Browsing by Author "Sinclair, Elmien"

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    Transforming student counselling services for a future Stellenbosch University
    (Stellenbosch : Stellenbosch University, 2019-04) Sinclair, Elmien; Fourie-Malherbe, Magda; Daniels, Doria; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: Stellenbosch University is a transforming higher education institution (HEI) affected by political and societal changes in South Africa. In many respects this reflects transformation of higher education (HE) internationally. Increased access, especially for students from previously disadvantaged communities, and support for student success are two important factors to consider in the transformation of HE. However, there are gaps in our understanding of how centres for student counselling could or should transform to stay relevant to the changes that are occurring in HE. The study explored the transformation of the Centre for Student Counselling and Development (CSCD) as a sub-system of Stellenbosch University and answers the following research question: How could the Centre for Student Counselling and Development (CSCD) at Stellenbosch University transform to contribute optimally to student success? Interactive qualitative analysis (IQA), a qualitative research methodology that is grounded in systems theory, was used to collect data to answer the research question. Participants from three constituencies, namely Staff of the CSCD, University Staff: Non-CSCD and Students were selected to participate in focus group and individual interviews. My research confirmed that the CSCD is in need of transformation that is in line with the transformation of Stellenbosch University. The different constituencies conceptualised the transformation of the Centre differently, which is indicative of a lack of alignment between these three different sub-systems. The research confirmed that students should be the primary clientele of the CSCD and that their needs should drive the transformation. The student participants motivated for transforming HEIs to create ample opportunities that would empower them to grow by recognising their own strengths and utilising them to reach their envisioned goals. The findings of the study contribute to both practice and theory, and point to the need to substitute the problem-centred medical service delivery model with a holistic developmental approach. The study also concludes that counselling centres that function within a developmental paradigm should convey positive and empowering messages to students. They should recognise students’ wealth of experiences when they enrol at the institutions, and they should create opportunities for students’ growth and development. It is also important for counselling services to transform into open systems that promote interactions between the different sub-systems of the university. The research contributes to theory by laying the foundation for a theory that informs the future service delivery model of student counselling centres.