Evaluating the success of a science academic development programme at a research-intensive university

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.http://www.journals.co.za/ej/ejour_saarmste.htmlam201

Mentoring the Mentors: Implementation and Evaluation of Four Fogarty-Sponsored Mentoring Training Workshops in Low-and Middle-Income Countries.

A growing body of evidence highlights the importance of competent mentoring in academic research. We describe the development, implementation, and evaluation of four regional 2-day intensive workshops to train mid- and senior-level investigators conducting public health, clinical, and basic science research across multiple academic institutions in low- and middle-income countries (LMICs) on tools and techniques of effective mentoring. Sponsored by the Fogarty International Center, workshops included didactic presentations, interactive discussions, and small-group problem-based learning and were conducted in Lima, Peru; Mombasa, Kenya; Bangalore, India; and Johannesburg, South Africa, from 2013 to 2016. Mid- or senior-level faculty from multiple academic institutions within each region applied and were selected. Thirty faculty from 12 South America-based institutions, 29 faculty from eight East Africa-based institutions, 37 faculty from 14 South Asia-based institutions, and 36 faculty from 13 Africa-based institutions participated, with diverse representation across disciplines, gender, and academic rank. Discussions and evaluations revealed important comparisons and contrasts in the practice of mentoring, and specific barriers and facilitators to mentoring within each cultural and regional context. Specific regional issues related to hierarchy, the post-colonial legacy, and diversity arose as challenges to mentoring in different parts of the world. Common barriers included a lack of a culture of mentoring, time constraints, lack of formal training, and a lack of recognition for mentoring. These workshops provided valuable training, were among the first of their kind, were well-attended, rated highly, and provided concepts and a structure for the development and strengthening of formal mentoring programs across LMIC institutions

Introduction: The Fogarty International Research Ethics Education and Curriculum Development Program in Historical Context

In response to the increasing need for research ethics expertise in low and middle income countries (LMICs), the NIH's Fogarty International Research Ethics Education and Curriculum Development Program has provided grants for the development of training programs in international research ethics for LMIC professionals since 2000. This collection of papers draws upon the combined expertise of Fogarty grantees, trainees, and other experts to assess the state of research ethics in LMICs, and the lessons learned over 12 years of international research ethics education; to assess future needs; and to chart a way forward to meet those needs. In this introductory paper we briefly sketch the evolution of research ethics as applied to LMIC research, the underpinning and evolution of the Fogarty bioethics program, and summarize key conclusions from the other papers in the collection

Learning design in diverse institutional and cultural contexts: suggestions from a participatory workshop with higher education professionals in Africa

Learning design approaches, such as those adopted by the Open University, provide a set of tools and resources for purposefully-designing modules with a focus on student experiences. However, many of the current learning design strategies have been situated within specific institutions in Europe and North America. This means that there are several issues worth considering around if and how established learning design approaches make sense in diverse institutional and cultural contexts. To critically assess the relevance and appropriateness of learning design strategies in new contexts, this article describes an in-depth participatory workshop with 34 education professionals from five African countries. Altogether, 10 suggestions for learning design practices were derived from the consensus of workshop participants, which provide a foundation for the development of learning design practices moving forward

Implementing a Basic Package of Health Services in post-conflict Liberia: perceptions of key stakeholders.

Recovery of the health sector in post-conflict countries is increasingly initiated through a Basic Package of Health Services (BPHS) approach. The country government and partners, including international donors, typically contract international and local NGOs to deliver the BPHS. Evidence from routine data suggests that a BPHS approach results in rapid increases in service coverage, coordination, equity, and efficiency. However, studies also show progress may then slow down, the cause of which is not immediately obvious from routine data. Qualitative research can provide insight into possible barriers in the implementation process, particularly the role of health workers delivering the BPHS services. The aim of this study was to explore perceptions of health service providers and policy makers on the implementation of the BPHS in post-conflict Liberia, using SRH services as a tracer and Lipsky's work on "street-level bureaucrats" as a theoretical framework. In July-October 2010, 63 interviews were conducted with midwives, officers-in-charge, and supervisors in two counties of Liberia, and with policy makers in Monrovia. The findings suggest health workers had a limited understanding of the BPHS and associated it with low salaries, difficult working conditions, and limited support from policy makers. Health workers responded by sub-optimal delivery of certain services (such as facility-based deliveries), parallel private services, and leaving their posts. These responses risk distorting and undermining the BPHS implementation. There were also clear differences in the perspectives of health workers and policy makers on the BPHS implementation. The findings suggest the need for greater dialogue between policy makers and health workers to improve understanding of the BPHS and recognition of the working conditions in order to help achieve the potential benefits of the BPHS in Liberia

Publishing in socially oriented journals - the state of play in Asia

Purpose: This paper examines this issue by examining institutional publishing in six socially oriented marketing journals generally and then explores the performance within Asian institutions and those within Australia and New Zealand, in detail.Design/Methodology/Approach: Authorships of Journal of Macromarketing, Journal of Public Policy &amp; Marketing, Journal of Consumer Affairs, Journal of Non-Profit and Public Sector Marketing, International Journal of Non-Profit and Voluntary Sector Marketing, and Social Marketing Quarterly, from 1999-2003 were tracked, by institution and nationality of school. Results are reported for both number of authors and percent of authorship.Findings: There is a dominance of publishing by North American Academics within the social area. Asia academics appear to be generally under-represented, based on the region&rsquo;s size, although scholars in Australia and New Zealand perform relatively better than one might anticipate.Research Limitations/Implications: A review of socially oriented publishing performance by institutions in Asia identifies that socially oriented research appears to be a focus in Australia and New Zealand across a range of institutions, but occurs less frequently in other Asian countries.Practical Implications: Results are useful for understanding the role of socially oriented research among scholars in Asia and the Pacific. While Australia and New Zealand have made marks in socially oriented research, it appears to be a potential &ldquo;growth area&rdquo; for marketing scholars in Asia and the Pacific.Originality/Value: This is the first paper to examine the role of geography in publishing among those interested in social issues in marketing.<br /

Student Access and Success: Issues and Interventions in South African Universities

Low rates of access and success in post-secondary education are arguably the single biggest challenge facing South Africa's public education system. The sustem is failing to meet the educational needs of young people, a growing economy, and a rapidly changing society. Black students, particularly those from poor backgrounds are deeply affected. Senior managers, 30 in all, at 18 of the country's 23 public universities were interviewed to understand issues such as primary academic interventions designed to support and improve student success. The authors conclude that no single intervention is likely to shift student performance and success. The answer, however, will require "understanding the holistic needs of students." The authors also feel it is crucial that the imporatnce of teaching and learning - as well as research- be understood

A One Health Evaluation of the Southern African Centre for Infectious Disease Surveillance

Rooted in the recognition that emerging infectious diseases occur at the interface of human, animal, and ecosystem health, the Southern African Centre for Infectious Disease Surveillance (SACIDS) initiative aims to promote a trans-sectoral approach to address better infectious disease risk management in five countries of the Southern African Development Community. Nine years after SACIDS’ inception, this study aimed to evaluate the program by applying a One Health (OH) evaluation framework developed by the Network for Evaluation of One Health (NEOH). The evaluation included a description of the context and the initiative, illustration of the theory of change, identification of outputs and outcomes, and assessment of the One Healthness. The latter is the sum of characteristics that defines an integrated approach and includes OH thinking, OH planning, OH working, sharing infrastructure, learning infrastructure, and systemic organization. The protocols made available by NEOH were used to develop data collection protocols and identify the study design. The framework relies on a mixed methods approach by combining a descriptive and qualitative assessment with a semi-quantitative evaluation (scoring). Data for the analysis were gathered during a document review, in group and individual interviews and in an online survey. Operational aspects (i.e., OH thinking, planning, and working) were found to be balanced overall with the highest score in the planning dimension, whereas the infrastructure (learning infrastructure, systemic organization, and sharing infrastructure) was high for the first two dimensions, but low for sharing. The OH index calculated was 0.359, and the OH ratio calculated was 1.495. The program was praised for its great innovative energy in a difficult landscape dominated by poor infrastructure and its ability to create awareness for OH and enthuse people for the concept; training of people and networking. Shortcomings were identified regarding the balance of contributions, funds and activities across member countries in the South, lack of data sharing, unequal allocation of resources, top-down management structures, and limited horizontal collaboration. Despite these challenges, SACIDS is perceived to be an effective agent in tackling infectious diseases in an integrated manner