Belewinge van eerste-generasie studente as beurshouers

Walters, Miriam C. (2019-12)

Thesis (MEd)--Stellenbosch University, 2019.

Thesis

AFRIKAANSE OPSOMMING : Suid-Afrika het 'n tekort aan swart (swart en bruin) geoktrooieerde rekenmeesters. Die Thuthuka-projek, geïnisieer deur die Suid-Afrikaanse Instituut vir Geoktrooieerde Rekenmeesters (SAIGR), het ten doel om die aantal swart rekeningkundige studente te vermeerder. Die Thuthuka-projek behels befondsing, sowel as 'n omvattende ondersteuningsprogram, vir swart en bruin studente om B.Rek-Rekeningkunde (of die ekwivalent) aan 'n SAICA-geakkrediteerde universiteit te studeer. Hierdie studie is daarop gemik om die belewenisse en ook die uitdagings en geleenthede wat die kampuslewe van die Universiteit aan eerste-generasie, voorheen-benadeelde beursstudente stel en bied, te verstaan. Meer spesifiek, het ten doel om die belewenisse van die eerste-generasie Thuthuka beurshouers uit voorheenbenadeelde agtergronde, wat opleiding as geoktrooieerde rekenmeesters ontvang, te ondersoek. Die narratiewe gevallestudie en/of stories, in kombinasie met verskillende leerteorieë, word aangewend om data te versamel. Hierdie data word versamel deur middel van die gebruik van semi-gestruktureerde onderhoude as deel van 'n kwalitatiewe benadering. Beide verhalende gevallestudies en leerteorieë maak voorsiening vir die insluiting van kontekste soos agtergrondgeskiedenis, die dag-tot-dag realiteite en die sosio-ekonomiese omstandighede van hierdie studente. Hierdie studie is dus 'n verhalende gevallestudie, gefokus op die ervarings van agt eerstegenerasie Thutuka-beurshouers van die betrokke universiteit se Skool vir Rekeningkunde. Die studie maak dus onderskeidelik staat op elk van die betrokke teoretiese raamwerke en konsepte om die opvoedkundige en psigososiale ervarings van eerste- generasie studente in hoër onderwys te verken. Die bevindings van hierdie studie kan ander studente help om sekere struikelblokke te oorkom, om sukses te behaal en kan gevolglik bydra tot die transformasie van die geoktrooieerde rekenmeestersberoep. Dit kan ook help om akademiese en ondersteuningspersoneel meer sensitief te maak vir psigososiale en opvoedkundige faktore wat ‘n negatiewe impak op hierdie studente se akademiese vordering mag hê.

ENGLISH SUMMARY : South Africa has a shortage of black (black and coloured) chartered accountants. The Thuthuka project, initiated by the South African Institute of Chartered Accountants (SAICA), aims to increase the number of black accounting students. The Thuthuka project includes funding as well as a comprehensive support program for black and coloured students to study B.Acc-Accounting (or the equivalent) at a SAICA accredited university. This study aims to understand the experiences as well as the challenges and opportunities presented by the University's campus life to previously disadvantaged first-generation bursary students. More specifically, the study aims to investigate the experiences of first-generation Thuthuka bursary holders from previously disadvantaged backgrounds training as chartered accountants. The Case study, in combination with different learning theories, are used to collect data using semi-structured interviews as part of a qualitative approach. Both narrative case studies and learning theories allow for the inclusion of contexts such as background history, day-to-day realities and the socio-economic circumstances of these students. This study, therefore, is a narrative case study focusing on the experiences of eight first-generation Thutuka bursary holders from Stellenbosch University's School of Accountancy. The study draws on each of the theoretical frameworks and concepts involved to explore the educational and psychosocial experiences of first-generation students in higher education. The findings of this study can help other students overcome certain obstacles and achieve success, thereby contributing to the transformation of the Chartered Accountant profession. The study can also help make academic and support staff more sensitive to psychosocial and educational factors that negatively impact the academic progress of these students.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/107157
This item appears in the following collections: