Evaluation of an interdisciplinary inter-institutional module focusing on community, self and identity

Hugo, Maria Louisa (2011-03)

Thesis (MSc)--University of Stellenbosch, 2011.

Thesis

ENGLISH ABSTRACT: To equip students in the health professions with the necessary skill to work effectively in a diverse society, a joint research-education project was launched by Stellenbosch University and the University of the Western Cape. Over a period of three years, fourth-year psychology, occupational therapy and social work students from the different institutions met for workshops and interacted on a web based platform. In small workgroups they conversed around community, self and identity and the module was named Community, Self and Identity (CSI). While the programme was evaluated at the end of each year, no follow-up study had been done to assess the effect of the module over time. In fact, very few follow-up evaluations of course curricula have been done. This current study aims to fill this gap, by evaluating the CSI module; one to three years after the participants had completed it. Based on social justice education principles, this study used a web based survey with quantitative as well as qualitative questions, in order to get a more complete picture of students’ experience of the module. This study also aims to determine whether the module changed students’ perception of community and identity. The sample of 23 participants was for the most very positive about the module, indicating that they would definitely recommend it to other students. Most of the sample also reported that their perception of the concepts of community and identity were expanded due to the CSI module. Despite the small sample size and corresponding low response rate, this study has important implications for future course evaluations and social justice studies.

AFRIKAANSE OPSOMMING: Om studente in gesondheidsberoepe met die nodige vaardighede toe te rus om effektief in ‘n diverse samelewing te werk, is ‘n gesamentlike navorsing en onderrig projek deur die Universiteit Stellenbosch en die Universiteit van Weskaapland geloods. Oor ’n tydperk van drie jaar het vierdejaar sielkunde-, arbeidsterapie- en maatskaplike werkstudente van die verskillende instellings saam aan werkswinkels deelgeneem en deur middel van ’n web-gebaseerde platform gekommunikeer. Hulle het in klein groepies omgegaan rondom gemeenskap, self en identiteit en dus is die betrokke module Community, Self and Identity (CSI) (Gemeenskap, Self en Identiteit) genoem. Alhoewel die program aan die einde van die aanbieding elke jaar geëvalueer is, is geen opvolg studie nog gedoen om effek van die module oor tyd beoordeel nie. In werklikheid is weinig opvolgevalueringstudies van kursus kurrikula nog gedoen. Hierdie huidige studie beoog om die leemte te vul, deur die CSI module, een tot drie jaar na deelnemers dit voltooi het, te evalueer. Hierdie studie, wat op beginsels van sosiale geregtigheidsonderrig gebaseer is, gebruik ’n web-gebaseerde meningsopname met kwantitatiewe sowel as kwalitatiewe vrae, om sodoende ’n meer volledige indruk van studente se ervaring van die module te kry. Die studie mik ook om vas te stel of die module studente se persepsie van gemeenskap en identiteit verander het. Die steekproef van 23 deelnemers was oor die algemeen hoogs positief oor die module en het aangedui dat hul dit verseker by ander studente sal aanbeveel. Die meerderheid van die steekproef het ook gerapporteer dat hul persepsie van gemeenskap en identiteit uitgebrei is as gevolg van die CSI module. Ten spyte van die klein steekproefgrootte en ooreenstemmende lae respons, hou hierdie studie belangrike implikasies vir toekomstige kursusevalueringstudies en sosiale geregtigheidstudies in.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/6546
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