Increasing graduation rates (especially in Science and Engineering) has become a priority in the higher education sector due

to the fact that: - The outputs of the Higher Education (HE) sectors are not sufficient to meet the developmental needs of the country, as reflected in the shortage of high level skills, - The major racial disparities in completion rates in undergraduate programmes, along with high attrition rates negates much of the growth in black access to higher education and - An obstacle to access and development is manifested in the major differentials in preparedness for higher education as a result of continuing socio-economic inequalities (Higher Education Monitor No. 6, 2007). In addition, although academic throughput is one aspect of student success, the quality of graduates is equally important. For the purposes of this study, student success is defined as engagement in educationally purposeful activities; persistence; acquisition of desired knowledge, skills and competencies; satisfaction; academic achievement; attainment of educational objectives and; post-university performance (Kuh et al, 2006).

Student background characteristics and pre-university experiences. Variables of interest include (Kuh et al, 2006): gender; population group and ethnicity; academic preparation; educational aspirations; socioeconomic status (SES); motivation to learn; financial aid; pre-university programmes. Perspectives Sociological Perspectives Organisational Perspectives Psychological Perspectives Theories Tintos (1975, 1987, 1993) Student Departure Theory Beans (1983) student attrition model - Bean and Eatons (2000) Psychological Model of college student retention - Dwecks (2000) self-theories about intelligence - Expectancy theory, self-efficacy theory, and motivational theory - Rousseaus (1995) Psychological contract theory Norms and values (Kuh and Whitt 1988; Pascarella and Terenzini 1991, 1995) Beckers (1964) Human Capital Model

Changes in the University Context There is evidence that diversity positively contributes to excellence in HE (Shaw, 2009), hence diversity as well as equity are cornerstones of transformation. In 2005, Wits adopted a transformation vision and five focus areas for implementation of the transformation strategies over the next ten years, all of which coincide with the objectives of the Bale Scholarship Programme. Programme Goal and Objectives The goal to provide 20 first generation, academically talented black women from socioeconomically disadvantaged backgrounds with the support needed to aid their adjustment, retention, throughput during their undergraduate and postgraduate studies as well as success during their careers. The programme aims to achieve this goal through four phases: - Phase 1: conceptualisation and securing funding. - Phase 2: identifying and selecting academically talented Grade 12 female learners from socio-economically disadvantaged backgrounds and under-resourced schools in the geographical areas of Gauteng, Limpopo and Mpumalanga (objective 1). - Phase 3: enrolling the students in Science, Engineering or Architecture degrees, providing them with the resources to fund their studies and providing them with the academic (objective 2), social and psychological (objective 3) support as well as learning and personal development skills (objective 4) needed to aid their adjustment, retention and throughput at university as well as success in their careers. - Phase 4: tracking the Bale cohort (and the comparison group) for 3 years postuniversity. Evaluation Design Evaluabilty assessment - A number of programme stakeholders contributed towards the programme theory (Moosa, 2006). Systematic evaluation approach - Logical Framework (Logframe) evaluation - The programmes evaluation uses the programmes goal, aims, objectives and envisaged outcomes as criteria against which to establish the programmes success. - Following Stake (1967) a descriptive framework of the logic of the programme is first developed and judgment of the value of the programme then takes place. - Evaluation is thus based on the programmes use of its available resources, relative to actual results in terms of each of the programmes envisaged outcomes. Indicators in terms of Envisaged Outcomes - Crucial to this type of evaluation is the use of indicators of envisaged outcomes, which are used to provide evidence of change. - In this particular programme, the following are identified as important indicators relating to envisaged outcomes: - indicators for identification, selection and support of students - indicators relating to the provision of academic support - social and psychological support indicators - indicators relating to personal development - additional indicators Implementing the evaluation design - The programmes logical framework is tested using a multimethod approach - Using evidence to test the assumptions implicit in the programmes logical framework and through this to confirm, add to or alter this (Westie, 1957). - Assessing the effectiveness and efficiency of the methods used to identify, select and support the programme students at university. - In the evaluation the logical framework thus serves as the programmes initial theory of implementation (Potter, 2005; Weiss, 1998) - Judgment is made of the programmes actual results relative to these aims. - A blueprint is then developed, reflecting the programmes revised theory of implementation, as tested in practice.

Cultural Perspectives Economic Perspectives

Aim: to establish whether the methods and procedures used for selecting and supporting the Bale scholarship students have been well conceptualised and effective (i.e. facilitated student adjustment, retention, throughput and success). Rationale: The initial programme assumptions will be tested through empirical observation and analysis, which will create a framework of new knowledge and establish a blueprint for future programmes. This framework will contribute to the understanding student access, adjustment, retention, throughput and success in the South African context. Evaluation Questions The proposed study will focus on two questions: 1. Were the selection methods and procedures used to identify and select the Bale students well conceptualised and effective? (objective 1) 2. Were the methods for supporting the Bale students at university effective? (objectives 2, 3 and 4) 2a) Were the methods of economic/financial support effective? 2b) Were the methods of academic support effective? 2c) Were the methods of social and psychological support effective? 2d) Were the methods of organisational support effective? 2e) Were the methods of personal development effective?

Description of the research methodology or approach - Multimethod, being interpretive in character, and based on analyses of both qualitative and quantitative data. - Aim: test the assumptions implicit in the programmes logical framework and through this add to or alter this base-line of knowledge. - The two major focuses of the evaluation would lie on testing: (1) the assumptions underpinning the methods used for selection and (2) the assumptions underpinning the types of support provided to the Bale students at university. Sample and sampling The sample for the proposed study consists of the following Wits students: - Bale students (n=20): Bale scholarship students - Bale comparison group (n=10): criteria for inclusion - black; female; scholarships / bursaries; living at the university residence; faculties of Science and Engineering and Built Environment. - Contrast groups: criteria for inclusion - faculties of Science and Engineering and Built Environment.

EVALUABILTY ASSESSMENT 2006 (1 year study)

A number of programme stakeholders contributed towards the programme theory and framework of assumptions (logic model). [Data Set 1]

FRAMEWORK OF NEW KNOWLEDGE (BLUEPRINT)

The initial programme assumptions will be tested through empirical observation and analysis, which will create a framework of new knowledge and establish a blueprint for future programmes. This framework will contribute to the understanding student access, adjustment, retention, throughput and success in the South African context.

STUDENT SUCCESS 2011 - 2013 (3 year study)

Activity: providing them with the learning and personal development skills (objective 4) needed to aid their adjustment, retention and throughput at university as well as success post-university. Phase 4 involves tracking the Bale cohort (and the comparison group) for a maximum of 3 years postuniversity. Research Question 2e) Were the methods used to teach learning and personal development skills effective? Lit review: of learning and personal development outcomes associated with university attendance, i.e. five outcome domains as distilled by Kuh,1993: 1) Cognitive complexity, 2) Knowledge acquisition and application, 3) Humanitarianism, 4) Interpersonal and intrapersonal competence, 5) Practical competence. These outcomes are generally consistent with other research on student outcomes (Astin 1977, 1993b; Bowen 1977; Ewell 1984; Harris 1998; Lenning 1976; Pascarella and Terenzini 1991, 2005). [Data Set 9]

STUDENT ACCESS 2006 - 2007 (2+ year study)

Lit review on identifying learners with academic talent and potential from socio-economically disadvantaged backgrounds (=themes & indicators that inform data collection). Activity: Identification and selection of academically talented black women from socio-economically disadvantaged backgrounds (objective 1). Research Question 1: Were the selection methods and procedures used to identify and select the Bale students well conceptualised and effective? [Data Set 2] Lit review of foundations of student success (gender, population group, academic intensity in High School, family educational background, persistence, educational aspirations and family support, socio-economic status, financial aid, pre-university programmes etc) = Bale student profiles. [Data Set 3]

Context Specific

STUDENT ADJUSTMENT, RETENTION AND THROUGHPUT 2007 - 2012 (6 year study)

Activity: provide financial, academic, social and psychological support aimed at facilitating student adjustment, retention and throughput (objective 2 &3) Research Question 2a, b, c & d: Were the methods of (a) economic/financial, (b) academic, (c) social and psychological and (d) organisational support effective? Sociological Perspective Lit review: Tintos (1975, 1987, 1993) Student Departure Theory (=themes & indicators that inform data collection) [Data Set 4] Organisational Perspective Lit review: Beans (1983) student attrition model (=themes & indicators that inform data collection) [Data Set 5] Psychological Perspective Lit review: Bean and Eatons (2000) Psychological Model of college student retention Dwecks (2000) self-theories about intelligence Expectancy theory, self-efficacy theory, and motivational theory Rousseaus (1995) Psychological contract theory (=themes & indicators that inform data collection) [Data Set 6] Cultural Perspective Lit review: Norms and values (Kuh and Whitt 1988; Pascarella and Terenzini 1991, 1995) (=themes & indicators that inform data collection) [Data Set 7] Economic Perspective Lit review: Beckers (1964) Human Capital Model (=themes & indicators that inform data collection) [Data Set 8]

Bean, J. P. (1983). The Application of a Model of Turnover in Work Organizations to the Student Attrition Process. The Review of Higher Education, 6(2): 129-148 Bean, J. P., and Eaton, S. (2000). A Psychological Model of College Student Retention, edited by J. M. Braxton, 73-89. Nashville, TN: University of Vanderbilt Press Bean, J. P., and Kuh, G. D. (1984). The Reciprocity Between Student-Faculty Informal Contract and the Academic Performance of University Students. Research in Higher Education, 21 (4): 461-477 Becker, G. S. (1964). Human Capital: A Theoretical and Empirical Analysis. New York: Columbia University Press. Dweck, C. S (2000). Self Theories: Their Role in Motivation, Personality, and Development. Philadelphia, PA: Psychology Press. Kuh, G. D. (2006). Builtto Engage Liberal Arts Colleges and Effective Educational Practise. In Liberal Arts Colleges in American Higher Education (ACLS Occasional Paper), edited by F. Oakely, 122-150. New York: American Council of Learned Societies Kuh, G. D, and Whitt, E. J. (1988). The Invisible Tapestry: Culture in American Colleges and Universities. ASHE-ERIC Higher Education Report No. 1. Washington, DC: The George Washington University, School of Education and Human Development Pascarella, E. T., and Terenzini, P. T. (1991). How Colleges Affects Students: Findings and Insights From Twenty-Years of Research (1st ed.). San Francisco: JosseyBass Publishers Pascarella, E. T., and Terenzini, P. T. (1995). The Impact of College on Students: Myths, Rational Myths, and Some Other Things That May Not Be True. NACADA Journal, 15 (2): 26-33 Rousseau, D. M (1995). Psychological Contract in Organizations: Understanding Written and Unwritten Agreements. Newbury Park, CA: Sage. Shaw, J. (2009). The diversity paradox: does student diversity enhance or challenge excellence? Journal of Further and Higher Education,33: 4,321 331 Tinto, V. (1975). Dropout From Higher Education: A Theoretical Synthesis of Recent Research. Review of Educational Research, 45: 89-125 Tinto, V. (1987). Leaving College: Rethinking the Causes and Cures of Student Attrition. Chicago: University of Chicago Press Tinto, V. (1993). Leaving College: Rethinking the Causes and Cures of Student Attrition. (2nd ed.)Chicago: University of Chicago Press Scott, I., Yeld, N. & Hendry, J. (2006). Higher Education Monitor: A Case for Improving Teaching and Learning in South African Higher Education. Centre for Higher Education Development: University of Cape Town Moosa, R. (2006). BALE A Wits Student Equity Project. An unpublished evaluation report. Stellenbosch University Potter, C.S. (2005). Resource file for use with Handbook B2: Measuring Outcomes. Cambridge: Commonwealth of Learning and International Research Foundation for open learning. Stake, R. E. (1967). The countenance of educational evaluation. Teachers College Record, 68, 523 540 Weiss C.H. 1998. Evaluation: Methods for studying programs and policies New Jersey: Prentice Hall. Westie, F. R., (1957). Toward Closer Relations Between Theory and Research: A Procedure and an Example. American Sociological Review, Vol. 22, No. 2. pp. 149-154

Sabrina Liccardo

Sabrina.Liccardo@wits.ac.za

2773 144 7500

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