The purpose of this study was to explore academic learning experiences of students who have dropped out of postgraduate studies in a Higher Education Institution in Eastern Cape. The study employed phenomenological approach using unstructured in-depth interviews to collect data from participants who have dropped out of Masters Programme in HEI in Eastern Cape. Four participants participated in this study. A lot of themes emerged from what the participants reported and similar experiences were noted as well as different experiences. Central to what this study ascertained is the relationship between the supervisor and supervisee. From the findings of the study it can be ascertained that for any postgraduate student to succeed in his/her studies he / she needs a positive relationship with the supervisor who will play a role of guide, mentor, supporter and a friend. However, the academic preparedness of the students in terms of academic reading and writing, computer literacy and determination to be an independent researcher is also key. Whilst this study provides insight to what the students have experienced academically its findings cannot be generalised because the experiences are those of individuals. / Govan Mbeki Research and Development Centre

Based on widespread perceptions and short-term reports that most research masters and doctoral students at the University of Ghana spend unusually long durations to complete their studies due to their inability to complete and submit their theses on time and unduly long waiting periods for thesis results, the researcher decided to investigate these phenomena to identify the root causes. The aim of the study therefore, was to establish empirical basis for this problem and to recommend ways of strengthening postgraduate study delivery at the University of Ghana, based on input from past students, faculty, and the University‟s external publics who have a stake in promoting postgraduate studies and research. To achieve this aim, the researcher set out the framework within which the study should be conducted in Chapter One, and reviewed literature on the theories and concepts of throughput and student throughput in particular as well as global student throughput trends and postgraduate candidature models in Chapter Two. To fully appreciate the delivery of postgraduate studies and throughput trends at the study institution, Chapter Three was devoted to the review of the University of Ghana‟s postgraduate study delivery system, and its enrolment and output statistics compared with similar trends in other African Universities. The research design was explained in Chapter Four, and, guided to adopt the mixed methods approach because of its efficacy in rendering research findings credible and reliable, a number of past masters and doctoral students who extended their candidatures while at the University of Ghana provided data by completing questionnaires. Thesis supervisors and examiners selected on the basis of experience also provided data by completing questionnaire, heads of departments, past deans and thesis schedule officers and the Ghana Education Trust Fund Secretariat provided information through interviews. To further unravel specific cases of the phenomenon, which might not be obtained by means of questionnaire and interviews, relevant information were extracted from selected case files that typify cases of delayed candidature and non-completions. In Chapter Five, Quantitative data were analyzed statistically, qualitative data were analyzed using the open coding method, and documentary data were analyzed using content analysis. The findings and recommendations from the study were reported in Chapter Six. The findings confirmed the perceptions and reports and the major factors responsible for delayed completion and non-completion, including other unpopular factors were identified and discussed. Recommendations were made to address the findings, with particular reference to the role of each stakeholder in strengthening postgraduate study delivery to ensure high throughput at the University of Ghana. In the end, three models were developed for improving candidature durations for masters and doctoral candidates, and for ensuring timely examination of theses. The researcher hopes that, if implemented, the recommendations would help to improve postgraduate study delivery and throughput at the University of Ghana. / Educational Leadership and Management / D. Ed. (Education Management)

MA (Psychology) / Department of Psychology / See the attached abstract below

Interest in effectively publishing academic articles stems from involvement in statistical research support provided to academic researchers conducting their research. In the context of this study research output (RO) is defined as the publication of research findings (articles) in academic journals accredited with the South African Department of Higher Education and Training’s (DHET). The vantage point of this research is that of research support statisticians. New knowledge is continually required to drive decision making, policy formulation, industry, economies, regulation, development, innovation and progress (SESCES 2015:9; Pullinger 2014). Quality published research serves as a reliable source of new information. Therefore measures are globally and nationally implemented to stimulate article publication. Such measures and incentives include measurement of publication rate; journal impact ratings; government funding of research based on research output; acknowledgement as research-intensive institutions, promotion opportunities linked to publication rate and more. Although the literature reports on aspects of the production and publication of research findings, limited research is reported on research output productivity (ROP) viewed from the perspective of the statistical community that support research within the research process. Therefore a theoretical framework for ROP had to be developed. Classic grounded theory (GT) proved to be an appropriate methodology for this research based on its theory-develop properties. The literature, responses to an open- and closed-ended questionnaire, observational field notes of this researcher and informal discussion notes were inter alia used as data bases in the cycles of data-collection-analysis-and-comparison that characterise GT implementation. Theoretical components (‘categories’) that emerged in the research include the research process as central concept (the ‘core category’), a research practice component; role players in the research process; the attitude of researchers; knowledge of researchers; skills and attributes of researchers; research resources and research resource centres; and the research climate of the researcher environment. These components constitute the factors that impact ROP. Relational links - which forms the second leg of a developing theory - between these components are explained quantitatively in terms of multivariate linear regression equations; a profile of researcher-type (discriminant analysis) and qualitatively by means of the literature and field notes of this researcher. The emerged theoretical model indicates that knowledge and skills of academic researchers, as well as researcher-type directly impact on the research process and therefore on ROP. Furthermore attitude forms a discriminatory attribute of academic researchers. The objective with the development of the model of ROP was to identify important components of RO delivery and propose grassroots recommendations to promote ROP. / Curriculum and Instructional Studies / D. Ed. (Didactics)

Interest in effectively publishing academic articles stems from involvement in statistical research support provided to academic researchers conducting their research. In the context of this study research output (RO) is defined as the publication of research findings (articles) in academic journals accredited with the South African Department of Higher Education and Training’s (DHET). The vantage point of this research is that of research support statisticians. New knowledge is continually required to drive decision making, policy formulation, industry, economies, regulation, development, innovation and progress (SESCES 2015:9; Pullinger 2014). Quality published research serves as a reliable source of new information. Therefore measures are globally and nationally implemented to stimulate article publication. Such measures and incentives include measurement of publication rate; journal impact ratings; government funding of research based on research output; acknowledgement as research-intensive institutions, promotion opportunities linked to publication rate and more. Although the literature reports on aspects of the production and publication of research findings, limited research is reported on research output productivity (ROP) viewed from the perspective of the statistical community that support research within the research process. Therefore a theoretical framework for ROP had to be developed. Classic grounded theory (GT) proved to be an appropriate methodology for this research based on its theory-develop properties. The literature, responses to an open- and closed-ended questionnaire, observational field notes of this researcher and informal discussion notes were inter alia used as data bases in the cycles of data-collection-analysis-and-comparison that characterise GT implementation. Theoretical components (‘categories’) that emerged in the research include the research process as central concept (the ‘core category’), a research practice component; role players in the research process; the attitude of researchers; knowledge of researchers; skills and attributes of researchers; research resources and research resource centres; and the research climate of the researcher environment. These components constitute the factors that impact ROP. Relational links - which forms the second leg of a developing theory - between these components are explained quantitatively in terms of multivariate linear regression equations; a profile of researcher-type (discriminant analysis) and qualitatively by means of the literature and field notes of this researcher. The emerged theoretical model indicates that knowledge and skills of academic researchers, as well as researcher-type directly impact on the research process and therefore on ROP. Furthermore attitude forms a discriminatory attribute of academic researchers. The objective with the development of the model of ROP was to identify important components of RO delivery and propose grassroots recommendations to promote ROP. / Curriculum and Instructional Studies / D. Ed. (Didactics)

Indiana University-Purdue University Indianapolis (IUPUI) / Population estimations for the year 2000 indicate an increase in poor and minorities in the United States (Loden & Rosener, 1991). In view of this growth trend, Berger (1989) suggests a need for social workers with sensitivity to such populations. The presence of minority perspectives provides a valuable contribution to service delivery (Mullen et al., 1993). Efforts to enhance student persistence in graduate schools of social work will contribute to the pool of social workers available in the next century. The purpose of this study is to determine the factors that contribute to African American student persistence in graduate schools of social work. This study applies aspects of Astin's, Tinto's and Green's theories of persistence. Astin's theory of involvement (1975) considers student investment of time in educational pursuits. Tinto's (1975) theory of departure includes background, social and academic aspects in persistence decisions. Green's (1997) theory focuses on the ability of the student to cope with racial issues (racial resilience) and the racial climate of the school (racial responsiveness). One hundred and thirty-five students from two predominantly white and two historically black universities participated in surveys administered to determine the effect of involvement, background, academic, social, resilience factors, and college type upon student persistence outcomes. Interviews held with administrative personnel at each institution provided contextual data. Correlations were used to examine the relationships among all of the variables in the study. T-Tests were conducted to compare outcomes due to university type. Multiple regressions were used to explore the relationships between significant independent variables and persistence. The findings of this study indicate that persistence outcomes of African American graduate social work students are influenced by: (a) academic performance, faculty-student relationships, (c) health, (d) the ability to deal with stress, and (e) ethnic pride (impressions of ethnic group). These findings suggest that social work programs that incorporate aggressive grade monitoring practices, provide diverse opportunities for student-faculty interaction, offer opportunities for health care, stress alternatives, and a culturally relevant curriculum, may positively influence African American student persistence.