2015) reported on students' opinions on the program, focusing on their experiences in the preparatory phase, reporting on personal perceptions of its structure, on challenges faced, and on preparedness upon transition to the mainstream program. The distinguishing feature of the study reported here is that six criteria are presented for determining the success of an access program, illustrated using data sourced from the University of Pretoria, South Africa. (HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2020/1