Extended curriculum programmes: A case study of architecture students at the Tshwane University of Technology, South Africa
Laubscher, Jacques (2021)
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-202103253825
https://urn.fi/URN:NBN:fi:amk-202103253825
Tiivistelmä
The thesis focuses on answering the following main research question:
'What are the components of an extended curriculum programme (ECP) in Architecture, and what makes it successful?'
The thesis project is topical, relating directly to the official policies of the Council for Higher Education (CHE) and the Department of Higher Education and Training (DHET) on improving student performance and success.
This research is needed because the average graduation rate in South Africa of 4-year degree students is 33.1% after four (4) years of studies. Ten (10) years after starting with their studies, only 53,91% of the enrolled students graduate. Interventions are needed to address these statistics that reflect data collected over 15 years. One possible intervention is implementing an ECP.
The purpose of the thesis is descriptive, and it aims to reach three objectives:
1) to determine the success of the ECP in Architecture at the Tshwane University of Technology (TUT),
2) to describe the processes and student support mechanisms of the ECP in Architecture
3) to explore how the ECP in Architecture can be used in other Higher Education (HE) settings.
The research method uses primary sourced data sets, namely academic results, graduation rates and an online questionnaire. The online questionnaire was completed in 2020 by 2nd – 4th year ECP students in Architecture (N = 59, n = 41). Qualitative data were obtained from two semi-structured interviews with the coordinator and lecturer of the ECP in Architecture.
The ECP in Architecture offers foundational provision within the extended curricula. As an educational intervention, the ECP in Architecture is a practical and valuable tool to enhance student performance. This pragmatic approach benefits access to HE while improving student success.
The thesis's outcomes are a review of the existing teaching methodologies used for the ECP qualification in architecture and the development of guidelines for a framework for broader implementation.
If the CHE and DHET are serious about increasing access to HE and the success of the first time entering student, existing and new ECPs require additional support and investment.
'What are the components of an extended curriculum programme (ECP) in Architecture, and what makes it successful?'
The thesis project is topical, relating directly to the official policies of the Council for Higher Education (CHE) and the Department of Higher Education and Training (DHET) on improving student performance and success.
This research is needed because the average graduation rate in South Africa of 4-year degree students is 33.1% after four (4) years of studies. Ten (10) years after starting with their studies, only 53,91% of the enrolled students graduate. Interventions are needed to address these statistics that reflect data collected over 15 years. One possible intervention is implementing an ECP.
The purpose of the thesis is descriptive, and it aims to reach three objectives:
1) to determine the success of the ECP in Architecture at the Tshwane University of Technology (TUT),
2) to describe the processes and student support mechanisms of the ECP in Architecture
3) to explore how the ECP in Architecture can be used in other Higher Education (HE) settings.
The research method uses primary sourced data sets, namely academic results, graduation rates and an online questionnaire. The online questionnaire was completed in 2020 by 2nd – 4th year ECP students in Architecture (N = 59, n = 41). Qualitative data were obtained from two semi-structured interviews with the coordinator and lecturer of the ECP in Architecture.
The ECP in Architecture offers foundational provision within the extended curricula. As an educational intervention, the ECP in Architecture is a practical and valuable tool to enhance student performance. This pragmatic approach benefits access to HE while improving student success.
The thesis's outcomes are a review of the existing teaching methodologies used for the ECP qualification in architecture and the development of guidelines for a framework for broader implementation.
If the CHE and DHET are serious about increasing access to HE and the success of the first time entering student, existing and new ECPs require additional support and investment.