Evaluating the Success of a Science Academic Development Programme at a Research-intensive University

Abstract

Academic development (AD) programmes for students not complying with the entrance requirements of mainstream programmes in science have been running at a number of universities in South Africa. In this study we contribute to the debate on criteria for the success of AD programmes, specifically in the context of research-intensive universities in South Africa. We identify five quantitative criteria for evaluating such a programme: retention, completion rate, migration to other faculties, comparison with other institutions and enrolment in graduate studies. Most of these criteria are relatively common in evaluating similar programmes whereas the extent of migration to other faculties is particular to this study. We illustrate the use of these criteria evaluating the BSc Four Year Programme at the University of Pretoria based on the group of students who registered for the programme in 2008. We found that around 15% of this group had completed their studies in the minimum time while the eventual completion rate of students getting degrees is expected to be in the order of 50%. The attrition rate across the four year science degree programme was high (43%), but the majority of students who terminated their studies did so during the first year. Of those still enrolled in their fourth year a high percentage of students remained in science-related programmes (79%). The fact that more than half of first graduates had enrolled for postgraduate programmes in 2012 is a criterion for success that is especially important for a research-intensive university.

Keywords:

• Academic development
• retention
• success
• science programmes
• access
• attrition
• evaluation criteria

Acknowledgements

The authors wish to acknowledge the dedicated work of Sarah Ramage, Paidamwoyo Mangondo and Sherilee Pillay in processing the data for this project.