Transforming South African University Programs: Effective Strategies to Support Black Students

Many universities offer programs to help students and staff grow. The goal is simple: to create experiences that boost academic success. Usually, these programs are run by knowledgeable academics who design them using tools like data analytics for effective tutoring and mentoring. For faculty, development includes courses, webinars, and workshops.

Academic development gained traction in the 1980s when black students were first admitted to previously white-only universities. After South Africa’s democratic shift in 1994, the focus expanded to transform society by empowering black students with more opportunities. However, research indicates a gap between the goals of academic development and its real-world application.

Despite government support and funding, many black students still face challenges in completing their studies. A report from the Council on Higher Education shows that graduation rates differ significantly: white students were six percentage points more likely to finish their studies than their black peers in 2018.

This discrepancy highlights ongoing issues within the academic framework. Feedback reveals that curricula and teaching methods often don’t meet the diverse needs of the student body, raising concerns among students and educators alike. Organizations such as the Higher Education Learning and Teaching Association of Southern Africa emphasize the necessity for academic development practices that reflect the realities faced by most students.

To bridge this gap, we need a research-based approach to academic development that genuinely supports all students. Experts argue that existing research lacks the depth needed to effectively address the barriers students face. Much of the current work is confined to specific contexts and fails to provide broader insights into dropout rates and academic struggles.

Experiences of both new and seasoned academic development practitioners show that progress is being made. However, the need for theory-rich research remains pressing. One suggestion is to foster collaborations through community networks where educators can mentor each other. This reciprocal approach allows for sharing best practices and insights in real-life teaching scenarios.

Working together in supportive environments can empower less experienced practitioners. Networking and mentorship can build confidence and expertise, leading to richer academic development practices. Such collaborations should align with the calls for national initiatives that support faculty in enhancing their teaching skills. Professional development programs can serve as effective platforms for academics to engage in the scholarship of teaching and learning.

While professional development isn’t a cure-all for the gaps in academic development, it provides a valuable space for collaboration. By joining forces, academics can tackle the challenges hindering progress and work towards a more inclusive educational system.

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