Abstract:

In South Africa (SA), access to higher education for all citizens has improved significantly since the early 1990s. However, just over half of the students who enrol in undergraduate studies graduate successfully (DHET 2017) and the graduate profile does not represent the country’s demographics (CHE 2013). There are many contributing factors, such as lack of preparedness, socio-economic factors, cultural differences, language challenges, underserved schooling experiences, the articulation gap, etc. (De Klerk et al. 2006; CHE 2013). Student access and success are therefore complex, multifaceted issues in higher education. Access to higher education involves providing students with opportunities and placement, as well as epistemological access. Success encompasses graduation rates, the offering quality, skills obtained during studies, readiness for the work environment and employability (Lewin and Mawoyo 2014).

The most meaningful systemic intervention to respond to the call for enhancing equitable access and success in SA was the establishment of extended curriculum programmes (ECPs) (Lewin and Mawoyo 2014). The goal of these programmes is to create ‘the curriculum space needed to enable talented but underprepared students to achieve sound foundations for success in higher education’ (CHE 2013). At Stellenbosch University (SU), the STEM ECP (Faculties of Science, AgriSciences and Engineering) involves an additional foundation year where after students proceed with their undergraduate programmes. During the foundation year, fundamental disciplinary knowledge is developed and strengthened, as well as essential skills for being and becoming successful students. This intervention has offered access to higher education to a diverse group of students since 1995 and facilitated successful graduation for many.

This research aimed to explore the lived experiences of former STEM ECP students at SU to gain an in-depth understanding of the experiences and perspectives of the students and how the ECP may have influenced their lives after university. Former STEM ECP students, both graduates and non-graduates (2010 to 2016 cohorts), were invited to participate in online interviews to share their lived experiences during their ECP foundation year and subsequent undergraduate years, and the influences of the intervention on their lives after university. Thematic analysis of 25 interview transcripts followed an inductive approach. Certain emerging themes were found to be associated with academic success, and in many cases, the absence of some of these themes was found to be associated with drop-out. The Specialization dimension of Legitimation Code Theory (LCT), a social realist framework for exploring different aspects of knowledge practices, was further employed to conceptualize the emerging themes. We found certain themes and code shifts to be present on the Specialization plane of the ECP graduates. These students could embrace the fundamental disciplinary knowledge and extensive skills development of the foundation year. Non-graduates’ profiles lacked some of the themes and code shifts associated with success. The evaluation also brought some strengths of the ECP to the fore, as well as some aspects needing attention. The study further highlighted the capacity of the programme to facilitate academic success.

Keywords:

Extended Curriculum Programme, Lived experience, Access and Success in Higher Education.