Philosophiae Doctor - PhD (Education) / Deficit models dominate current research on academic retention and success in South African higher education and internationally. Most studies focus on students who are at risk of exiting higher education prematurely or those who fail academically because of their socio-economic conditions. Dropout and failure in existing research is often correlated to class and lack of access to financial resources. The prevailing philosophy based on needs assessment, deficit intervention and problem-solving does not sufficiently facilitate the academic success of diverse learners. Yet, surveys in most countries show that addressing weakness does not necessarily help people improve in their performance more than will highlighting their strengths (Hodges & Clifton, 2004). In contrast, this study adopts a strength-based approach, drawing largely on ‘ecological’ perspectives which recognize the importance of people’s surroundings and the multifaceted variables constantly at play, impacting the lives of students throughout the world. A strength-based model is posited as a pragmatic approach to pedagogy in the 21st century. This perspective recognizes the resilience of individuals and focuses on potential, strengths, interests, abilities, determination and capabilities rather than limits. This study accepts that there are persistent challenges to widening participation in South African universities, and leakages in the education pipeline continue with little improvement in graduation rates. However, there are numerous undocumented examples of academically successful students from working-class backgrounds whose academic attainment is not accounted for. Empirical data is required to establish the relationship between academic success and the resilience of undergraduate sponsored students from working class backgrounds. The case study examines factors that influence the academic attainment of undergraduate sponsored students and the institutional practices that enhance their performance at the University of the Western Cape. Factors motivating sponsored students from poor communities to succeed were explored. Furthermore, institutional influences that are relevant to, and inform students’ academic attainment are investigated. The study utilized a variety of data including relevant institutional documents, interviews with sponsored students and secondary data sourced from the Institutional Quality Assurance and Planning department. Findings of the study show that affordability through funding for equitable access to higher education is a motivating factor in academic attainment for students from disadvantaged backgrounds. Also, participants in this study attributed their success to nurtured resilience across the institution, and the supportive relationships established through structured intervention programmes in and out of class. It is important to note, contrary to findings in other studies, that low socio economic background was more of a motivational factor and being resourceful for social mobility. This study adds to the limited understanding of the academic attainment of students from poor backgrounds who succeed against all odds. This provides direction to universities for adopting different approaches and offers insights for the University of the Western Cape into the experiences of its graduates. Based on the findings, the study highlights recommendations and opportunities for future investigation. / Ngalo-Morrison, L. (2017). Factors influencing the academic attainment of undergraduate sponsored students at the University of the Western Cape: A strength-based approach. PhD thesis. University of the Western Cape

In 2020, over a million international students enrolled at universities in the United States. A significant percent come from Muslim-majority countries whose governments sponsor their education abroad. As overall international enrollments decrease, recruiting this population remains attractive to U.S. institutions. International students face the challenge of entering higher education in a foreign country and culture, navigating their education during a time of political battles over immigration and issues of diversity. Muslim students face prejudice and exclusion due to Islamophobia in the U.S. Universities have a responsibility to understand and fully support students from whom they benefit financially. This study examined the experiences of 11 Muslim international students and alumni at one American Jesuit university, exploring how being at a religiously affiliated institution influenced their university experience. A qualitive approach was utilized to understand their experiences through semi-structured, in-depth interviews. Findings confirmed that Muslim international students experience multiple challenges and demonstrated the importance of community and impact of institutional interfaith identity on supporting and shaping their experiences. The framework of Community Cultural Wealth and spiritual capital highlight the tools and strengths students engage to successfully navigate their time at the institution. Findings supported the opportunities universities have to push back against Islamophobia by providing opportunities for all to engage with and learn from one another, and showed Jesuit universities’ institutional interfaith identities and educational pedagogy as critical in helping students fully develop themselves and influence the good of society.

Higher education in post-independence Kenya from 1963 to 2009 has been characterized by rapid expansion - both in terms of student enrolment and in a sharp increase in the number of both private and public universities. While national and institutional mechanisms, such as the establishment of a revolving fund, the Higher Education Loans Board and the introduction of the Privately Sponsored Students Programme, have been initiated to address the sharp demand for higher education against a backdrop of diminishing financial support, violent student unrest - which seriously undermined these efforts - has persisted. A sustained period of student unrest has characterized Kenya‟s higher education. This has manifested itself in the form of violent protests, riots, boycotts and strikes. Statistics indicate that the intensity/frequency and violence of the strikes has steadily increased over the years. For example, between 1969 and 2000 sixty-nine cases of student strikes were recorded at all the public universities. Of these cases, twenty-two (31.88%) occurred within a time span of 20 years (1969-1989) while forty-seven cases (68.12%) occurred in a short period of just one decade (1990-2000).At Moi University twenty-four cases of strikes, which affected its colleges and campuses, were recorded between 1985 and 2009. In terms of radical policy adaptation at both national and institutional levels, one would expect a downward trend in unrest. Instead, however, the frequency and intensity of violence associated with strikes has increased at an alarming rate with several deaths being reported. As such, this study has investigated the factors that have contributed to, and informed, a sustained period of student unrest with a specific focus on Moi University in order to identify policy lessons. Global, national and institutional aspects were examined. A case study strategy was applied - with Moi University as its focus. Data was collected through an in-depth review of the relevant literature, document analysis and interviews. Past and present senior management staff members at Moi University, including Deans of Faculties, Deans of Students, Heads of Departments, and Heads of Sections as well as former student leaders were interviewed. The study concludes in its findings that the university is operating within a highly dynamic and unstable social-political environment, leading to the emergence of inadequate policy adaptations. The resultant shortcomings in the operations of the university attract the wrath of an informed student population in the form of unrest. The students action is not however simply reactionary, as they too, as change agents have their own agenda that evolves over time as they seize opportunities created by the policy shortcomings to pursue it. The study summarized the salient factors responsible for the violent unrest in five broad thematic areas. These include: (i) Unrest associated with flawed international and national policies and social pressure; (ii) Unrest associated with critical national issues and identification with progressive change agents; (iii) Unrest associated with student politics;(iv) Unrest associated with social identity and threats of their welfare from organized groups; and (v) Unrest associated with the prevalence of institutional catalyzing factors. A typical strike develops through four main phases: (i) The development/ brewing phase; (ii) The heightened tension phase; (iii) The full blown strike phase; and (iv) The dissipation/uneasy calm phase. Organizational disequilibrium describes the general state of instability characterizing the university, while organizational paranoia is associated with instances of devastating strikes during a heightened tension phase. A strike matrix of Spontaneous vs Orchestrated and Flash vs Protracted typify the strikes. Unrest has led to the disruption of academic programmes; the destruction of property and deaths; a loss of critical study time; and damage to students‟ careers caused by suspensions and expulsions. The need for a well-considered policy that involves exhaustive consultation with all the stake-holders emerges as critical for the future stability of universities. / Thesis (PhD)--University of Pretoria, 2013. / am2013 / Education Management and Policy Studies / unrestricted