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A resilience perspective of teaching and learning in South African higher education institutions during crises
Thesis (PhD (Assessment and Quality Assurance in Education and Training))--University of Pretoria, 2024.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2025
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| _version_ | 1867613502252777472 |
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| access_status_str | Open Access |
| author2 | Graham, Marien Alet |
| author_browse | Graham, Marien Alet |
| author_facet | Graham, Marien Alet |
| collection | Thesis |
| dc_rights_str_mv | © 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD (Assessment and Quality Assurance in Education and Training))--University of Pretoria, 2024. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/100942 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:10.039Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/100942 A resilience perspective of teaching and learning in South African higher education institutions during crises Graham, Marien Alet jenette.duplooy@gmail.com Roux, Karen Webb, Jenette UCTD Sustainable Development Goals (SDGs) Academic resilience scale Higher education institutions Academic resilience Context-Input-Process-Output (CIPO)-model Socio-ecological resilience theory (SERT)-model Teaching and learning Undergraduate students Thesis (PhD (Assessment and Quality Assurance in Education and Training))--University of Pretoria, 2024. Resilience is recognised as a multifaceted process that draws on multiple contextual and personal resources that interact in a complex manner over time. Amid times of crises such as COVID-19, load-shedding, and protest movements, students face manifold challenges, including social isolation, depression, low self-esteem, academic stress, and technological problems. This study aimed to create a reliable and valid Academic Resilience Scale (ARS) to investigate how South African education students from public Higher Education Institutions (HEIs) experience academic resilience during crises. A socio-ecological resilience theory (SERT)-model embedded within the Context-Input-Process-Output (CIPO)-model was created to gain a holistic overview of how students experience academic resilience during crises. A sequential exploratory mixed-methods design was used to create a qualitative foundation to inform the subsequent quantitative phase. All undergraduate education students enrolled from 2020 to 2023 in participating HEIs were eligible to participate in this study. Derived themes from focus group interviews (12 students from three HEIs), identified using qualitative content analysis, were utilised for the development of the quantitative ARS (n = 30 pilot study; n = 343 main study). Six themes emerged: (i) student-lecturer relationship, (ii) academic and administrative stress, (iii) Higher education support, engagement and communication, (iv) persistence, (v) social support structure, (vi) technological issues. Content validity of the ARS was established by an expert panel, the underlying construct structure was confirmed using confirmatory factor analysis, with reliability and validity being established using Cronbach’s alpha and construct validity. The ARS identified HE support, engagement and communication as the most important construct contributing to academic resilience during times of crises, followed closely by persistence and student-lecturer relationships. Recommendations include ensuring that all South African HEIs have mental health and academic support programmes, opportunities for engagement and interactive feedback mechanisms, and centralised communication platforms for transparent and timely updates, as these would ensure that students are better equipped to handle crises and maintain academic resilience. This study provides invaluable insights into the factors that contribute to academic success and resilience among undergraduate students, thereby allowing HEIs to refine their support systems and strategies to ultimately foster a more resilient study body. Science, Mathematics and Technology Education PhD (Assessment and Quality Assurance in Education and Training) Unrestricted Faculty of Education SDG-04: Quality Education 2025-02-14T14:07:25Z 2025-02-14T14:07:25Z 2025-05-07 2024-10-10 Thesis * A2025 http://hdl.handle.net/2263/100942 https://doi.org/10.25403/UPresearchdata.27115138.v1 en © 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Sustainable Development Goals (SDGs) Academic resilience scale Higher education institutions Academic resilience Context-Input-Process-Output (CIPO)-model Socio-ecological resilience theory (SERT)-model Teaching and learning Undergraduate students A resilience perspective of teaching and learning in South African higher education institutions during crises |
| title | A resilience perspective of teaching and learning in South African higher education institutions during crises |
| title_full | A resilience perspective of teaching and learning in South African higher education institutions during crises |
| title_fullStr | A resilience perspective of teaching and learning in South African higher education institutions during crises |
| title_full_unstemmed | A resilience perspective of teaching and learning in South African higher education institutions during crises |
| title_short | A resilience perspective of teaching and learning in South African higher education institutions during crises |
| title_sort | resilience perspective of teaching and learning in south african higher education institutions during crises |
| topic | UCTD Sustainable Development Goals (SDGs) Academic resilience scale Higher education institutions Academic resilience Context-Input-Process-Output (CIPO)-model Socio-ecological resilience theory (SERT)-model Teaching and learning Undergraduate students |
| url | http://hdl.handle.net/2263/100942 https://doi.org/10.25403/UPresearchdata.27115138.v1 |