Can extended curriculum programmes be improved through engagement with students using appreciative inquiry?

This research involves eight students at the university under study [1] who identify with the BSc Extended Programmes. The study reports on the use of Appreciative Inquiry to determine how these students describe the best aspects of the programmes and the attributes that they developed to overcome the stigma and isolation associated with the programmes. The aim was to extrapolate the findings to develop an improvement plan informed by students’ perspectives. The narratives from semi‑structured interviews conducted during the Discovery and Dream stages of the modified Appreciative Inquiry 4‑D process are reported. Six views emerged: sense of family and belonging; peer mentoring and support networks; coping with failure and self-efficacy; the underdog phenomenon, self‑motivation and support for mainstream students; the student advising model; and extended curricular programmes as a first option. The attributes that students acquired to overcome stigmatisation and isolation are discussed. Further investigation of the six themes in the Design and Destiny phases is proposed to provide ideas that can engender resilience in more students

The management of student success in extended curriculum programmes : a case study of the University of Pretoria Mamelodi campus, South Africa

For three decades, numerous South African scholars have researched the efficacy of access programmes in providing alternative pathways to careers in Science, Technology, Engineering and Mathematics through foundation provisioning. In light of this, Extended Curriculum Programmes (ECPs) were designed for talented Black students who could not gain access to tertiary studies due to poor schooling conditions caused by apartheid. As scarce skills programmes that receive dedicated funding from government, ECPs are indispensable for redress, transformation, and socio-economic development. Consequently, they could be characterized as high stakes programmes that require a rigorous, evidence-led student success management approach to ensure effectiveness. This article argues for a customized approach to the management of student success for ECPs based on the Institutional Student Academic Development and Excellence Model. Using specific examples, the customized system, dubbed the Mamelodi Referral System, is discussed as well as the circumstances that led to its development. The article concludes with future areas for development and refinement.https://www.journals.ac.za/sajhe/indexEducation Innovatio

Can extended curriculum programmes be improved through engagement with students using appreciative inquiry?

This research involves eight students at the university under study who identify with the BSc Extended Programmes. The study reports on the use of Appreciative Inquiry to determine how these students describe the best aspects of the programmes and the attributes that they developed to overcome the stigma and isolation associated with the programmes. The aim was to extrapolate the findings to develop an improvement plan informed by students’ perspectives. The narratives from semi‑structured interviews conducted during the Discovery and Dream stages of the modified Appreciative Inquiry 4‑D process are reported. Six views emerged: sense of family and belonging; peer mentoring and support networks; coping with failure and self-efficacy; the underdog phenomenon, self‑motivation and support for mainstream students; the student advising model; and extended curricular programmes as a first option. The attributes that students acquired to overcome stigmatisation and isolation are discussed. Further investigation of the six themes in the Design and Destiny phases is proposed to provide ideas that can engender resilience in more students.http://www.journals.ac.za/index.php/sajhepm2020Science, Mathematics and Technology Educatio