Discussion document: understanding the dynamics of part-time studies at UWC

This study into understanding the dynamics of part-time studies at UWC is part of on-going institutional research that is required to improve the conditions of and services to part-time students at UWC. Approximately 23% of UWC’s students are part-time in any one year. One of DLL’s mandates is to grow and develop the part-time programme. Through the DLL Board there has been an enquiry into financing part-time students through the National Student Financial Aid Scheme (NSFAS). This has lead the Board to pose questions about the dynamics of the part-time programme and what it means to be part-time at UWC2. This paper is a preliminary report in progress and covers three of the following research aims. A subsequent paper will cover recommendations for improving the quality of part-time programme. The research aims of this documents are: (1) To help the institution think about the future of the part-time programme amidst the many shifts in national policy that affect the part-time programme, (2) to create clarity about the part-time terminology, (3) to get a better understanding of the actual dynamics of the part-time programme at UWC and the student profiles in terms of study patterns, class attendance (during the day or during after hours), payments records and need for financial aid, (4) To generate practical recommendations for quality enhancement of the part-time programme in terms of protocols for quality improvement and contractual obligations, staff development processes and student support.University of the Western Cape, funds Division for Lifelong Learnin

Survey Knowledge Commons: Main Library University of the Western Cape

Knowledge Commons is the most frequently visited level of the Main Library. A project initiated by the SRC to extend opening hours has taken off well. The survey was initiated by the Student Representative Council of the University of the Western Cape. All students in the survey have responded very positively to the project and have expressed the wish that it should continue. Suggestions have been given by respondents to improve systems and to provide training of assistants on duty and for students in need of research skills.Resources Division for Lifelong Learnin

A user-friendly web portal for T-Coffee on supercomputers

<p>Abstract</p> <p>Background</p> <p>Parallel T-Coffee (PTC) was the first parallel implementation of the T-Coffee multiple sequence alignment tool. It is based on MPI and RMA mechanisms. Its purpose is to reduce the execution time of the large-scale sequence alignments. It can be run on distributed memory clusters allowing users to align data sets consisting of hundreds of proteins within a reasonable time. However, most of the potential users of this tool are not familiar with the use of grids or supercomputers.</p> <p>Results</p> <p>In this paper we show how PTC can be easily deployed and controlled on a super computer architecture using a web portal developed using Rapid. Rapid is a tool for efficiently generating standardized portlets for a wide range of applications and the approach described here is generic enough to be applied to other applications, or to deploy PTC on different HPC environments.</p> <p>Conclusions</p> <p>The PTC portal allows users to upload a large number of sequences to be aligned by the parallel version of TC that cannot be aligned by a single machine due to memory and execution time constraints. The web portal provides a user-friendly solution.</p

Lifelong Learning at UWC: a study of the part-time accredited programmes

UWC has since 1998 a new Mission Statement which commits the university to Lifelong Learning. Since 1996 there has been a process to give content to this commitment. The process included surveys of distance education and resource-based learning at UWC, continuing professional education and an overall report with recommendations on Lifelong Learning by 2001. This report is a further component of the investigation into lifelong learning which highlights specifically the conditions for part-time students of accredited programmes at UWC. The report provides quantitative and qualitative profiles of the part-time learners and formulates recommendations to increase enrolment through target marketing and to improve support services and teaching and learning over the period 1998-2001 and beyond.University Mission Initiative on Lifelong Learning (UMILL

The first year experience of part-time students in a South African university: exploring student support linkages between First year orientation programmes and after hours support services

Conference paper based on empirical research into support modelsThe paper argues that once-off and stand-alone orientation programmes offered usually at the beginning of the first year have limited effect if they are not part of a broader array of support systems available to students in various forms for the entire duration of that year. Concerted support systems - which include mentoring, and peer facilitation, early warning mechanisms, student counselling, and time management workshops – are better positioned to support student success, particularly at first year level. Empirical information in this paper is based on research conducted at one South African university, the University of the Western Cape (UWC). The University predominantly recruits among the economically disadvantaged communities of the Western Cape. Surveys conducted during the Orientation Programmes of 2006-2008 showed that more than half of the first year part-time students who attend these programmes are first generation students. In other words, they were the first member of their family to enter the university and expressed the need for specific support throughout the year. More than 90% were employed and carried family responsibilities. Centralised after hours support has been institutionalized only recently (2008), resulting in the implementation of an institution specific model called the ‘After Hours Study Zone’ (AHSZ). The model seeks to link the first year orientation programmes offered at the beginning of the year to tailor-made after hours support throughout the year. In 2008, about 3000 students studied in the University’s after hour’s programmes. They were predominantly working part-time students (N=2702) who were older than the traditional student age (18-25 years). 80% of these part-time students were over 30 years old (source: Management Information System, UWC, 2009 per 4 May 2009). The implementation of the AHSZ model is in line with the University’s lifelong learning mission and is supported by bi-annual research projects, aiming at specific faculties as well as constituencies (e.g. students and staff teaching on the After Hours Programmes). These studies form part of a series of research projects on Adult Learners in Higher Education and are funded by the university as well as by external agencies like the CHE (Council on Higher Education) in Pretoria The paper contextualizes these research findings and contrasts the institutional model with other first year support models in South Africa and findings in the (inter)national literature. It probes whether these models take into account the specific profile and needs of working adult learners who study part-time.University of the Western Cape, Division for Lifelong LearningWeb of Scienc

Planning the imaginary: assessing the marketing of lifelong learning and its impact on institutional change. Paper presented at the 15th International Conference on Assessing Quality in Higher Education 14-16 July 2003, University of the Western Cape

This paper highlights the early marketing campaigns (1999-2003) at UWC and presents an empirical analysis of 262 emails directed at the coordinator of the marketing campaignIn August 1999 UWC launched its first marketing campaign “It is Never too Late to learn” which mainly targeted Adult Mature learners with an interest for part-time studies. In those days many people perceived Lifelong Learning as being equivalent to part-time studies and part-time studies as being equivalent to after hours studies. From the ensuing campaigns since 1999 a lifelong learner emerged who was part-time as well as full-time, was a mature learner of an average age of 27 years for women and 23 years for men, who wanted good services and high quality programmes during all working hours of the university. The marketing campaigns solicited many queries from prospective and current students, queries that hint at the need for institutional change. The paper assesses areas of enquiry and contestation embedded in 262 email queries and shows how they point towards the need for institutional change.University of the Western Cape, Division for Lifelong Learnin

Context-assisted learning in artifical neural networks

EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Continuing professional education at the University of the Western Cape - survey results

UWC has since 1998 a new Mission Statement which commits the university to Lifelong Learning. Since 1996 there has been a process to give content to this commitment. The process included surveys of distance education and resource-based learning at UWC, continuing professional education and an overall report with recommendations on Lifelong Learning by 2001. This report is a further component of the investigation into lifelong learning which highlights specifically the situation of Continuing Professional Education in all faculties, School and Centres and how to quality assure the programmes. The report formulates recommendations to increase enrolments and how to acquire full accreditation through the South African Qualification Authority (SAQA). It recommends the development of an institutional CPE policy and course database in line with this goal.University Mission Initiative on Lifelong Learning (UMILL

Hitting the road: what students at UWC say about their public transport

Discussions with full-time and part-time students revealed that there is a serious need for safe and reliable public transport. Especially women from the townships frequently raised issues of public transport not being safe and available during after-hours. The Student Representative Council (SRC) of the University of the Western Cape initiated a transport survey among all students to address this issue. Safe and reliable public transport is not only an important asset for student but for all citizens of South Africa country. Public transport greatly contributes to the social and economic upliftment of the metropolis and the province. The SRC supported by the Division for Lifelong and the office of the Vice-rector Students Development and Support conducted this survey to get a picture of the transport needs of full-time and part-time students. A total of 488 students respondent to the survey, which was twice as high as any other on-line survey conducted at the University. The outcomes were shared with the wider campus community and stakeholders in the transport industry in the Cape Town Metropolis. A public presentation took place on 19 August 2004 during the Learning Cape Indaba