Browsing by Author "De Jager, Eloise"
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- ItemDoes free higher education in South Africa make economic sense? Views of commerce students(HESA, 2020) De Jager, Eloise; Baard, RoelofStudent protests demanding ‘free’ higher education at South Africa universities in 2015 is a reminder that there are still a lot of unresolved issues regarding the inequalities due to the apartheid era in the higher education system. Some of these issues include insufficient state funding of higher education, the increase of tuition fee and unpaid student debt. Even though ‘free’ higher education sounds appealing, the question is whether implementing ‘free’ higher education would make economic sense in South Africa. The study aimed to investigate the perceptions of commerce students at one South African university regarding the economic feasibility of ‘free’ higher education and how it might affect the South African economy. The research aimed to give a descriptive analysis of the perceptions of commerce students and were empirically investigated by means of a questionnaire, containing both open and closed questions. Gaining understanding into student perceptions can be invaluable, as they are considered the livelihood of higher education institutions.The results show that the respondents do not think that ‘free’ higher education make economic sense in South Africa as the economy is too weak and there is too much corruption and wasteful spending in government. The respondents also indicated that the economy will mostly be negatively affected by ‘free’ higher education in that there will be an increase of the financial burden on the South African economy and tax payer. They also regard other government services to be of greater importance than implementing ‘free’ higher education.The results of this study are not necessarily generalisable beyond the scope of the particular institution, but the findings do create a platform for the continued debate on the importance, economic feasibility and implementation of ‘free’ higher education in South Africa.
- Item’n Studenteterugvoer-perspektief op top- universiteitsdosente se onderrig(Tydskrif vir Geesteswetenskappe, 2013-12) De Jager, Eloise; Bitzer, EliDie gehalte van onderrig aan hoëronderwysinstellings word deur ’n velerlei faktore beïnvloed. Dit sluit die kenmerke van dosente en studente, die institusionele kultuur, dissiplinêre en klaskontekste en individuele benaderings tot onderrig en leer in. Dit is dus nie ongewoon dat onderwysnavorsers dikwels uitwys hoe die gehalte van onderrig verband hou met die eienskappe en optrede van uitstekende dosente en hul studente se beoordeling daarvan nie. Hierbenewens word studenteterugvoer oor onderrig as een van die aanwysers van onderriggehalte wyd aanvaar as ’n geldige wyse om elemente van effektiewe onderrig te beoordeel. Studente is aan die ontvangkant van dosente se onderrig en derhalwe sou dit irrasioneel en onverantwoordelik wees om hul menings te negeer. Hierdie artikel handel oor ’n analise van studenteterugvoer aan ’n universiteit waar goeie onderrig dikwels onderwaardeer en soms misken word. Terugvoer oor die drie dosente wat, volgens hul studente, die beste gevaar het in elk van nege fakulteite is ontleed en kenmerke wat gehalte in die onderrig van hierdie topdosente aandui, is uit die terugvoer afgelei. Vanuit die analise was dit moontlik om generiese faktore oor onderriggehalte aan te dui, wat vir leiers en bestuurders in hoër onderwys, praktiserende dosente, studente, professionele onderigontwikkelaars en selfs ouers van studente van belang mag wees. Die ondersoek toon egter ook dat daar kontekstuele veranderlikes binne fakulteite en dissiplines is wat nie veralgemeenbaar is nie en unieke vorme van onderriggehalte verteenwoordig.