(Department for Education Innovation, University of Pretoria, 2022) University of Pretoria; PLOS (Public Library of Science); Training Centre in Communication (TCC Africa)
On 21st June 2022, Training Centre in Communication (TCC Africa), University of Pretoria, and PLOS, partnered for a workshop engaging open science key stakeholders from the University of Pretoria, Sefako Makgatho Health Sciences University, Stellenbosch University and Durban University of Technology Academic Community hosted at the University of Pretoria’s Faculty of Health Sciences and delivered using a hybrid format.
The purpose of the meeting was to ascertain key stakeholders' views on Open Science with a focus on enablers and barriers to implementation in South African higher education institutions. This engagement is part of a multiphase project aimed at optimizing the implementation of the open science policy with high education institutions. Information gathered from this phase of the project will guide future engagements which includes an engagement with researchers within high education institutions and National meeting with key stakeholders at National level.
Preface: In essence, the publication provides an
exposé of the evolution of an increasingly complex and comprehensive student success strategy developed by a South African university (viz the University of Pretoria). The problem facing the University in 2009 was common across the higher education sector in South Africa: the phenomenon of student success. This publication is a case study or series of case studies of how the University of Pretoria intentionally integrated its student support and development programmes between 2009 and 2019, and how it innovated and improved the holistic programme over the decade. The outcome was a gradual increase in the student success rate as measured by both module pass percentage (defined as the number of students who passed v the number who enrolled for the module) and minimum time to completion of individual cohorts (‘cohort’ defined as a group of first-time entering students followed through to graduation).
The chapter reflects on contextualised approaches to student success initiatives that are similar to those found at other institutions, nationally and internationally. Using case studies shows how initiatives develop over time within a unique context, as well as challenges and successes. This publication has both a descriptive and exploratory approach in its case studies.
Existing but siloed initiatives within the University were uncovered, interrogated, improved and integrated into a broader programme between 2009 and 2019. The cases might provide some insights into the phenomenon of student success that other South African institutions could contextualise.
