Abstract:

Globally, institutions of higher education are under pressure for the equitable expansion of enrolments, while maintaining the quality of their academic offering (Schendel & McCowan, 2016). These demands are driven by a range of factors including increasing awareness of the pivotal role that higher education plays in the knowledge economy, and the increasing perception of school leavers that recognize tertiary qualifications as a means to improve their economic status and social mobility. But, access to higher education does not simply translate to successful outcomes (Council on Higher Education, 2013; Scott, 2018), as graduation rates do not reflect enrolment numbers. Institutions of higher education are therefore aware that they are not succeeding in producing enough competent graduates to reach economic and societal goals (Gaebel et al., 2012).

In South Africa, just over half of the students who enrol in undergraduate studies eventually graduate (DHET 2017), although this tendency seems to follow a global trend (Gaebel et al., 2012). Many reasons have been proposed over the years to elucidate this phenomenon: lack of preparedness, socio-economic factors, cultural differences, language difficulties, impoverished schooling experiences, first-generation students, etc. (De Klerk et al., 2006; Scott, 2018; Council on Higher Education, 2013). Stellenbosch University (SU) in South Africa introduced Extended Degree Programmes (EDPs) in 1995 to respond to the needs and the call to broaden access by offering access to studies in higher education via an alternative, extended and enriched route (De Klerk et al., 2006). These programmes aim to address the academic success of underserved, often underprepared first-year students from diverse backgrounds - thus, focusing on equity of access, as well as equity of success. The STEM EDP model (used by the faculties of Science, AgriSciences and Engineering at SU) involves an additional foundational year that focuses on fundamental knowledge in the core STEM disciplines, e.g. Mathematics, Physics and Chemistry – these offerings aim to bridge possible gaps in understanding and knowledge. Moreover, additional foundation-year modules develop essential skills of being and becoming legitimate participants in the learning process in higher education, including soft skills, academic literacy and computer skills, thus aiming toward epistemological and ontological access. After completing the foundational year successfully, students proceed with the normal mainstream degree programmes.

The purpose of this research was to evaluate the impact of SU’s STEM EDP on the call towards equity of access and equity of success in South Africa. This paper reports on the quantitative part of the study that considered two components of academic success as proposed by York and co-workers (2015), academic achievement and persistence. Academic achievement was measured using grades and GPA (grade point average), while persistence was evaluated by evaluating graduation rates (York et al., 2015). We considered the STEM EDP cohorts from 2010 to 2016 in this evaluation.

Results of the quantitative research revealed the positive impact that the EDP has had on improving equity of access at SU, while also showing the effect and potential of the programme to achieve equity of success. The evaluation also brought some strengths and potential areas needing amendment to the fore.

Keywords:

Equity of access, academic success, Extended Degree Programme.