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Item A scholarly approach to student success in Higher Education Volume 2: transformative pedagogies(2022) Pool, J; Fernandes-Martins, MM; Fourie, MA Scholarly Approach to Student Success in Higher Education Volume 2 is a research book based on original research in the field of Higher Education enhancing theory and practice. The overarching theme for this publication relates to higher education pedagogic best practices. The chapters encapsulate empirical and conceptual research guided by theoretical frameworks. This scientifically-based publication is underpinned by the underlying approaches for the advancement of scholarship in higher education. The contribution of the book offers original research. The content is aimed at academics as university teachers in the field of scholarship of teaching and learning. The work of an academic involves being a teacher and a researcher; teaching must be researchinformed. Good teaching is grounded in a deep understanding of a discipline: the basis of academics’ work is knowledge, with their identities embedded in disciplineas knowledge learners, producers and disseminators. This publication places emphasis on transformative curricula and pedagogies applicable to enhancing quality teaching and learning informed by a scholarly approach towards student success, as envision by the Department of Higher Education and Training (DHET) of South Africa. A Scholarly Approach to Student Success in Higher Education Vol 2 fosters a space for academics to share developed learning and teaching practices and research toward student success. There are chapters that address the clear inequalities that persist in HE and building quality towards student access with success. Curriculum responsiveness pertaining to decolonisation, sustainable development and climate change, and the need for entrepreneurship development is also evident in the chapters. A Call for Chapters was announced using different channels such as Higher Education Learning and Teaching Association of Southern Africa (HELTASA) News and various inter-university communication platforms. A substantial number of manuscripts were submitted by local, national and international scholars. Under the auspices of the editors, assisted by selected national and international members of the editorial board, all of the manuscripts were scrutinised. Those manuscripts that did apply to the standards and foci set for publication, went through a double-blind peer-review as well as an authentication process in order to secure the fact that the content was not plagiarised. An academic integrity specialist was appointed to analyse TurnItIn reports. Chapters were also language edited and corrections were made by the authors accompanied by a change-log which was screened by the editors. In cases where a discrepancy of the outcome from reviewers was reported, the chapter was submitted to a scholar of standing in the field in order for him/her to act as an arbiter to make a final decision regarding the merits of a particular chapter. All of the reports are currently preserved in the offices of the publisher. A Scholarly Approach to Student Success in Higher Education Volume 2 adds to the established body of knowledge on the scholarship of teaching in Higher Education in South Africa. The relevance, nature, and novelty of this book publication is seated in its contribution to a scholarly approach to student successItem Contraception decision making by Culturally and Linguistically Diverse (CALD) Australian youth: an exploratory study(2021) Mpofu, Elias; Hossain, Syeda Z; Dune, Tinashe; Baghbanian, Abdolvahab; Aibangbee, Michaels; Pithavadian, Rashmi; Liamputtong, Pranee; Mapedzahama, VirginiaABSTRACT Context: Culturally and Linguistically Diverse (CALD) youth may become early parents, with some aspiring to parenthood. Yet, the factors that influence CALD youths contraceptive decision-making are less well known, although important for designing appropriate contraception use support programmes for this population. This study aimed to explore the contraception decision-making patterns of CALD Australian youth, in-addition to investigating the factors that influence their use of contraception services. Methods: We conducted focus groups with 27 CALD youth (ages 16-24) to explore their 1) their contraception use 1) decision-making, 2) information sources, and 3) priority services. For the data synthesis, we utilized thematic analysis to characterize the CALD youth contraception use orientation. Results: Three themes emerged from the data: 1) the prevalent use of fail-safe contraception methods to minimize personal anxiety, 2) the reliance on online rather than in-person information sources, and 3) the importance to minimize risk for social stigma from use of contraception. Conclusions: CALD Australian youth reported being competent in self-managing their contraception use decisions. Contraption decision support for CALD youth should address their anxieties about the risk of contraception failure and concerns regarding social stigmas.Item Culture trumps structure in the competitive struggle between teaching and research(Axiom Academic Publishers, 2022) De Klerk, Danie; MacGregor, Agatha; Benvenuti, SusanIn response to international research-informed calls for the professionalisation of teaching to support student success, the South African Higher Education sector has implemented structures aimed at promoting teaching and research as equals. Despite this occurring at both the institutional and national level, many South African institutions are still struggling to achieve this balance, with research remaining a dominant factor in academic recognition. Using a phenomenographic research design and employing the notion of structure, culture and agency to conduct a thematic analysis of qualitative data, this study examines the success of a potentially enabling structure (i.e., a Postgraduate Diploma in Education [Higher education]) designed to professionalise teaching in support of student success. The findings suggest that, despite strong indications that good teaching is encouraged and valued, the dominant research culture within the authors’ institution has negated the attempts to place research and teaching on an equal footing. Institutional-level structures remain fragmented with respect to research and teaching. Student success is not only dependent on receiving research-informed disciplinary knowledge, but also on how an institution promotes and facilitates well-informed and scholarly teaching practices. The authors conclude by recommending i) the recognition of postgraduate diplomas as an indicator of learning and teaching expertise by staffing and promotions committees; ii) the utilisation of agents who have self-selected to professionally develop their teaching to be part of a coherent system that supports and steers cultural change within academia; and iii) the recognition of research in learning and teaching as equal to discipline-specific research.Item Item A preliminary analysis of the association between perceived stigma and HIV-related pain in South Africans living with HIV(2019-02-13) Wadley, A. L., T. , M.,Pincus, EvangeliStigma related to the human immunodeficiency virus (HIV) remains common and has been associated with severity of HIV-related symptoms. Associations between HIV stigma and HIV-related pain, one of the most common symptoms in HIV, have however not been investigated. Data from low back pain populations suggest that stigma is associated with worse pain intensity and so we hypothesised that the same would be the case in HIV.