Collaboration and Community: Foreword

Gender, Place & Culture, 2013

The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.

Educational Action Research, 1997

The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sublicensing, systematic supply, or distribution in any form to anyone is expressly forbidden.

2014

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2014

The findings, interpretations, and conclusions expressed herein are those of the author(s), and do not necessarily reflect the views of the funders. Supporting research for this document was carried out from July to October 2010.

2000

The views expressed and the conclusions reached in this publication are those of the author and not necessarily those of persons consulted. RIRDC shall not be responsible in any way whatsoever to any person who relies in whole or in part on the contents of this report.

Creating Conditions for Student Success: Social justice perspectives from a South African university, 2021

BACKGROUND TO AND RATIONALE FOR THE PUBLICATION Student success remains one of the intractable challenges for higher education internationally (Kuh, Kinzie, Buckley, Bridges & Hayek 2011; Tinto & Pusser 2006), and even more so in South Africa as universities are struggling with balancing the imperatives of widening access with those of academic success of students (Badat 2010; Boughey 2002; Lewin & Mawoyo 2014; Scott, Yeld & Hendry 2007). At many institutions worldwide various initiatives have been launched to support students and to enhance student success (Kuh et al. 2011; Tinto 2012). This is also true of Stellenbosch University (SU) in South Africa which has invested in several structures, systems and interventions to widen access and enable student success. Two problems remain. Firstly, the effectiveness of these initiatives and the extent to which they actually contribute to student success have not been ascertained through scientific study. Secondly, from a systems perspective, a holistic view of these initia tives is lacking, and at best, piecemeal, anecdotal evidence exists of their value or contribution. The book aims to contribute towards addressing both these gaps by bringing together 15 studies that have been done on different ways that conditions for student success are being created at SU. All of the studies, with one exception (Chapter 13 by Schreiber), were done by master's and doctoral students of the Faculty of Education at SU. 1 All of the authors are staff or alumni of the institution, hence this volume presents 'insider' research on a single institution in the form of case studies. Being both 'insiders' and researchers, the authors wrote from a solid knowledge base of practice, theory and research. 1 The full theses and dissertations of these studies are available on SUNScholar, the SU repository of doctoral dissertations and master's theses.

2016

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2008

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