The relationship between student engagement and student outcome achievement is well documented in the higher education literature for US students (Astin, 1993; Kuh, 2003; Kuh, Kinzie, Schuh, & Whitt, 2005; Pascarella & Terenzini, 2005) and has recently gained traction for students in other countries such as Australia (Krause, 2007a, 2007b; Krause & Coates, 2008; Krause, Hartley, James, & McInnis, 2005), New Zealand (Leach & Zepke, n.d.; van der Meer, 2009; van der Meer & Scott, 2009), Malaysia (Azman, Ali, & Jelas, n.d.), and England (Mann, 2001; Yorke & Longden, 2008). Yet, few studies have examined this relationship in countries with evolving or restructured systems of higher education, such as South Africa. Student engagement and corresponding barriers may differ across cultures, underscoring the need for research in restructured higher education systems. Further, the instability and ongoing change characterizing South African colleges and universities post-Apartheid suggests that how students engage in and benefit from the college experience may vary greatly from students enrolled prior to Apartheid in the more structured higher education systems of the United States.
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|Document Title:||Student engagement in South African higher education|
|Journal:||Journal of College Student Development|
|Document Type:||Journal Article (Peer Reviewed)|
|Keywords:||Student Enrolment, Student Affairs, Student behaviour, Student Aspirations, Student Faculty Interaction, Student Organisations, Student Protest, Apartheid and Higher Education|
|File Size:||559 KB|
|Date Added:||14 March 2012|