University of the Western Cape
Institutional Report 2017
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SASSE 2017 Snapshot University of the Western Cape
A Summary of Student Engagement Results
Comparison Group
Student engagement represents two critical features of collegiate quality. The first is the amount of time and effort students put into their studies and other educationally purposeful activities. The second is how institutional resources, modules/subjects, and other learning opportunities facilitate student participation in activities that matter to student learning. SASSE surveys first‐year and senior students to assess their levels of engagement and related information about their experience at your institution.
The comparison group featured in this report is: SASSE Overall The 2017 cohort is comprised of three institutions, including your institution.
This Snapshot is a concise collection of key findings from your institution's SASSE 2017 administration. We hope this information stimulates discussions about the undergraduate experience. Additional details about these and other results appear in the reports referenced throughout.
Engagement Indicators
Your students compared with SASSE Overall
Sets of items are grouped into ten Engagement Indicators, organised under four broad themes. On the right are summary results for your institution. For details, see your Engagement Indicators report.
Theme
Academic Challenge
Key: Your students’ average was significantly higher (p<.05) with an effect size of at least .3 in magnitude. Learning with Peers Your students’ average was significantly higher (p<.05) with an effect size less than .3 in magnitude. −− No significant difference.
Experiences with Staff
Your students’ average was significantly lower (p<.05) with an effect size less than .3 in magnitude. Your students’ average was significantly lower (p<.05) with an effect size of at least .3 in magnitude.
Campus Environment
Engagement Indicator
First‐year
Senior
Higher‐Order Learning
−−
−−
Reflective and Integrative Learning
−−
−−
Learning Strategies
−−
Quantitative Reasoning
Collaborative Learning
−−
Discussions with Diverse Others
−−
−−
Student‐Staff Interaction
−−
−−
Effective Teaching Practices
−−
Quality of Interactions
−−
Supportive Environment
−−
High‐Impact Practices Due to their positive associations with student learning and retention, special undergraduate opportunities are designated "high‐impact." Below is the percentage of students who reported "Done or in progress" in a high‐impact practice. For more details and statistical comparisons, see your High‐Impact Practices report.
Seniors
First‐Year Students %
%
11a. Practical work
18
29
11c. Student societies
12
17
11e. Research with staff
5
16
11f. First‐year experience
42
36
11g. Academic literacy course
26
27
11h. Work with students
67
70
11i. Consult academic advisor
29
32
11j. Peer learning support
62
59
11k. Explain material as tutor
22
27
11l. Numeracy course
19
13
12. Service‐learning
61
68
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SASSE 2017 Snapshot University of the Western Cape Academic Challenge: Additional Results The Academic Challenge theme contains four Engagement Indicators as well as several important individual items. The results presented here provide an overview of these individual items. For more information about the Academic Challenge theme, see your Engagement Indicators report. To further explore individual item results, see your Frequencies and Statistical Comparisons .
First‐year
UWC
Time Spent Preparing for Class This figure reports the average weekly class preparation time for your students compared to students in your comparison group.
12.0
SASSE Overall
12.7
UWC Senior
12.3
SASSE Overall
12.5 0
10
20
These figures summarise the number of hours your students spent reading for their modules/subjects and the average number of pages of assigned writing compared to students in your comparison group. Each is an estimate calculated from two or more separate survey questions.
UWC
7.8
SASSE Overall
69.6
8.4
UWC
Senior
Reading and Writing
First‐year
Average hours per week preparing for class
82.7
7.8
SASSE Overall
97.4
8.4
96.0
0 2 4 6 8 Average hours per week on module/subject reading
10
0
25 50 75 100 Average pages of assigned writing
125
Challenging Students to Do Their Best Work
Academic Emphasis
To what extent did your students' modules/subjects challenge them to do their best work? Response options included "Very much," "Quite a bit," "Some," and "Very little."
How much did students say their institution emphasises spending significant time studying and on academic work? Response options included "Very much," "Quite a bit," "Some," and "Very little."
First‐years Seniors
59%
62%
65%
68% Moderate challenge ("Quite a bit" or "Some")
50%
25%
40%
38%
34%
31%
Low challenge ("Not at all")
Senior
High challenge ("Very much")
75%
First‐year
100% UWC
84%
SASSE Overall
90%
UWC
83%
SASSE Overall
89% 0%
0%
25%
50%
75%
100%
0 UWC
SASSE Overall
UWC
SASSE Overall
Percentage Responding "Very much" or "Quite a bit"
2
SASSE 2017 Snapshot University of the Western Cape How Students Assess Their Experience Students' perceptions of their cognitive and affective development, as well as their overall satisfaction with the institution, provide useful evidence of their educational experiences. For more details, see your Frequencies and Statistical Comparisons report.
Perceived Gains Among Seniors
Satisfaction with UWC
Students reported how much their experience at your institution contributed to their knowledge, skills, and personal development in eleven areas.
Students rated their overall experience at the institution and whether or not they would choose it again.
Percentage of Seniors Responding "Very much" or "Quite a bit"
Writing clearly and effectively
79%
Working effectively with others
77%
Speaking clearly and effectively
75%
Understanding people of other backgrounds (econ., racial/ethnic, polit., relig., nation., etc.)
74%
Using computing and information technology
72%
Developing or clarifying a personal code of values and ethics
70%
Being an informed and active citizen
67%
Solving complex real‐world problems
66%
Developing job‐ or work‐related knowledge and skills
65%
Analysing numerical and statistical information
57%
First‐year
89%
Senior
Thinking critically and analytically
UWC
78%
SASSE Overall
81%
UWC
73%
SASSE Overall
78% 0%
25%
50%
75%
100%
Percentage Who Would "Definitely" or "Probably" Attend This Institution Again First‐year
(Sorted highest to lowest)
Percentage Rating Their Overall Experience as "Excellent" or "Good"
Senior
Perceived Gains
UWC
78%
SASSE Overall
84%
UWC
73%
SASSE Overall
78% 0%
25%
50%
75%
100%
Financial Stress Scale In light of the financial pressures faced by students and the significant impact these pressures have on access, success, and broader transformation of the higher education system and the societies they serve, a Financial Stress Scale (FSS) was included in the SASSE survey. The FSS consists of six questions related to students’ expenditures, financial anxieties, as well as the causes and consequences related to these anxieties. Sources used to pay for educational expenses First Year
Senior
Parent/guardian's money 28% 24%
My own money Private sponsor 3% 4%
Employer Non‐governmental bursary Governmental bursary
6% 11% 0% UWC
My own money Private sponsor 8% 6%
Employer 15% 17% 12% 16%
20%
Non‐governmental bursary Governmental bursary 41% 34%
18% 17%
60%
80%
100%
SASSE Overall
12% 12% 0% UWC
38% 31%
18% 18% 18% 20%
NSFAS Loan
40%
59% 66%
Parent/guardian's money
12% 15%
NSFAS Loan
61% 64%
20%
34%
47%
40%
60%
80%
100%
SASSE Overall
Administration Summary First‐year Senior
Count 268 667
Resp. rate 2.3% 5.3%
Male 43% 38%
Female 57% 62%
See your Respondent Profile report for more information.
What is SASSE? SASSE annually collects information at participating universities about student participation in activities and programs that promote their learning and personal development. The results provide an estimate of how undergraduates spend their time and what they gain from attending their university. Institutions use their data to identify aspects of the undergraduate experience that can be improved through changes in policy and practice.
3
SASSE 2017 Engagement Indicators About this report About your Engagement Indicators report Theme Engagement Indicators (EIs) provide a useful summary of the detailed information contained in your students’ SASSE responses. By combining responses to related SASSE questions, each EI offers valuable information about a distinct aspect of student engagement. Ten indicators, based on three to eight survey questions each (a total of 47 survey questions), are organised into four broad themes as shown on the right.
Academic Challenge
Engagement Indicator Higher‐Order Learning Reflective and Integrative Learning Learning Strategies Quantitative Reasoning Collaborative Learning
Learning with Peers
Experiences with Staff Campus Environment
Discussions with Diverse Others Student‐Staff Interaction Effective Teaching Practices Quality of Interactions Supportive Environment
Report sections Overview (p. 5)
Displays how average EI scores for your students compare with those of students at your comparison group institutions.
Theme Reports (pp. 6‐15)
Detailed views of EI scores within the four themes for your students and those at comparison group institutions. Three views offer insights into your EI scores: Mean Comparisons Straightforward comparisons of average scores between your students and those at comparison group institutions, with tests of significance and effect sizes (see below). Score Distributions Box‐and‐whisker charts show the variation in scores within your institution and comparison groups. Summary of Indicator Items Responses to each item in a given EI are summarised for your institution and comparison groups.
Interpreting Comparisons Mean comparisons report both statistical significance and effect size. Effect size indicates the practical importance of an observed difference. For EI comparisons, NSSE research, on which SASSE is based, has concluded that an effect size of about .1 may be considered small, .3 medium, and .5 large (Rocconi & Gonyea, 2015). Comparisons with an effect size of at least .3 in magnitude (before rounding) are highlighted in the Overview (p. 5). EIs vary more among students within an institution than between institutions, like many experiences and outcomes in higher education. As a result, focusing attention on average scores alone amounts to examining the tip of the iceberg. It’s equally important to understand how student engagement varies within your institution. Score distributions indicate how EI scores vary among your students and those in your comparison groups. How Engagement Indicators are Computed Each EI is scored on a 60‐point scale. To produce an indicator score, the response set for each item is converted to a 60‐point scale (e.g., Never = 0; Sometimes = 20; Often = 40; Very often = 60), and the rescaled items are averaged. Thus a score of zero means a student responded at the bottom of the scale for every item in the EI, while a score of 60 indicates responses at the top of the scale on every item.
Rocconi, L., & Gonyea, R. M. (2015). Contextualizing student engagement effect sizes: An empirical analysis. Paper presented at the Association for Institutional Research Annual Forum, Denver, CO.
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SASSE 2017 Engagement Indicators Overview
University of the Western Cape
Engagement Indicators: Overview Engagement Indicators are summary measures based on sets of SASSE questions examining key dimensions of student engagement. The ten indicators are organised within four broad themes: Academic Challenge, Learning with Peers, Experiences with Staff, and Campus Environment. The tables below compare average scores for your students with those in your comparison groups.
Use the following key: Your students’ average was significantly higher (p<.05) with an effect size of at least .3 in magnitude. Your students’ average was significantly higher (p<.05) with an effect size less than .3 in magnitude. −− No significant difference. Your students’ average was significantly lower (p<.05) with an effect size less than .3 in magnitude. Your students’ average was significantly lower (p<.05) with an effect size of at least .3 in magnitude.
Your first‐year students compared with
First‐year students Theme
Engagement Indicator
Academic Challenge
Higher‐Order Learning Reflective and Integrative Learning Learning Strategies Quantitative Reasoning
−− −− −−
Learning with Peers
Collaborative Learning Discussions with Diverse Others
−− −−
Experiences with Staff
Student‐Staff Interaction Effective Teaching Practices
−− −−
Campus Environment
Quality of Interactions Supportive Environment
−− −−
Your seniors compared with
Seniors Theme
Academic Challenge
Learning with Peers
Experiences with Staff
Campus Environment
SASSE Overall
Engagement Indicator
SASSE Overall
Quantitative Reasoning
−− −−
Collaborative Learning Discussions with Diverse Others
−−
Student‐Staff Interaction Effective Teaching Practices
−−
Quality of Interactions Supportive Environment
Higher‐Order Learning Reflective and Integrative Learning Learning Strategies
5
SASSE 2017 Engagement Indicators Academic Challenge
University of the Western Cape
Academic Challenge: First‐year students Challenging intellectual and creative work is central to student learning and collegiate quality. Universities promote student learning by challenging and supporting them to engage in various forms of deep learning. Four Engagement Indicators are part of this theme: Higher‐Order Learning, Reflective & Integrative Learning, Learning Strategies, and Quantitative Reasoning. Below and on the next page are three views of your results alongside those of your comparison groups.
Mean Comparisons Your first‐year students compared with UWC
SASSE Overall
Mean
Engagement Indicator
Mean
Effect size
Higher‐Order Learning
40.03
41.04
‐.08
Reflective & Integrative Learning
35.00
35.25
‐.02
Learning Strategies
36.77
38.50
‐.13
Quantitative Reasoning
22.68
25.76
*
‐.20
Notes: Results weighted by gender (and institution size for comparison groups); Effect size: Mean difference divided by pooled standard deviation; Symbols on the Overview page are based on effect size and p before rounding; *p<.05, **p<.01, ***p<.001 (2‐tailed).
Score Distributions Higher‐Order Learning
Reflective & Integrative Learning
60
60
45
45
30
30
15
15
0
0 UWC
SASSE Overall
UWC
Learning Strategies
SASSE Overall
Quantitative Reasoning
60
60
45
45
30
30
15
15
0
0 UWC
SASSE Overall
UWC
SASSE Overall
Notes: Each box‐and‐whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper bar) percentile scores. The dot represents the mean score.
6
SASSE 2017 Engagement Indicators Academic Challenge
University of the Western Cape
Academic Challenge: First‐year students (continued) Summary of Indicator Items
Higher‐Order Learning Percentage responding "Very much" or "Quite a bit" about how much academic work emphasised…
UWC
SASSE Overall
%
%
4b. Applying facts, theories, or methods to practical problems or new situations
78
81
4c. Identifying the different parts of an idea, experience, or argument in detail (analysing)
71
76
4d. Evaluating a point of view, decision, or information source
68
69
4e. Forming a new idea or understanding by putting together various pieces of information
70
71
2a. Combined ideas from different modules/subjects when completing assignments
48
57
2b. Connected your learning to societal problems or issues
52
52
2c. Included diverse perspectives (political, religious, racial/ethnic, gender, economic, etc.) in module/subject discussions or writing assignments
48
45
2d. Examined the strengths and weaknesses of your own views on a topic or issue
57
57
2e. Tried to better understand someone else’s views by imagining how an issue looks from his or her point of view
63
68
2f. Learned something that changed the way you understand an issue or concept
73
75
2g. Connected ideas from your modules/subjects to your prior experiences and knowledge
70
74
9a. Identified important information from reading assignments
75
79
9b. Reviewed your notes after class
52
61
9c. Summarised what you learned in class or from module/subject materials
58
63
6a. Reached conclusions based on your own analysis of numerical information (numbers, graphs, statistics, etc.)
39
45
6b. Used numerical information (numbers, graphs, statistics, etc.) to examine a real‐world problem or issue (unemployment, climate change, public health, etc.)
33
35
6c. Evaluated what others have concluded when they used numerical information (numbers, graphs, statistics, etc.)
26
33
Reflective & Integrative Learning Percentage of students who responded that they "Very often" or "Often"…
Learning Strategies Percentage of students who responded that they "Very often" or "Often"…
Quantitative Reasoning Percentage of students who responded that they "Very often" or "Often"…
Notes: Refer to your Frequencies and Statistical Comparisons report for full distributions and significance tests.
7
SASSE 2017 Engagement Indicators Academic Challenge
University of the Western Cape
Academic Challenge: Seniors Challenging intellectual and creative work is central to student learning and collegiate quality. Universities promote student learning by challenging and supporting them to engage in various forms of deep learning. Four Engagement Indicators are part of this theme: Higher‐Order Learning , Reflective & Integrative Learning , Learning Strategies , and Quantitative Reasoning . Below and on the next page are three views of your results alongside those of your comparison groups.
Mean Comparisons Your seniors compared with UWC
SASSE Overall
Mean
Engagement Indicator
Mean
Effect size
Higher‐Order Learning
40.94
42.09
‐.08
Reflective & Integrative Learning
35.54
36.49
‐.09
Learning Strategies
35.85
39.05
***
‐.24
Quantitative Reasoning
22.91
26.49
***
‐.22
Notes: Results weighted by gender (and institution size for comparison groups); Effect size: Mean difference divided by pooled standard deviation; Symbols on the Overview page are based on effect size and p before rounding; *p<.05, **p<.01, ***p<.001 (2‐tailed).
Score Distributions Higher‐Order Learning
Reflective & Integrative Learning
60
60
45
45
30
30
15
15
0
0 UWC
SASSE Overall
UWC
Learning Strategies
SASSE Overall
Quantitative Reasoning
60
60
45
45
30
30
15
15
0
0 UWC
SASSE Overall
UWC
SASSE Overall
Notes: Each box‐and‐whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper bar) percentile scores. The dot represents the mean score.
8
SASSE 2017 Engagement Indicators Academic Challenge University of the Western Cape
Academic Challenge: Seniors (continued) Summary of Indicator Items
Higher‐Order Learning Percentage responding "Very much" or "Quite a bit" about how much academic work emphasised…
UWC
SASSE Overall
%
%
4b. Applying facts, theories, or methods to practical problems or new situations
78
83
4c. Identifying the different parts of an idea, experience, or argument in detail (analysing)
71
76
4d. Evaluating a point of view, decision, or information source
72
74
4e. Forming a new idea or understanding by putting together various pieces of information
69
73
2a. Combined ideas from different modules/subjects when completing assignments
55
60
2b. Connected your learning to societal problems or issues
55
57
2c. Included diverse perspectives (political, religious, racial/ethnic, gender, economic, etc.) in module/subject discussions or writing assignments
45
47
2d. Examined the strengths and weaknesses of your own views on a topic or issue
52
61
2e. Tried to better understand someone else’s views by imagining how an issue looks from his or her point of view
70
72
2f. Learned something that changed the way you understand an issue or concept
75
77
2g. Connected ideas from your modules/subjects to their prior experiences and knowledge
78
79
9a. Identified important information from reading assignments
76
79
9b. Reviewed your notes after class
46
59
9c. Summarised what you learned in class or from module/subject materials
55
67
6a. Reached conclusions based on your own analysis of numerical information (numbers, graphs, statistics, etc.)
39
47
6b. Used numerical information (numbers, graphs, statistics, etc.) to examine a real‐world problem or issue (unemployment, climate change, public health, etc.)
30
38
6c. Evaluated what others have concluded when they used numerical information (numbers, graphs, statistics, etc.)
26
35
Reflective & Integrative Learning Percentage of students who responded that they "Very often" or "Often"…
Learning Strategies Percentage of students who responded that they "Very often" or "Often"…
Quantitative Reasoning Percentage of students who responded that they "Very often" or "Often"…
Notes: Refer to your Frequencies and Statistical Comparisons report for full distributions and significance tests.
9
SASSE 2017 Engagement Indicators Learning with Peers University of the Western Cape
Learning with Peers: First‐year students Collaborating with others in mastering difficult material and developing interpersonal and social competence prepares students to deal with complex, unscripted problems they will encounter during and after university. Two Engagement Indicators make up this theme: Collaborative Learning and Discussions with Diverse Others . Below are three views of your results alongside those of your comparison groups.
Mean Comparisons Your first‐year students compared with UWC
SASSE Overall
Mean
Engagement Indicator
Mean
Effect size
Collaborative Learning
35.26
35.00
.02
Discussions with Diverse Others
43.11
41.18
.13
Notes: Results weighted by gender (and institution size for comparison groups); Effect size: Mean difference divided by pooled standard deviation; Symbols on the Overview page are based on effect size and p before rounding; *p<.05, **p<.01, ***p<.001 (2‐tailed).
Score Distributions Discussions with Diverse Others
Collaborative Learning 60
60
45
45
30
30
15
15 0
0 UWC
SASSE Overall
UWC
SASSE Overall
Notes: Each box‐and‐whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper bar) percentile scores. The dot represents the mean score.
Summary of Indicator Items Collaborative Learning Percentage of students who responded that they "Very often" or "Often"…
UWC
SASSE Overall
%
%
1e. Asked another student to help you understand module/subject material
53
61
1f. Explained module/subject material to other students
64
62
1g. Prepared for exams by discussing or working through module/subject material with other students
55
52
1h. Worked with other students on projects or assignments
62
58
8a. People of a race or ethnicity other than your own
77
71
8b. People from an economic background other than your own
75
74
8c. People with religious beliefs other than your own
73
67
8d. People with political views other than your own
71
68
Discussions with Diverse Others Percentage of students who responded that they "Very often" or "Often" had discussions with…
Notes: Refer to your Frequencies and Statistical Comparisons report for full distributions and significance tests.
10
SASSE 2017 Engagement Indicators Learning with Peers University of the Western Cape
Learning with Peers: Seniors Collaborating with others in mastering difficult material and developing interpersonal and social competence prepare students to deal with complex, unscripted problems they will encounter during and after university. Two Engagement Indicators make up this theme: Collaborative Learning and Discussions with Diverse Others . Below are three views of your results alongside those of your comparison groups.
Mean Comparisons Your seniors compared with UWC
SASSE Overall
Mean
Engagement Indicator
Mean
Collaborative Learning
35.50
37.34
Discussions with Diverse Others
42.46
41.76
Effect size
**
‐.14 .05
Notes: Results weighted by gender (and institution size for comparison groups); Effect size: Mean difference divided by pooled standard deviation; Symbols on the Overview page are based on effect size and p before rounding; *p<.05, **p<.01, ***p<.001 (2‐tailed).
Score Distributions Collaborative Learning
Discussions with Diverse Others
60
60
45
45
30
30
15
15
0
0 UWC
SASSE Overall
UWC
SASSE Overall
Notes: Each box‐and‐whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper bar) percentile scores. The dot represents the mean score.
Summary of Indicator Items Collaborative Learning Percentage of students who responded that they "Very often" or "Often"…
UWC
SASSE Overall
%
%
1e. Asked another student to help you understand module/subject material
53
63
1f. Explained module/subject material to other students
62
64
1g. Prepared for exams by discussing or working through module/subject material with other students
56
58
1h. Worked with other students on projects or assignments
66
71
Discussions with Diverse Others Percentage of students who responded that they "Very often" or "Often" had discussions with… 8a. People of a race or ethnicity other than your own
75
69
8b. People from an economic background other than your own
74
77
8c. People with religious beliefs other than your own
75
69
8d. People with political views other than your own
68
70
Notes: Refer to your Frequencies and Statistical Comparisons report for full distributions and significance tests.
11
SASSE 2017 Engagement Indicators Experiences with Staff University of the Western Cape
Experiences with Staff: First‐year students Students learn firsthand how experts think about and solve problems by interacting with staff members inside and outside of instructional settings. As a result, staff become role models, mentors, and guides for lifelong learning. In addition, effective teaching requires that staff deliver course material and provide feedback in student‐centered ways. Two Engagement Indicators investigate this theme: Student‐Staff Interaction and Effective Teaching Practices . Below are three views of your results alongside those of your comparison groups.
Mean Comparisons Your first‐year students compared with UWC
SASSE Overall
Mean
Engagement Indicator
Mean
Effect size
Student‐Staff Interaction
12.67
12.21
.04
Effective Teaching Practices
38.95
39.09
‐.01
Notes: Results weighted by gender (and institution size for comparison groups); Effect size: Mean difference divided by pooled standard deviation; Symbols on the Overview page are based on effect size and p before rounding; *p<.05, **p<.01, ***p<.001 (2‐tailed).
Score Distributions Student‐Staff Interaction
Effective Teaching Practices
60
60
45
45
30
30
15
15
0
0 UWC
SASSE Overall
UWC
SASSE Overall
Notes: Each box‐and‐whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper bar) percentile scores. The dot represents the mean score.
Summary of Indicator Items Student‐Staff Interaction Percentage of students who responded that they "Very often" or "Often"…
UWC
SASSE Overall
%
%
3a. Talked about your career plans with a lecturer
10
11
3b. Worked with a staff member on activities other than academic work (committees, projects, student groups, etc.)
11
11
3c. Discussed module/subject topics, ideas, or concepts with a lecturer outside of class
22
18
3d. Discussed your academic performance with a lecturer
15
17
5a. Clearly explained module/subject outcomes and requirements
74
73
5b. Presented module/subject sessions in an organised way
77
79
5c. Used examples or illustrations to explain difficult points
79
78
5d. Provided feedback on a draft or work in progress
59
57
5e. Provided detailed feedback shortly after they completed tests or assignments
52
56
Effective Teaching Practices Percentage responding "Very much" or "Quite a bit" about how much lecturers have…
Notes: Refer to your Frequencies and Statistical Comparisons report for full distributions and significance tests.
12
SASSE 2017 Engagement Indicators Experiences with Staff University of the Western Cape
Experiences with Staff: Seniors Students learn firsthand how experts think about and solve problems by interacting with staff members inside and outside of instructional settings. As a result, staff become role models, mentors, and guides for lifelong learning. In addition, effective teaching requires that staff deliver course material and provide feedback in student‐centered ways. Two Engagement Indicators investigate this theme: Student‐Staff Interaction and Effective Teaching Practices . Below are three views of your results alongside those of your comparison groups.
Mean Comparisons Your seniors compared with UWC
SASSE Overall
Mean
Engagement Indicator
Mean
Student‐Staff Interaction
14.23
15.18
Effective Teaching Practices
37.31
39.76
Effect size
‐.07 ***
‐.18
Notes: Results weighted by gender (and institution size for comparison groups); Effect size: Mean difference divided by pooled standard deviation; Symbols on the Overview page are based on effect size and p before rounding; *p<.05, **p<.01, ***p<.001 (2‐tailed).
Score Distributions Student‐Staff Interaction
Effective Teaching Practices
60
60
45
45
30
30
15
15
0
0 UWC
SASSE Overall
UWC
SASSE Overall
Notes: Each box‐and‐whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper bar) percentile scores. The dot represents the mean score.
Summary of Indicator Items Student‐Staff Interaction Percentage of students who responded that they "Very often" or "Often"…
UWC
SASSE Overall
%
%
3a. Talked about your career plans with a lecturer
11
15
3b. Worked with a staff member on activities other than academic work (committees, projects, student groups, etc.)
18
17
3c. Discussed module/subject topics, ideas, or concepts with a lecturer outside of class
20
22
3d. Discussed your academic performance with a lecturer
18
20
5a. Clearly explained module/subject outcomes and requirements
74
77
5b. Presented module/subject sessions in an organised way
74
79
5c. Used examples or illustrations to explain difficult points
76
78
5d. Provided feedback on a draft or work in progress
56
57
5e. Provided detailed feedback shortly after they completed tests or assignments
49
58
Effective Teaching Practices Percentage responding "Very much" or "Quite a bit" about how much lecturers have…
Notes: Refer to your Frequencies and Statistical Comparisons report for full distributions and significance tests.
13
SASSE 2017 Engagement Indicators Campus Environment University of the Western Cape Campus Environment: First‐year students Students benefit and are more satisfied in supportive settings that cultivate positive relationships among students, lecturers, and staff. Two Engagement Indicators investigate this theme: Quality of Interactions and Supportive Environment . Below are three views of your results alongside those of your comparison groups.
Mean Comparisons Your first‐year students compared with UWC Mean
Engagement Indicator
SASSE Overall
Mean
Effect size
Quality of Interactions
34.00
33.11
.07
Supportive Environment
33.23
34.28
‐.07
Notes: Results weighted by gender (and institution size for comparison groups); Effect size: Mean difference divided by pooled standard deviation; Symbols on the Overview page are based on effect size and p before rounding; *p<.05, **p<.01, ***p<.001 (2‐tailed).
Score Distributions Quality of Interactions
Supportive Environment
60
60
45
45
30
30
15
15
0
0 UWC
SASSE Overall
UWC
SASSE Overall
Notes: Each box‐and‐whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper bar) percentile scores. The dot represents the mean score.
Summary of Indicator Items Quality of Interactions Percentage students responding "Excellent" or "Good" about their interactions with…
UWC
SASSE Overall
%
%
13a. Other students
82
81
13b. Peer learning support (e.g. tutors, mentors, facilitators)
68
65
13c. Lecturers and academic staff
64
52
13d. Student support services (e.g. counselling, health, disability, career)
46
44
13e. Other administrative services (e.g. registration, financial aid)
45
47
15b. Providing support to help students succeed academically
72
77
15c. Using learning support services (tutoring services, peer mentoring, writing centre, library, etc.)
82
83
15d. Encouraging contact among students from different backgrounds (social, racial/ ethnic, religious, economic, etc.)
61
62
15e. Providing opportunities to be involved socially (not related to academic work)
49
52
15f. Providing support for their overall well‐being (recreation, health care, counselling, etc.)
59
60
15g. Helping them manage your non‐academic responsibilities (family, work, etc.)
29
37
15h. Attending campus events and activities (artistic/cultural performances, sports events, etc.)
48
49
15i. Attending events that address important economic, political, or societal issues
44
48
Supportive Environment Percentage responding "Very much" or "Quite a bit" about how much the institution emphasised…
Notes: Refer to your Frequencies and Statistical Comparisons report for full distributions and significance tests.
14
SASSE 2017 Engagement Indicators Campus Environment University of the Western Cape Campus Environment: Seniors Students benefit and are more satisfied in supportive settings that cultivate positive relationships among students, lecturers, and staff. Two Engagement Indicators investigate this theme: Quality of Interactions and Supportive Environment . Below are three views of your results alongside those of your comparison groups.
Mean Comparisons Your seniors compared with UWC
SASSE Overall
Mean
Engagement Indicator
Mean
Effect size
Quality of Interactions
31.98
34.65
***
‐.20
Supportive Environment
30.85
33.92
***
‐.20
Notes: Results weighted by gender (and institution size for comparison groups); Effect size: Mean difference divided by pooled standard deviation; Symbols on the Overview page are based on effect size and p before rounding; *p<.05, **p<.01, ***p<.001 (2‐tailed).
Score Distributions Quality of Interactions
Supportive Environment
60
60
45
45
30
30
15
15
0
0 UWC
SASSE Overall
UWC
SASSE Overall
Notes: Each box‐and‐whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper bar) percentile scores. The dot represents the mean score.
Summary of Indicator Items Quality of Interactions Percentage students responding "Excellent" or "Good" about their interactions with…
UWC
SASSE Overall
%
%
13a. Other students
78
84
13b. Peer learning support (e.g. tutors, mentors, facilitators)
63
70
13c. Lecturers and academic staff
56
58
13d. Student support services (e.g. counselling, health, disability, career)
39
46
13e. Other administrative services (e.g. registration, financial aid)
41
48
Supportive Environment Percentage responding "Very much" or "Quite a bit" about how much the institution emphasised… 15b. Providing support to help students succeed academically
67
72
15c. Using learning support services (tutoring services, peer mentoring, writing centre, library, etc.)
73
78
15d. Encouraging contact among students from different backgrounds (social, racial/ ethnic, religious, economic, etc.)
55
60
15e. Providing opportunities to be involved socially (not related to academic work)
49
54
15f. Providing support for your overall well‐being (recreation, health care, counselling, etc.)
52
58
15g. Helping them manage your non‐academic responsibilities (family, work, etc.)
31
37
15h. Attending campus events and activities (artistic/cultural performances, sports events, etc.)
44
51
15i. Attending events that address important economic, political, or societal issues
45
51
Notes: Refer to your Frequencies and Statistical Comparisons report for full distributions and significance tests.
15
SASSE 2017 High‐Impact Practices About this report About Your High‐Impact Practices Report Due to their positive associations with student learning and retention, certain undergraduate opportunities are designated "high‐impact". High‐ impact practices (HIPs) share several traits: They demand considerable time and effort, facilitate learning outside of the classroom, require meaningful interactions with staff and students, encourage collaboration with diverse others, and provide frequent and substantive feedback. As a result, participation in these practices can be life‐ changing (Kuh, 2008). NSSE founding director George Kuh recommends that institutions should aspire for all students to participate in at least two HIPs over the course of their undergraduate experience—one during the first year and one in the context of their study course (NSSE, 2007). SASSE asks students about their participation in the eleven HIPs shown in the box at right. Unlike most questions on the SASSE survey, the HIP questions are not limited to the current academic year. Thus, seniors' responses include participation from prior years.
High‐Impact Practices in SASSE Practical work Internship, work integrated learning, clinical placement, field experience, etc. Student societies Where students engage in topics related to their modules/subjects Research with staff Work with a lecturer on a research project First‐year experience Including orientation and student learning groups Academic literacy course Register for language development course Work with students On a group project or assignment Consult academic advisor Help planning studies and education Peer learning support E.g. tutors, mentors, facilitators Explain material as tutor Learning facilitator to other students Numeracy course Register for mathematics development course Service‐learning Modules/subjects that included a community‐based project
Report Sections Participation Comparisons (p. 17)
Comparisons of participation in each HIP and overall for your students relative to those at comparison group institutions, with tests of significance and effect
Response Detail (pp. 18‐21)
Provides complete response frequencies for the relevant HIP questions for your students and those at your comparison group institutions.
Participation by Student Characteristics (pp. 22‐23)
Displays your students' participation in each HIP by selected student characteristics.
Interpreting Comparisons HIP participation varies more among students within an institution than it does between institutions , like many experiences and outcomes in higher education. As a result, focusing attention on overall participation rates amounts to examining the tip of the iceberg. It’s equally important to understand how student engagement (including HIP participation) varies within your institution. The tables on page 22 and 23 provide an initial look at how HIP participation varies by selected student characteristics. Kuh, G. D. (2008). High‐impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities. National Survey of Student Engagement (2007). Experiences that matter: Enhancing student learning and success—Annual Report 2007. Bloomington, IN: Indiana University Center for Postsecondary Research. Rocconi, L., & Gonyea, R. M. (2015). Contextualizing student engagement effect sizes: An empirical analysis. Paper presented at the Association for Institutional Research Annual Forum, Denver, CO.
16
SASSE 2017 High‐Impact Practices Statistical Comparisons
University of the Western Cape The table below compares the percentage of your students who participateda in a high‐impact practice with those at institutions in your comparison group. Your students' participation compared with:
UWC First‐Year
SASSE Overall b
ES c
%
%
11a. Practical work
18
18
‐.01
11c. Student societies
12
13
‐.02
11e. Research with staff
5
8
‐.09
11f. First‐year experience
42
44
‐.05
11g. Academic literacy course 26
20
.15
11h. Work with students
67
66
.01
11i. Consult academic advisor 29
31
‐.04
11j. Peer learning support
62
61
.02
11k. Explain material as tutor 22
26
‐.09
11l. Numeracy course
19
17
.05
12. Service‐learning
61
57
.09
11a. Practical work
29
33
* ‐.09
11c. Student societies
17
21
* ‐.10
11e. Research with staff
16
17
‐.03
11f. First‐year experience
36
37
‐.01
11g. Academic literacy course 27
25
.06
70
74
* ‐.10
11i. Consult academic advisor 32
45
*** ‐.27
11j. Peer learning support
59
65
** ‐.13
11k. Explain material as tutor
27
33
** ‐.12
11l. Numeracy course
13
24
*** ‐.26
12. Service‐learning
68
60
*** .16
Senior
11h. Work with students
a. Percentage of students who responded "Done or in progress" except for service‐learning which is the percentage who responded that at least "Some" courses included a community‐based project. b. *p<.05, **p<.01, ***p<.001. c. Cohen's d (standardised difference between two proportions). Effect sizes indicate the practical importance of observed differences. NSSE research, on which SASSE is based, has concluded that an effect size of about .1 may be considered small, .3 medium, and .5 large (Rocconi & Gonyea, 2015). Note: All results weighted by gender (and by institution size for comparison groups).
17
SASSE 2017 High‐Impact Practices Response Detail
University of the Western Cape First‐Year Students % Done or in progress % Plan to do
Practical work
Practical work related to your UWC 17 studies (internship, work SASSE Overall 17 integrated learning, clinical placement, field experience, etc.)
Participate in student societies UWC 12 (law, psychology, etc.) where SASSE Overall 12 students engage in topics related to their modules/subjects
Research with a staff member Work with a lecturer on a research project
2
5
62
14
3
4
% Have not decided
% Do not plan to do
% Not offered at my institution
38
30
17
2
44
25
17
2
% Have not decided
% Do not plan to do
% Not offered at my institution
UWC
5
49
32
14
0
SASSE Overall
7
48
28
14
4
% Done or in progress % Plan to do
Participate in first‐year UWC 42 experience seminars, including SASSE Overall 44 orientation and student learning groups
% Have not decided
% Do not plan to do
% Not offered at my institution
31
13
14
0
27
13
16
1
% Done or in progress % Plan to do
% Have not decided
UWC
26
27
25
21
0
SASSE Overall
20
28
23
27
1
Academic literacy course
Work with students
% Not offered at my institution
9
% Done or in progress % Plan to do
First‐year experience
Register for an academic literacy or language development course
% Do not plan to do
68
% Done or in progress % Plan to do
Student societies
% Have not decided
% Done or in progress % Plan to do
UWC 66 Work with other students on a group project or assignment SASSE Overall 66
% Have not decided
% Do not plan to do
% Do not plan to do
% Not offered at my institution
% Not offered at my institution
18
8
7
1
22
5
6
1
Note: All results weighted by gender (and by institution size for comparison groups).
18
SASSE 2017 High‐Impact Practices Response Detail
University of the Western Cape First‐Year Students (continued) Consult academic advisor
% Done or in progress % Plan to do
Consult with an academic UWC 29 advisor (staff member) to help SASSE Overall 31 you with planning of your studies and education
Peer learning support
Explain material as tutor
Numeracy course
Service‐learning
10
0
42
16
10
1
% Most or all
About how many of your UWC 17 modules/subjects have SASSE Overall 15 included a community‐based project (service‐learning)?
% Have not decided
% Do not plan to do
% Not offered at my institution
24
7
7
1
26
8
5
1
% Have not decided
% Do not plan to do
% Not offered at my institution
48
17
12
2
46
17
11
1
% Done or in progress % Plan to do
UWC 18 Register for a mathematics or SASSE Overall 16 numeracy development course
% Not offered at my institution
18
% Done or in progress % Plan to do
UWC 22 Explain module/subject material to other students as SASSE Overall 26 a tutor or learning facilitator
% Do not plan to do
42
% Done or in progress % Plan to do
UWC 61 Make use of peer learning SASSE Overall 60 support (e.g. tutors, mentors, facilitators)
% Have not decided
% Have not decided
% Do not plan to do
% Not offered at my institution
15
19
45
3
22
22
37
3
% Some
% None
44
39
42
43
Note: All results weighted by gender (and by institution size for comparison groups).
19
SASSE 2017 High‐Impact Practices Response Detail
University of the Western Cape Seniors % Done or in progress % Plan to do
Practical work
Practical work related to your UWC 26 studies (internship, work SASSE Overall 31 integrated learning, clinical placement, field experience, etc.)
Participate in student societies UWC 16 (law, psychology, etc.) where SASSE Overall 21 students engage in topics related to their modules/subjects
Research with a staff member Work with a lecturer on a research project
8
4
10
52
8
3
7
% Have not decided
% Do not plan to do
% Not offered at my institution
34
26
19
6
36
20
20
3
% Have not decided
UWC
15
38
28
15
4
SASSE Overall
16
45
22
13
4
% Done or in progress % Plan to do
Participate in first‐year UWC 36 experience seminars, including SASSE Overall 37 orientation and student learning groups
% Have not decided
% Do not plan to do
% Do not plan to do
% Not offered at my institution
% Not offered at my institution
30
16
16
1
28
14
21
1
% Done or in progress % Plan to do
% Have not decided
UWC
26
23
21
27
2
SASSE Overall
24
26
19
29
2
Academic literacy course
Work with students
% Not offered at my institution
% Done or in progress % Plan to do
First‐year experience
Register for an academic literacy or language development course
% Do not plan to do
51
% Done or in progress % Plan to do
Student societies
% Have not decided
% Done or in progress % Plan to do
UWC 69 Work with other students on a group project or assignment SASSE Overall 73
% Have not decided
% Do not plan to do
% Do not plan to do
% Not offered at my institution
% Not offered at my institution
18
6
6
1
16
4
6
1
Note: All results weighted by gender (and by institution size for comparison groups).
20
SASSE 2017 High‐Impact Practices Response Detail
University of the Western Cape Seniors (continued) Consult academic advisor
% Done or in progress % Plan to do
Consult with an academic UWC 31 advisor (staff member) to help SASSE Overall 44 you with planning of your studies and education
Peer learning support
Explain material as tutor
Numeracy course
Service‐learning
9
1
32
13
9
1
% Most or all
About how many of your UWC 23 modules/subjects have SASSE Overall 19 included a community‐based project (service‐learning)?
% Have not decided
% Do not plan to do
% Not offered at my institution
23
9
8
3
21
6
7
2
% Have not decided
% Do not plan to do
% Not offered at my institution
39
18
14
2
40
14
12
2
% Done or in progress % Plan to do
UWC 12 Register for a mathematics or SASSE Overall 23 numeracy development course
% Not offered at my institution
20
% Done or in progress % Plan to do
UWC 26 Explain module/subject material to other students as SASSE Overall 32 a tutor or learning facilitator
% Do not plan to do
38
% Done or in progress % Plan to do
UWC 57 Make use of peer learning SASSE Overall 64 support (e.g. tutors, mentors, facilitators)
% Have not decided
% Have not decided
% Do not plan to do
% Not offered at my institution
16
22
44
5
16
19
38
3
% Some
% None
45
32
41
40
Note: All results weighted by gender (and by institution size for comparison groups).
21
SASSE 2017 High‐Impact Practices Participation by Student Characteristics
University of the Western Cape Participation in High‐Impact Practices by Student Characteristics The table below displays the percentage of your students who participateda in each HIP by selected student characteristics. Examining participation rates for different groups offers insight into how engagement varies within your student population.
Gender
Numeracy Course
Explain Material as Tutor
Peer Learning Support
Consult Academic Advisor
Work with Students
Academic Literacy Course
First‐Year Experience
Practical Work
Research with Staff
Service‐ Learning
Student Societies
First‐Year
Male
% 12
% 55
% ‐
% 20
% 39
% 26
% 64
% 26
% 59
% 26
% 28
Female
12
65
‐
16
44
27
69
32
64
19
11
15 ‐ ‐
58 56 100
‐ ‐ ‐
17 20 ‐
48 32 ‐
28 26 ‐
68 65 ‐
29 37 ‐
63 67 ‐
23 28 ‐
20 22 ‐
‐ ‐
‐ 75
‐ ‐
‐ ‐
‐ ‐
‐ ‐
‐ 72
‐ ‐
‐ 49
‐ ‐
‐ ‐
Other
‐ ‐
‐ ‐
‐ ‐
‐ ‐
‐ ‐
‐ ‐
‐ ‐
‐ ‐
‐ ‐
‐ ‐
‐ ‐
Prefer not to answer
‐
57
‐
‐
54
‐
59
‐
68
‐
‐
Race Black African Coloured Indian Asian White Multiracial
First‐generationb Not first‐generation First‐generation
‐
55
‐
16
46
28
68
19
61
24
21
14
63
7
18
40
26
67
33
62
21
18
12 ‐
61 ‐
5 ‐
18 ‐
42 ‐
26 ‐
67 ‐
29 ‐
62 ‐
22 ‐
19 ‐
‐ 13
65 60
‐ 6
23 16
53 37
27 27
71 65
31 29
65 61
21 22
17 19
‐ ‐
44 64
‐ ‐
‐ ‐
45 46
27 ‐
77 66
36 ‐
78 71
19 ‐
29 ‐
14 ‐ 12
71 59 61
‐ ‐ 5
18 30 18
37 46 42
26 26 26
61 68 67
33 19 29
53 58 62
23 25 22
9 25 19
Enrollment Full‐time Part‐time
Residence Living on campus Living off campus c
Major field of study
Business, Commerce, and Management Education Human and Social Sciences Science, Engineering, and Technology
Overall
Note: All results weighted by gender (and by institution size for comparison groups). a. Percentage of students who responded "Done or in progress" for all HIPs except service‐learning, where they reported "at least some" of their courses included a community‐based project. Gender, enrollment status, and race/ethnicity are institution‐reported variables. Percentages are not reported (—) for row categories containing fewer than 10 students. b. Neither parent holds a bachelor's degree. c. These are SASSE's broad categories for field of study, based on Classification of Educational Subject Matter (CESM) categories.
22
SASSE 2017 High‐Impact Practices Participation by Student Characteristics
University of the Western Cape Participation in High‐Impact Practices by Student Characteristics The table below displays the percentage of your students who participateda in each HIP by selected student characteristics. Examining participation rates for different groups offers insight into how engagement varies within your student population.
Gender
Numeracy Course
Explain Material as Tutor
Peer Learning Support
Consult Academic Advisor
Work with Students
Academic Literacy Course
First‐Year Experience
Practical Work
Research with Staff
Service‐ Learning
University of the Western Cape
Senior
Male
% 23
% 71
% 17
% 26
% 38
% 30
% 68
% 34
% 57
% 32
% 19
Female
14
66
15
31
35
26
71
30
60
24
9
22 12 ‐
64 72 83
16 12 ‐
30 26 ‐
41 30 ‐
26 22 ‐
68 71 59
34 27 ‐
61 59 ‐
33 19 ‐
15 13 ‐
‐ ‐
‐ 86
‐ 30
‐ 43
‐ 32
‐ 32
‐ 77
‐ ‐
‐ 30
‐ ‐
‐ ‐
Other
‐ ‐
83 ‐
‐ ‐
‐ ‐
‐ ‐
‐ ‐
‐ ‐
‐ ‐
‐ ‐
‐ ‐
‐ ‐
Prefer not to answer
‐
67
‐
‐
32
33
75
37
65
‐
‐
Not first‐generation
16
69
16
30
35
26
69
28
57
22
12
First‐generation
18
68
16
28
37
27
70
33
60
28
13
18 ‐
68 ‐
16 ‐
29 ‐
36 ‐
27 ‐
70 ‐
31 ‐
59 ‐
27 ‐
13 ‐
24 14
64 71
18 14
34 26
49 31
29 26
76 66
39 29
63 56
37 21
17 11
15 24
54 77
12 15
13 29
38 37
34 29
71 68
33 35
59 64
30 21
22 ‐
18 15 17
74 65 68
16 20 16
32 38 29
36 37 36
23 28 27
68 72 70
32 29 32
58 57 59
24 33 27
6 21 13
Race Black African Coloured Indian Asian White Multiracial
First‐generationb
Enrollment Full‐time Part‐time
Residence Living on campus Living off campus c
Major field of study
Business, Commerce, and Management Education Human and Social Sciences Science, Engineering, and Technology
Overall
Note: All results weighted by gender (and by institution size for comparison groups). a. Percentage of students who responded "Done or in progress" for all HIPs except service‐learning, where they reported "at least some" of their courses included a community‐based project. Gender, enrollment status, and race/ethnicity are institution‐reported variables. Percentages are not reported (—) for row categories containing fewer than 10 students. b. Neither parent holds a bachelor's degree. c. These are SASSE's broad categories for field of study, based on Classification of Educational Subject Matter (CESM) categories.
23
SASSE 2017 Financial Stress Scale University of the Western Cape
Financial Stress Scale In light of the financial pressures faced by students and the significant impact these pressures have on access, success, and broader transformation of the higher education system and the societies they serve, a Financial Stress Scale (FSS) was included in the SASSE survey. The FSS consists of six questions related to students’ expenditures, financial anxieties, as well as the causes and consequences related to these anxieties.
Financial stress and consequences Students were asked about their worries regarding finances and the consequences of these worries. Students were asked how frequently they encountered worries regarding paying for necessities. Response options included "Never", "Sometimes", "Most days" and "Every day". Percentage who responded "Most days" or "Every day"
First‐year
Senior
100%
100%
80%
80%
60%
60%
54% 40%
49%
46%
19% UWC
SASSE Overall
48%
40%
20%
20%
17%
59%
54%
52%
30%
48%
24%
0%
0%
Not afford to buy food
UWC
SASSE Overall
Worry about paying university
UWC
SASSE Overall
Worry about money for necessities
UWC
SASSE Overall
Not afford to buy food
UWC
SASSE Overall
Worry about paying university
UWC
SASSE Overall
Worry about money for necessities
24
SASSE 2017 Financial Stress Scale University of the Western Cape Financial stress and consequences (cont.) Did the following scenarios happen to students during their time in higher education? Response options included "Yes" and "No". Percentage who experienced the following (responded "Yes")
First‐year
Senior
100%
100%
80%
80%
78% 60%
70%
60%
65% 56%
57%
58%
53%
40%
48%
20%
62%
66% 58%
54%
40%
20%
0%
0% UWC
SASSE Overall
Not buy academic materials due to cost
UWC
SASSE Overall
UWC
SASSE Overall
Not participate in activities Financial concerns had due to no money negative impact on academic performance
UWC
SASSE Overall
Not buy academic materials due to cost
UWC
SASSE Overall
UWC
SASSE Overall
Not participate in activities Financial concerns had due to no money negative impact on academic performance
25
SASSE 2017 Financial Stress Scale University of the Western Cape Financial stress and consequences (cont.) Considerations for dropping out Students were asked regarding the reasons that they have considered for dropping out of university. They could choose more than one option. Reasons students considered dropping out
First‐year 100% 80% 60% 40%
34%
33%
24%
20%
17%
30%
26%
30% 16%
26%
18%
9%
8%
18%
15%
7%
4%
12%
18%
22%
21%
23%
36% 22%
16%
43%
15%
0% UWC SASSE UWC SASSE UWC SASSE UWC SASSE UWC SASSE UWC SASSE UWC SASSE UWC SASSE UWC SASSE UWC SASSE UWC SASSE UWC SASSE UWC SASSE Overall Overall Overall Overall Overall Overall Overall Overall Overall Overall Overall Overall Overall Cost of university tuition fees
Cost of academic materials
Living costs
Travel costs
Food insecurity
Poor living conditions
Safety Safety Poor Feeling of not concerns (off concerns (on academic belonging campus) campus) performance
Personal problems
Other
Have not considered dropping out
Senior 100% 80% 60% 40%
34%
42% 23%
24%
29%
30%
20%
28%
18%
29%
23%
15%
9%
22%
17%
9%
20% 4%
21%
17%
20%
29%
30%
35% 19%
37%
13%
0% UWC SASSE UWC SASSE UWC SASSE UWC SASSE UWC SASSE UWC SASSE UWC SASSE UWC SASSE UWC SASSE UWC SASSE UWC SASSE UWC SASSE UWC SASSE Overall Overall Overall Overall Overall Overall Overall Overall Overall Overall Overall Overall Overall Cost of university tuition fees
Cost of academic materials
Living costs
Travel costs
Food insecurity
Poor living conditions
Safety Safety Poor Feeling of not concerns (off concerns (on academic belonging campus) campus) performance
Personal problems
Other
Have not considered dropping out
26
SASSE 2017 Financial Stress Scale University of the Western Cape Financial status Sources used to pay for educational expenses Students were asked regarding the sources that they use for their educational expenses and how much money they spend on various items. Sources students used to pay for expenses
First‐year 100% 80%
61%
64%
60%
41% 28%
40%
24%
20%
12%
15%
UWC
SASSE Overall
3%
4%
UWC
SASSE Overall
15%
17%
12%
16%
UWC
SASSE Overall
UWC
SASSE Overall
34% 6%
11%
UWC
SASSE Overall
0% UWC
SASSE Overall
Parent/guardian's money
UWC
SASSE Overall
My own money
Private sponsor
Employer
Non‐governmental bursary
UWC
Governmental bursary
SASSE Overall NSFAS
Loan
Senior 100% 80% 60%
59%
66% 38%
40%
47% 34%
31% 18%
20%
17%
8%
6%
UWC
SASSE Overall
18%
18%
18%
20%
UWC
SASSE Overall
UWC
SASSE Overall
12%
12%
UWC
SASSE Overall
0% UWC
SASSE Overall
Parent/guardian's money
UWC
SASSE Overall
My own money
UWC
SASSE Overall
Private sponsor
Employer
Non‐governmental bursary
Governmental bursary
UWC
SASSE Overall NSFAS
Loan
27
SASSE 2017 Financial Stress Scale University of the Western Cape Financial status cont. Number of sources used
First‐year
Senior
UWC
49%
31%
14%
5%
UWC
SASSE Overall
49%
32%
13% 6%
SASSE Overall
0% One source
20% Two sources
40% Three sources
60%
80% Four sources and more
100%
40%
28%
44%
0% One source
20% Two sources
31%
40% Three sources
60%
19%
17%
80%
14%
8%
100%
Four sources and more
28
SASSE 2017 Financial Stress Scale University of the Western Cape Financial status cont. Money spent in an average month Average amount spent on expenses
First‐year R 2 463
R 2 500
R 2 045
R 2 000 R 1 500
R 1 121
R 1 105
R 866
R 1 000
R 720
R 941
R 875 R 540
R 437
UWC
SASSE Overall
R 500
R 590
R 498
UWC
SASSE Overall
R 0 UWC
SASSE Overall Food
UWC
SASSE Overall
Accommodation
UWC
SASSE Overall
Caring for dependents
UWC
SASSE Overall
Commuting
Academic necessities
Entertainment
Senior R 2 500
R 2 169
R 2 443
R 2 000 R 1 500
R 1 182
R 1 101
R 946
R 1 000
R 801
R 998
R 868 R 577
R 486
R 542
R 494
UWC
SASSE Overall
UWC
SASSE Overall
R 500 R 0 UWC
SASSE Overall Food
UWC
SASSE Overall
Accommodation
UWC
SASSE Overall
Caring for dependents
UWC
SASSE Overall
Commuting
Academic necessities
Entertainment
29
SASSE 2017 Frequencies and Statistical Comparisons About This Report The Frequencies and Statistical Comparisons report presents item‐by‐item student responses and statistical comparisons that allow you to examine patterns of similarity and difference between your students and those at your comparison group institutions. The report uses information from all students. The display below highlights important details in the report to keep in mind when interpreting your results. 1. Class level : As reported by your institution.
SASSE 2017 Frequencies and Statistical Comparisons SASSEville University
❻ 2. Item numbers: Numbering corresponds to the survey facsimile included in your Institutional Report .
❷
❶
SASSEville
Variable Item wording or description name
3. Item wording and variable names: Survey items are in the same order and wording as they appear on the instrument. Variable names are included for easy reference to your data file and codebook.
a
b
number of students who selected the corresponding response option. The column percentage is the weighted percentage of students selecting the corresponding response option.
askquest
Prepared two or more drafts of a paper or drafts assignment before handing it in
❹
6. Weighting: Column percentages and statistics are weighted by gender. Comparison group statistics are also weighted by institutional size. Counts are unweighted and cannot be used to replicate column percentages.
particular item.
Asked questions or contributed to module/subject discussions in other ways
❸
Response options are worded as they appear on the instrument.
7. Mean: The mean is the arithmetic average of student responses on a
Value
Response options
SASSE Overall
Count
%
Count
%
Statistical Comparisons SASSEville Mean
1
Never
45
4%
250
9%
2
Sometimes
450
34%
1300
48%
3
Often
428
25%
800
30%
Very Often
307
25%
350
9%
Total
1230
100%
2700
100%
1
Never
207
18%
350
13%
2
Sometimes
416
34%
850
31%
3
Often
363
29%
850
31%
4
4
SASSE Overall Mean
Effect size
2.92 **
‐.09
❽
❾
2.60 *
‐.07
❼
1. Think about the current academic year. How often have you done each of the following?
4. Values and response options: Values are used to calculate means.
5. Count and column percentage (%) : The Count column contains the
Frequency Distributions
First‐Year Students
Very Often
235
18%
650
24%
Total
1221
100%
2700
100%
2.86
2.56
▽
❿
❺ 9.
Effect size: Effect size indicates practical significance. An effect size of .2 is often considered small, .5 moderate, and .8 large. A positive effect size indicates that your institution’s mean was greater than that of the comparison group, thus showing a favourable result for your institution. A negative effect size indicates your institution lags behind the comparison group, suggesting that the student behaviour or institutional practice represented by the item may warrant attention. Effect sizes for independent t ‐tests use Cohen's d . Cohen's d is calculated by dividing the mean difference by the pooled standard deviation.
8. Statistical comparisons: Items with mean differences that are larger than would be expected by chance are noted with asterisks referring to three significance levels (*p<.05, **p<.01, ***p<.001). Significance levels indicate the probability that an observed difference is due to chance. Statistical significance does not guarantee the result is substantive or important. Large sample sizes tend to generate more statistically significant results even though the magnitude of mean differences may be inconsequential. Consult effect sizes (see #9) to judge the practical meaning of differences. Unless otherwise noted, statistical comparisons are two‐tailed independent t ‐tests.
10. Key to symbols: Your students’ average was significantly higher (p<.05) with an effect size of at least .3 in magnitude. Your students’ average was significantly higher (p<.05) with an effect size less than .3 in magnitude. Your students’ average was significantly lower (p<.05) with an effect size less than .3 in magnitude. Your students’ average was significantly lower (p<.05) with an effect size of at least .3 in magnitude. Note: It is important to interpret the direction of differences relative to item wording and your institutional context.
30
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
First‐Year Students
Statistical Comparisons b Your first‐year students compared with
UWC
Item wording or description Variable name c 1. Think about the current academic year. How often have you done each of the following? a Asked questions or contributed to module/subject discussions in other askquest ways
Values d Response options
c
d
Prepared two or more drafts of a paper or assignment before handing it drafts in
Attended class without having completed readings or assignments
Attended an art exhibit, play, or other theatre performance (dance, music, etc.)
unpreparedR (Reverse‐coded version of unprepared created by SASSE)
attendart
Asked another student to help you understand module/subject material CLaskhelp (CL)
Count
Mean
%
Never
28
10%
95
8%
2
Sometimes
126
48%
721
48%
3
Often
68
25%
543
30%
Very Often
45
17%
241
14%
Total
267
100%
1 600
100%
1
Never
25
10%
235
20%
2
Sometimes
86
31%
489
30%
3
Often
96
37%
545
31%
4
Very Often
60
22%
331
19%
Total
267
100%
1 600
100%
1
Very Often
19
7%
112
9%
2
Often
55
21%
252
18%
3
Sometimes
126
47%
815
52%
4
Never
62
24%
408
20%
Total
262
100%
1 587
100%
1
Never
170
64%
836
57%
2
Sometimes
64
24%
482
29%
3
Often
20
7%
180
10%
Very Often
11
4%
93
5%
Total
265
100%
1 591
100%
1
Never
13
5%
80
5%
2
Sometimes
110
41%
543
34%
3
Often
81
29%
580
36%
Very Often
63
24%
397
25%
Total
267
100%
1 600
100%
4 e
%
UWC
1
4 b
Count
SASSE Overall
4
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p. 99.
SASSE Overall Effect size e
Mean
2.5
2.5
.00
2.7
2.5
**
.22
2.1
2.2
‐.04
1.5
1.6
‐.13
2.7
2.8
‐.10
31
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
First‐Year Students
Statistical Comparisons b Your first‐year students compared with
UWC
Item wording or description Variable name c f
g
h
Explained module/subject material to other students
Prepared for exams by discussing or working through module/subject material with other students
Worked with other students on projects or assignments
CLexplain (CL)
CLstudy (CL)
CLproject (CL)
Values d Response options
Gave a module/subject presentation
present
Mean
Count
%
Count
%
6
2%
53
4%
Never
2
Sometimes
89
33%
541
34%
3
Often
109
41%
636
40%
4
Very Often
62
23%
367
23%
Total
266
100%
1 597
100%
1
Never
24
9%
185
13%
2
Sometimes
98
37%
528
35%
3
Often
85
32%
490
29%
4
Very Often
60
22%
398
23%
Total
267
100%
1 601
100%
1
Never
19
7%
122
10%
2
Sometimes
81
30%
448
32%
3
Often
97
37%
511
31%
Very Often
67
26%
515
27%
Total
264
100%
1 596
100%
1
Never
81
31%
691
46%
2
Sometimes
118
45%
551
35%
3
Often
40
14%
259
14%
4
2. During the current academic year, about how often have you done the following? a Combined ideas from different modules/subjects when completing RIintegrate assignments (RI)
UWC
1
4 i
SASSE Overall
Very Often
27
10%
100
5%
Total
266
100%
1 601
100%
8%
83
6%
1
Never
21
2
Sometimes
116
44%
544
37%
3
Often
82
31%
616
37%
4
Very Often
47
18%
353
20%
Total
266
100%
1 596
100%
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p. 99.
SASSE Overall Effect size e
Mean
2.9
2.8
.05
2.7
2.6
.06
2.8
2.8
.06
2.0
1.8
***
.30
2.6
2.7
‐.15
32
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
First‐Year Students
Statistical Comparisons b Your first‐year students compared with
UWC
Item wording or description Variable name c b
c
d
Connected your learning to societal problems or issues
RIsocietal (RI)
Included diverse perspectives (political, religious, racial/ethnic, gender, RIdiverse economic, etc.) in module/subject discussions or writing assignments (RI)
Examined the strengths and weaknesses of your own views on a topic or RIownview issue (RI)
Values d Response options
f
Tried to better understand someone else’s views by imagining how an issue looks from his or her point of view
Learned something that changed the way you understand an issue or concept
RIperspect (RI)
RInewview (RI)
UWC
Mean
Count
%
Count
%
11%
149
11%
1
Never
31
2
Sometimes
101
37%
610
37%
3
Often
86
33%
568
36%
4
Very Often
48
18%
261
16%
Total
266
100%
1 588
100%
1
Never
29
11%
210
16%
2
Sometimes
111
42%
623
40%
3
Often
75
28%
495
29%
4
Very Often
51
19%
264
16%
Total
266
100%
1 592
100%
1
Never
25
9%
109
8%
2
Sometimes
91
34%
509
35%
3
Often
101
37%
631
38%
Very Often
50
19%
339
19%
Total
267
100%
1 588
100%
1
Never
6
2%
53
4%
2
Sometimes
89
34%
413
28%
3
Often
96
35%
710
44%
4
Very Often
75
28%
408
24%
4 e
SASSE Overall
Total
266
100%
1 584
100%
1
Never
3
1%
20
1%
2
Sometimes
70
26%
353
24%
3
Often
113
44%
748
46%
4
Very Often
80
29%
472
29%
Total
266
100%
1 593
100%
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p. 99.
SASSE Overall Effect size e
Mean
2.6
2.6
.02
2.6
2.5
.12
2.7
2.7
‐.02
2.9
2.9
.01
3.0
3.0
‐.03
33
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
First‐Year Students
Statistical Comparisons b Your first‐year students compared with
UWC
Item wording or description Variable name c g
Connected ideas from your modules/subjects to your prior experiences RIconnect and knowledge (RI)
Values d Response options
SASSE Overall
UWC
Mean
Count
%
Count
%
8
3%
27
2%
1
Never
2
Sometimes
69
27%
347
24%
3
Often
111
42%
743
45%
4
Very Often
77
28%
470
29%
Total
265
100%
1 587
100%
1
Never
167
63%
901
62%
2
Sometimes
72
26%
480
27%
3
Often
19
7%
160
8%
4
Very Often
9
3%
60
3%
100%
1 601
100%
SASSE Overall Effect size e
Mean
3.0
3.0
‐.08
1.5
1.5
‐.03
1.5
1.5
.05
1.9
1.8
.13
1.6
1.7
‐.02
3. During the current academic year, about how often have you done the following? a
b
c
d
Talked about your career plans with a lecturer
Worked with a staff member on activities other than academic work (committees, projects, student groups, etc.)
Discussed module/subject topics, ideas, or concepts with a lecturer outside of class
Discussed your academic performance with a lecturer
SScareer (SS)
SSotherwork (SS)
SSdiscuss (SS)
SSperform (SS)
Total
267
1
Never
171
64%
985
67%
2
Sometimes
67
25%
389
22%
3
Often
19
7%
158
8%
4
Very Often
10
4%
66
3%
Total
267
100%
1 598
100%
1
Never
107
39%
706
45%
2
Sometimes
102
39%
591
37%
3
Often
42
16%
215
13%
4
Very Often
16
6%
87
5%
Total
267
100%
1 599
100%
1
Never
145
55%
810
55%
2
Sometimes
81
30%
475
28%
3
Often
26
9%
214
12%
4
Very Often
14
5%
98
5%
Total
266
100%
1 597
100%
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p. 99.
34
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
First‐Year Students
Statistical Comparisons b Your first‐year students compared with
UWC
Item wording or description Variable name c
Values d Response options
SASSE Overall
UWC
Mean
Count
%
Count
%
12
5%
62
5%
SASSE Overall Effect size e
Mean
4. During the current academic year, how much has your academic work emphasised the following? a
Memorising module/subject material (facts, ideas, etc.)
memorize
1
Very little
2
Some
49
19%
303
21%
3
Quite a bit
100
38%
630
41%
Very much
106
39%
598
33%
Total
4 b
c
d
e
Applying facts, theories, or methods to practical problems or new situations
Identifying the different parts of an idea, experience, or argument in detail (analysing)
Evaluating a point of view, decision, or information source
HOapply (HO)
HOanalyze (HO)
HOevaluate (HO)
Forming a new idea or understanding by putting together various pieces HOform of information (HO)
267
100%
1 593
100%
1
Very little
8
3%
25
2%
2
Some
49
19%
270
17%
3
Quite a bit
102
38%
633
39%
4
Very much
108
40%
663
42%
Total
267
100%
1 591
100%
1
Very little
8
3%
48
3%
2
Some
68
26%
322
21%
3
Quite a bit
103
37%
657
41%
4
Very much
87
33%
561
34%
Total
266
100%
1 588
100%
1
Very little
13
5%
63
6%
2
Some
73
27%
370
25%
3
Quite a bit
104
40%
609
38%
4
Very much
73
28%
540
32%
Total
263
100%
1 582
100%
1
Very little
21
7%
91
7%
2
Some
61
23%
317
22%
3
Quite a bit
102
39%
620
40%
4
Very much
79
31%
564
32%
Total
263
100%
1 592
100%
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p. 99.
3.1
3.0
.11
3.2
3.2
‐.08
3.0
3.1
‐.07
2.9
3.0
‐.05
2.9
3.0
‐.04
35
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
First‐Year Students
Statistical Comparisons b Your first‐year students compared with
UWC
Item wording or description Variable name c 5. During the current academic year, to what extent have your lecturers done the following? a Clearly explained module/subject outcomes and requirements ETgoals (ET)
Values d Response options
c
d
e
Presented module/subject sessions in an organised way
Used examples or illustrations to explain difficult points
Provided feedback on a draft or work in progress
Provided detailed feedback shortly after you completed tests or assignments
ETorganize (ET)
ETexample (ET)
ETdraftfb (ET)
ETfeedback (ET)
%
UWC
Count
Mean
%
1
Very little
15
5%
67
5%
2
Some
56
21%
308
22%
3
Quite a bit
105
40%
566
37%
4 b
Count
SASSE Overall
Very much
90
34%
656
35%
Total
266
100%
1 597
100%
6
2%
52
3%
1
Very little
2
Some
55
21%
243
18%
3
Quite a bit
100
38%
547
37%
4
Very much
105
40%
753
42%
Total
266
100%
1 595
100%
1
Very little
13
5%
44
4%
2
Some
42
16%
245
18%
3
Quite a bit
93
35%
533
36%
4
Very much
119
45%
767
43%
Total
267
100%
1 589
100%
1
Very little
32
12%
182
16%
2
Some
80
30%
395
27%
3
Quite a bit
78
30%
453
27%
4
Very much
76
29%
558
29%
Total
266
100%
1 588
100%
1
Very little
45
17%
185
16%
2
Some
82
31%
387
27%
3
Quite a bit
70
28%
469
28%
4
Very much
66
25%
552
29%
Total
263
100%
1 593
100%
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p. 99.
SASSE Overall Effect size e
Mean
3.0
3.0
‐.01
3.1
3.2
‐.04
3.2
3.2
.03
2.8
2.7
.06
2.6
2.7
‐.08
36
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
First‐Year Students
Statistical Comparisons b Your first‐year students compared with
UWC
Item wording or description Variable name c
Values d Response options
SASSE Overall
UWC
Mean
Count
%
Count
%
SASSE Overall Effect size e
Mean
6. During the current academic year, about how often have you done the following? a
b
Reached conclusions based on your own analysis of numerical information (numbers, graphs, statistics, etc.)
QRconclude (QR)
Used numerical information (numbers, graphs, statistics, etc.) to examine QRproblem a real‐world problem or issue (unemployment, climate change, public (QR) health, etc.)
1
Never
66
24%
228
16%
2
Sometimes
98
37%
621
39%
3
Often
69
26%
521
31%
4
Very Often
34
13%
230
14%
Total
267
100%
1 600
100%
1
Never
75
28%
348
23%
2
Sometimes
105
39%
655
42%
3
Often
60
23%
391
22%
Very Often
27
10%
201
12%
Total
267
100%
1 595
100%
1
Never
90
34%
389
26%
2
Sometimes
105
40%
637
41%
3
Often
52
20%
398
23%
Very Often
17
7%
167
10%
Total
264
100%
1 591
100%
4 c
Evaluated what others have concluded when they used numerical information (numbers, graphs, statistics, etc.)
QRevaluate (QR)
4
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p. 99.
2.3
2.4
*
‐.16
2.2
2.2
‐.10
2.0
2.2
*
‐.20
37
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
First‐Year Students
Statistical Comparisons b Your first‐year students compared with
UWC
Item wording or description Variable name c
Values d Response options
Count
%
SASSE Overall
UWC
Count
Mean
%
SASSE Overall Effect size e
Mean
7. During the current academic year, about how many papers, reports, or other writing tasks of the following length have you been given to complete? (Include those not yet submitted.) a
Up to 5 pages
wrshort
1
None
13
5%
117
9%
2
1‐2
60
23%
357
23%
3
3‐5
98
37%
526
34%
4
6‐10
53
20%
296
19%
5
11‐15
21
8%
113
7%
6
16‐20
8
3%
57
4%
7
3%
89
5%
Total
260
100%
1 555
100%
1
None
91
36%
465
35%
2
1‐2
67
27%
376
27%
3
3‐5
46
18%
264
16%
4
6‐10
34
14%
261
14%
5
11‐15
9
3%
85
5%
6
16‐20
6
2%
38
2%
7 b
Between 6 and 10 pages
wrmed
1
0%
32
2%
Total
254
100%
1 521
100%
1
None
164
64%
856
64%
2
1‐2
43
17%
234
14%
3
3‐5
18
7%
131
7%
4
6‐10
9
3%
78
4%
5
11‐15
17
7%
99
5%
6
16‐20
5
2%
69
3%
More than 20
3
1%
59
3%
259
100%
1 526
100%
7 c
11 pages or more
wrlong
More than 20
7
More than 20
Total
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p. 99.
3.2
3.3
‐.01
2.3
2.4
‐.07
1.8
1.9
‐.06
38
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
First‐Year Students
Statistical Comparisons b Your first‐year students compared with
UWC
Item wording or description Variable name c Estimated number of assigned pages of student writing
Values d Response options
Count
%
SASSE Overall
UWC
Count
Mean
%
wrpages (Continuous variable, recoded and summed by SASSE from wrshort, wrmed and wrlong. Values are estimated pages of assigned writing.)
SASSE Overall Effect size e
Mean
69.6
82.7
‐.11
3.2
3.1
.15
3.2
3.1
.06
3.2
3.0
*
.17
3.0
3.0
.03
8. During the current academic year, about how often have you had discussions with people from the following groups? a
b
People of a race or ethnicity other than your own
People from an economic background other than your own
DDrace (DD)
DDeconomic (DD)
1
Never
8
3%
82
5%
2
Sometimes
54
20%
373
24%
3
Often
73
27%
448
28%
4
Very often
133
50%
696
43%
Total
268
100%
1 599
100%
1
Never
12
4%
58
4%
2
Sometimes
56
21%
337
22%
3
Often
71
27%
506
32%
Very often
129
48%
696
43%
Total
268
100%
1 597
100%
1
Never
8
3%
120
7%
2
Sometimes
64
24%
425
26%
3
Often
71
26%
432
28%
4 c
People with religious beliefs other than your own
DDreligion (DD)
Very often
124
47%
616
39%
Total
267
100%
1 593
100%
1
Never
24
9%
98
6%
2
Sometimes
56
20%
396
26%
3
Often
79
30%
470
30%
Very often
109
41%
628
38%
Total
268
100%
1 592
100%
4 d
People with political views other than your own
DDpolitical (DD)
4
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p. 99.
39
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
First‐Year Students
Statistical Comparisons b Your first‐year students compared with
UWC
Item wording or description Variable name c
Values d Response options
Count
%
SASSE Overall
UWC
Count
Mean
%
SASSE Overall Effect size e
Mean
9. During the current academic year, about how often have you done the following? a
b
Identified important information from reading assignments
Reviewed your notes after class
LSreading (LS)
LSnotes (LS)
1
Never
3
1%
33
2%
2
Sometimes
63
23%
261
18%
3
Often
111
41%
756
48%
4
Very often
91
34%
551
32%
Total
268
100%
1 601
100%
1
Never
13
5%
72
6%
2
Sometimes
116
44%
521
34%
3
Often
79
30%
573
36%
Very often
58
22%
431
25%
Total
266
100%
1 597
100%
1
Never
23
9%
58
5%
2
Sometimes
87
33%
441
31%
3
Often
89
33%
536
33%
Very often
68
25%
553
31%
Total
267
100%
1 588
100%
4 c
Summarised what you learned in class or from module/subject materials LSsummary (LS)
4
3.1
3.1
.00
2.7
2.8
‐.13
2.7
2.9
‐.15
3.5
3.5
‐.06
10. During the current academic year, to what extent have your modules/subjects required you to do your best work? challenge
1
Not at all
1
0%
14
1%
2
Some
22
9%
102
9%
3
Quite a bit
82
31%
354
25%
Very much
155
59%
1 010
65%
Total
260
100%
1 480
100%
4
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p. 99.
40
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
First‐Year Students
Statistical Comparisons b Your first‐year students compared with
SASSE Overall
UWC
%
Count
%
Mean
UWC
Item wording or description Variable name c
Values d Response options
Count
SASSE Overall Effect size e
Mean
11. Which of the following have you done or do you plan to do before you graduate from your institution? a
Practical work related to your studies (internship, work integrated intern learning, clinical placement, field experience, etc.) as a compulsory part of your degree (Means indicate the percentage who responded "Done or in progress.")
1
Have not decided
24
9%
198
14%
2
Do not plan to do
5
2%
36
3%
3
Plan to do
181
68%
1 042
62%
4
Done or in progress
45
17%
250
17%
5
Not offered at my institution
12
5%
63
4%
Total
267
100%
1 589
100%
b Hold a formal leadership position in a student organisation or group on leader campus (societies, political organisations, residence committees, etc.) (Means indicate the percentage who responded "Done or in progress.")
1
Have not decided
67
25%
373
26%
2
Do not plan to do
51
20%
331
25%
3
Plan to do
112
42%
701
39%
4
Done or in progress
33
12%
166
9%
5
Not offered at my institution
3
1%
19
1%
Total
266
100%
1 590
100%
c
1
Have not decided
80
30%
371
25%
2
Do not plan to do
44
17%
235
17%
3
Plan to do
103
38%
723
44%
4
Done or in progress
32
12%
222
12%
d
Participation in student societies (law, psychology, etc.) where students learncom engage in topics related to their modules/subjects (Means indicate the percentage who responded "Done or in progress.") Develop an international perspective through campus initiatives and interacting with international students
abroad (Means indicate the percentage who responded "Done or in progress.")
6
2%
35
2%
Total
265
100%
1 586
100%
1
Have not decided
81
30%
434
29%
2
Do not plan to do
34
13%
196
13%
3
Plan to do
130
50%
698
42%
4
Done or in progress
12
5%
210
12%
5
Not offered at my institution
8
3%
47
3%
265
100%
1 585
100%
5
Not offered at my institution
Total
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p. 99.
17%
17%
‐.01
12%
9%
.11
12%
12%
‐.02
5%
12%
***
‐.24
41
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
First‐Year Students
Statistical Comparisons b Your first‐year students compared with
UWC
Item wording or description Variable name c e
Work with a lecturer on a research project as part of a module/subject, research or part of your degree (Means indicate the percentage who responded "Done or in progress.") f Participate in first‐year experience seminars, including orientation and student learning groups
Fyexperience (Means indicate the percentage who responded "Done or in progress.")
g Register for an academic literacy or language development course
acadlit (Means indicate the percentage who responded "Done or in progress.")
h Work with other students on a group project or assignment
groupproject (Means indicate the percentage who responded "Done or in progress.")
Values d Response options
SASSE Overall
UWC
Mean
Count
%
Count
%
87
32%
420
28%
1
Have not decided
2
Do not plan to do
35
14%
189
14%
3
Plan to do
128
49%
790
48%
4
Done or in progress
14
5%
133
7%
1
0%
56
4%
Total
265
100%
1 588
100%
1
Have not decided
33
13%
185
13%
2
Do not plan to do
37
14%
203
16%
3
Plan to do
84
31%
453
27%
4
Done or in progress
111
42%
720
44%
5
Not offered at my institution
1
0%
20
1%
Total
266
100%
1 581
100%
1
Have not decided
67
25%
326
23%
2
Do not plan to do
53
21%
343
27%
3
Plan to do
73
27%
468
28%
4
Done or in progress
70
26%
419
20%
5
Not offered at my institution
1
0%
21
1%
Total
264
100%
1 577
100%
1
Have not decided
21
8%
62
5%
2
Do not plan to do
17
7%
93
6%
3
Plan to do
48
18%
339
22%
4
Done or in progress
176
66%
1 064
66%
5
5
Not offered at my institution
Not offered at my institution Total
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p. 99.
2
1%
20
1%
264
100%
1 578
100%
SASSE Overall Effect size e
Mean
5%
7%
‐.09
42%
44%
‐.05
26%
20%
.15
66%
66%
.01
42
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
First‐Year Students
Statistical Comparisons b Your first‐year students compared with
UWC
Item wording or description Variable name c i Consult with an academic advisor (staff member) to help you with planning of your studies and education
acadadvise (Means indicate the percentage who responded "Done or in progress.")
j Make use of peer learning support (e.g. tutors, mentors, facilitators)
usepeer (Means indicate the percentage who responded "Done or in progress.")
Values d Response options
SASSE Overall
UWC
Mean
Count
%
Count
%
48
18%
218
16%
1
Have not decided
2
Do not plan to do
25
10%
142
10%
3
Plan to do
113
42%
668
42%
4
Done or in progress
80
29%
535
31%
5
Not offered at my institution
0
0%
24
1%
Total
266
100%
1 587
100%
1
Have not decided
19
7%
102
8%
2
Do not plan to do
17
7%
74
5%
3
Plan to do
63
24%
411
26%
4
Done or in progress
163
61%
974
60%
5
Not offered at my institution
3
1%
27
1%
Total
265
100%
1 588
100%
k Explain module/subject material to other students as a tutor or learning exptutor facilitator (Means indicate the percentage who responded "Done or in progress.")
1
Have not decided
47
17%
243
17%
2
Do not plan to do
31
12%
161
11%
3
Plan to do
125
48%
731
46%
4
Done or in progress
55
22%
427
26%
5
Not offered at my institution
4
2%
22
1%
Total
262
100%
1 584
100%
l Register for a mathematics or numeracy development course
1
Have not decided
51
19%
354
22%
2
Do not plan to do
118
45%
549
37%
3
Plan to do
41
15%
374
22%
4
Done or in progress
46
18%
260
16%
Not offered at my institution
8
3%
47
3%
264
100%
1 584
100%
mathdevel (Means indicate the percentage who responded "Done or in progress.")
5
Total
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p. 99.
SASSE Overall Effect size e
Mean
29%
31%
‐.04
61%
60%
.02
22%
26%
‐.09
18%
16%
.05
43
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
First‐Year Students
Statistical Comparisons b Your first‐year students compared with
UWC
Item wording or description Variable name c
Values d Response options
SASSE Overall
UWC
Mean
Count
%
Count
%
SASSE Overall Effect size e
Mean
12. About how many of your modules/subjects have included a community‐based/community‐engagement project (service‐learning)? servcourse
1
None
101
39%
602
43%
2
Some
116
44%
678
42%
3
Most
29
11%
229
12%
4
All
15
6%
59
3%
Total
261
100%
1 568
100%
1
Poor
13
5%
42
4%
2
Fair
35
13%
238
16%
3
Good
119
44%
598
40%
4
Excellent
99
38%
690
40%
1.8
1.7
.11
3.1
3.2
‐.04
2.9
2.8
.07
2.8
2.5
**
.26
13. Indicate the quality of your interactions with the following people at your institution. a
Other students
QIstudent (QI)
0
0%
12
1%
Total
266
100%
1 580
100%
1
Poor
24
9%
105
9%
2
Fair
58
22%
353
25%
3
Good
109
41%
672
41%
4
Excellent
67
26%
412
23%
5
Not applicable
5 b
c
Peer learning support (e.g. tutors, mentors, facilitators)
Lecturers and academic staff
QIadvisor (QI)
QIfaculty (QI)
Not applicable
5
2%
33
2%
Total
263
100%
1 575
100%
1
Poor
28
10%
218
18%
2
Fair
66
25%
445
30%
3
Good
109
41%
589
35%
4
Excellent
58
22%
301
17%
5
Not applicable
4
2%
20
1%
265
100%
1 573
100%
Total
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p. 99.
44
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
First‐Year Students
Statistical Comparisons b Your first‐year students compared with
UWC
Item wording or description Variable name c d
e
Student support services (e.g. counselling, health, disability, career)
Other administrative services (e.g. registration, financial aid)
QIstaff (QI)
QIadmin (QI)
Values d Response options
SASSE Overall
UWC
Mean
Count
%
Count
%
1
Poor
74
28%
364
26%
2
Fair
51
19%
385
23%
3
Good
75
28%
389
24%
4
Excellent
31
12%
243
14%
5
Not applicable
34
13%
190
14%
Total
265
100%
1 571
100%
1
Poor
47
18%
240
17%
2
Fair
97
35%
500
33%
3
Good
81
31%
484
31%
4
Excellent
34
13%
272
14%
5
Not applicable
5
2%
77
5%
264
100%
1 573
100%
Total
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p. 99.
SASSE Overall Effect size e
Mean
2.3
2.3
‐.01
2.4
2.4
‐.05
45
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
First‐Year Students
Statistical Comparisons b Your first‐year students compared with
UWC
Item wording or description Variable name c
Values d Response options
Count
%
SASSE Overall
UWC
Count
Mean
%
SASSE Overall Effect size e
Mean
14. During the current academic year, about how often have you used technology to communicate with the following people? a
b
Other students
Peer learning support (e.g. tutors, mentors, facilitators)
itstu
itpls
1
Never
4
2%
26
2%
2
Sometimes
26
9%
210
13%
3
Often
64
24%
375
23%
4
Very often
171
65%
976
63%
Total
265
100%
1 587
100%
1
Never
37
14%
231
17%
2
Sometimes
78
29%
503
33%
3
Often
75
29%
442
26%
Very often
73
28%
410
23%
Total
263
100%
1 586
100%
1
Never
30
12%
244
17%
2
Sometimes
112
42%
638
41%
3
Often
60
23%
340
21%
4
Very often
62
24%
354
21%
4 c
d
e
Lecturers and academic staff
Student support services (e.g. counselling, health, disability, career)
Other administrative services (e.g. registration, financial aid)
itfac
itsss
itadm
Total
264
100%
1 576
100%
1
Never
166
63%
876
59%
2
Sometimes
61
23%
403
25%
3
Often
17
7%
158
8%
4
Very often
19
7%
138
7%
Total
263
100%
1 575
100%
1
Never
63
24%
460
31%
2
Sometimes
127
47%
620
40%
3
Often
41
16%
280
17%
4
Very often
33
13%
220
12%
Total
264
100%
1 580
100%
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p. 99.
3.5
3.5
.07
2.7
2.6
.14
2.6
2.5
.13
1.6
1.6
‐.06
2.2
2.1
.07
46
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
First‐Year Students
Statistical Comparisons b Your first‐year students compared with
UWC
Item wording or description Variable name c
Values d Response options
Count
%
SASSE Overall
UWC
Count
%
Mean
SASSE Overall Effect size e
Mean
15. How much does your institution emphasise the following? a
b
Spending significant amounts of time studying and on academic work
Providing support to help students succeed academically
empstudy
SEacademic (SE)
1
Very little
7
2%
33
2%
2
Some
35
14%
141
8%
3
Quite a bit
95
36%
489
32%
4
Very much
128
48%
935
58%
Total
265
100%
1 598
100%
1
Very little
16
6%
79
6%
2
Some
60
22%
269
17%
3
Quite a bit
86
33%
487
32%
Very much
104
39%
761
45%
Total
266
100%
1 596
100%
1
Very little
12
5%
49
3%
2
Some
37
14%
201
14%
3
Quite a bit
85
32%
449
29%
4 c
Using learning support services (tutoring services, peer mentoring, writing centre, library, etc.)
SElearnsup (SE)
Very much
132
50%
890
54%
Total
266
100%
1 589
100%
1
Very little
27
10%
194
14%
2
Some
77
29%
336
24%
3
Quite a bit
78
30%
464
28%
4
Very much
84
31%
603
34%
4 d
e
Encouraging contact among students from different backgrounds (social, SEdiverse racial/ethnic, religious, economic, etc.) (SE)
Providing opportunities to be involved socially (not related to academic SEsocial work) (SE)
Total
266
100%
1 597
100%
1
Very little
55
21%
260
20%
2
Some
80
31%
418
29%
3
Quite a bit
68
26%
495
28%
4
Very much
60
23%
426
23%
Total
263
100%
1 599
100%
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p. 99.
3.3
3.5
*
‐.21
3.1
3.2
‐.11
3.3
3.3
‐.09
2.8
2.8
.01
2.5
2.6
‐.05
47
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
First‐Year Students
Statistical Comparisons b Your first‐year students compared with
UWC
Item wording or description Variable name c f
Providing support for your overall well‐being (recreation, health care, counselling, etc.)
SEwellness (SE)
Values d Response options
h
i
j
Helping you manage your non‐academic responsibilities (family, work, etc.)
SEnonacad (SE)
Attending campus events and activities (artistic/cultural performances, SEactivities sports events, etc.) (SE)
Attending events that address important economic, political, or societal SEevents issues (SE)
Providing technology to help you learn, study, or complete academic work
techlrn
UWC
Mean
Count
%
Count
%
1
Very little
37
14%
204
15%
2
Some
71
27%
382
25%
3
Quite a bit
89
34%
510
31%
Very much
68
26%
495
29%
Total
265
100%
1 591
100%
1
Very little
103
38%
504
38%
2
Some
87
33%
409
26%
3
Quite a bit
39
15%
396
22%
4
Very much
36
14%
284
15%
4 g
SASSE Overall
Total
265
100%
1 593
100%
1
Very little
65
24%
315
23%
2
Some
74
28%
418
28%
3
Quite a bit
71
27%
460
26%
4
Very much
55
21%
402
22%
Total
265
100%
1 595
100%
1
Very little
70
26%
315
22%
2
Some
78
30%
447
30%
3
Quite a bit
52
20%
427
26%
4
Very much
64
24%
403
23%
Total
264
100%
1 592
100%
1
Very little
10
4%
67
5%
2
Some
59
22%
231
15%
3
Quite a bit
85
32%
413
27%
4
Very much
111
42%
882
52%
Total
265
100%
1 593
100%
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p. 99.
SASSE Overall Effect size e
Mean
2.7
2.7
‐.02
2.0
2.1
‐.09
2.4
2.5
‐.03
2.4
2.5
‐.07
3.1
3.3
*
‐.16
48
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
First‐Year Students
Statistical Comparisons b Your first‐year students compared with
UWC
Item wording or description Variable name c k
Teaching you how to use available technologies to learn, study, or complete academic work
techtch
Values d Response options
Providing support services to assist you with your use of technology
techsup
UWC
Mean
Count
%
Count
%
1
Very little
20
7%
76
7%
2
Some
55
21%
251
19%
3
Quite a bit
94
35%
466
31%
Very much
97
36%
802
44%
Total
266
100%
1 595
100%
1
Very little
19
7%
115
10%
2
Some
70
27%
279
21%
3
Quite a bit
75
29%
462
29%
4
Very much
98
37%
726
40%
Total
262
100%
1 582
100%
1
0 hrs
2
1%
25
2%
2
1‐5 hrs
90
34%
521
30%
3
6‐10 hrs
51
19%
324
21%
4
11‐15 hrs
39
15%
219
14%
5
16‐20 hrs
33
12%
166
10%
6
21‐25 hrs
18
6%
127
8%
7
26‐30 hrs
13
5%
90
6%
8
More than 30 hrs
21
8%
121
9%
Total
267
100%
1 593
100%
4 l
SASSE Overall
SASSE Overall Effect size e
Mean
3.0
3.1
‐.12
3.0
3.0
‐.03
3.8
3.9
‐.06
16. About how many hours do you spend in a typical 7‐day week doing each of the following? a
Preparing for class (studying, reading, writing, doing homework, rehearsing, and other academic activities)
tmprep
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p. 99.
49
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
First‐Year Students
Statistical Comparisons b Your first‐year students compared with
UWC
Item wording or description Variable name c b
c
Attending timetabled academic activities (lectures, practicals, tutorials, tmacaatt etc.)
Participating in other university activities (organisations, campus publications, involvement in SRC projects, residence duties, inter‐ residence sport, community service, etc.)
tmcocurr
Values d Response options
SASSE Overall
UWC
Mean
Count
%
Count
%
1
0 hrs
0
0%
12
0%
2
1‐5 hrs
37
14%
240
12%
3
6‐10 hrs
48
18%
285
18%
4
11‐15 hrs
41
15%
232
13%
5
16‐20 hrs
50
19%
232
15%
6
21‐25 hrs
28
11%
203
13%
7
26‐30 hrs
25
9%
180
13%
8
More than 30 hrs
38
14%
202
15%
Total
267
100%
1 586
100%
1
0 hrs
143
53%
710
50%
2
1‐5 hrs
84
32%
550
32%
3
6‐10 hrs
21
8%
146
8%
4
11‐15 hrs
10
4%
70
3%
5
16‐20 hrs
3
1%
53
3%
6
21‐25 hrs
2
1%
26
1%
7
26‐30 hrs
2
1%
16
1%
8
More than 30 hrs
1
0%
16
1%
266
100%
1 587
100%
Total
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p. 99.
SASSE Overall Effect size e
Mean
4.8
5.0
‐.11
1.8
1.9
‐.09
50
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
First‐Year Students
Statistical Comparisons b Your first‐year students compared with
UWC
Item wording or description Variable name c d
e
Working for pay on campus (student assistant, tutor, etc.)
Working for pay off campus (being a waiter, casual work in shops, etc.)
tmworkon
tmworkoff
Values d Response options
UWC
Mean
Count
%
Count
%
247
92%
1 377
89%
1
0 hrs
2
1‐5 hrs
4
2%
72
4%
3
6‐10 hrs
6
3%
49
2%
4
11‐15 hrs
5
2%
39
2%
5
16‐20 hrs
2
1%
26
1%
6
21‐25 hrs
1
0%
5
0%
7
26‐30 hrs
0
0%
7
0%
8
More than 30 hrs
2
1%
13
1%
Total
267
100%
1 588
100%
1
0 hrs
202
75%
1 224
76%
2
1‐5 hrs
20
7%
133
9%
3
6‐10 hrs
17
7%
93
6%
4
11‐15 hrs
8
3%
52
3%
5
16‐20 hrs
5
2%
39
3%
6
21‐25 hrs
5
2%
11
1%
7
26‐30 hrs
4
1%
14
1%
8
More than 30 hrs
6
2%
21
1%
267
100%
1 587
100%
Total Estimated number of hours working for pay
SASSE Overall
tmworkhrs (Continuous variable created by SASSE)
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p. 99.
SASSE Overall Effect size e
Mean
1.2
1.3
‐.04
1.7
1.6
.11
4.2
3.6
.07
51
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
First‐Year Students
Statistical Comparisons b Your first‐year students compared with
UWC
Item wording or description Variable name c f
Doing community service or volunteer work
tmservice
Values d Response options
Relaxing and socialising (time with friends, video games, watching TV or tmrelax movies, sport, mobile and online chatting, etc.)
UWC
Mean
Count
%
Count
%
1
0 hrs
157
58%
966
63%
2
1‐5 hrs
71
27%
410
25%
3
6‐10 hrs
15
6%
98
6%
4
11‐15 hrs
11
4%
38
2%
5
16‐20 hrs
3
1%
27
2%
6
21‐25 hrs
5
2%
15
1%
7
26‐30 hrs
4
2%
14
1%
8
More than 30 hrs
1
0%
19
1%
267
100%
1 587
100%
Total g
SASSE Overall
1
0 hrs
3
1%
33
2%
2
1‐5 hrs
70
26%
568
34%
3
6‐10 hrs
84
31%
402
26%
4
11‐15 hrs
55
21%
250
16%
5
16‐20 hrs
20
8%
121
9%
6
21‐25 hrs
10
4%
69
4%
7
26‐30 hrs
6
2%
56
3%
8
More than 30 hrs
19
7%
93
7%
Total
267
100%
1 592
100%
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p. 99.
SASSE Overall Effect size e
Mean
1.8
1.7
.09
3.7
3.5
.09
52
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
First‐Year Students
Statistical Comparisons b Your first‐year students compared with
UWC
Item wording or description Variable name c h
Providing care for dependents (children, siblings, parents, etc.)
tmcare
Values d Response options
Travelling to class (driving, walking, etc.)
tmcommute
UWC
Mean
Count
%
Count
%
1
0 hrs
115
43%
802
52%
2
1‐5 hrs
77
29%
393
26%
3
6‐10 hrs
31
12%
154
9%
4
11‐15 hrs
15
6%
83
5%
5
16‐20 hrs
8
3%
53
3%
6
21‐25 hrs
5
2%
35
2%
7
26‐30 hrs
7
3%
21
1%
8
3%
40
2%
Total
266
100%
1 581
100%
1
0 hrs
27
10%
134
8%
2
1‐5 hrs
125
47%
887
56%
3
6‐10 hrs
65
24%
247
17%
4
11‐15 hrs
20
7%
127
9%
5
16‐20 hrs
13
5%
63
4%
6
21‐25 hrs
7
3%
45
2%
7
26‐30 hrs
4
2%
32
2%
8 i
SASSE Overall
8
More than 30 hrs
More than 30 hrs Total
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p. 99.
6
2%
50
2%
267
100%
1 585
100%
SASSE Overall Effect size e
Mean
2.3
2.0
.16
2.7
2.7
.05
53
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
First‐Year Students
Statistical Comparisons b Your first‐year students compared with
UWC
Item wording or description Variable name c
Values d Response options
Count
%
SASSE Overall
UWC
Count
Mean
%
SASSE Overall Effect size e
Mean
17. Of the time you spend preparing for class in a 7‐day week, how many hours are on assigned reading? tmread
1
0 hrs
14
5%
66
5%
2
1‐5 hrs
135
51%
673
45%
3
6‐10 hrs
48
18%
365
22%
4
11‐15 hrs
29
10%
183
11%
5
16‐20 hrs
23
9%
142
8%
6
21‐25 hrs
5
2%
74
5%
7
26‐30 hrs
5
2%
45
2%
8
More than 30 hrs
8
3%
42
2%
267
100%
1 590
100%
Total
2.9
3.1
‐.07
5.0
4.9
.01
3.1
2.9
.13
18. In an average week, what percentage of your timetabled academic activities (e.g. lectures, practicals, or tutorials) do you attend? tmattsche
1
None (0%)
1
0%
3
0%
2
Less than 25%
3
1%
23
1%
3
Between 25% and 50%
17
7%
118
8%
4
Between 51% and 75%
44
17%
279
17%
5
More than 75%
117
43%
656
41%
6
All ( 100%)
83
31%
516
32%
Total
265
100%
1 595
100%
19. To what extent has your experience at this institution contributed to your knowledge, skills, and personal development in the following areas? a
Writing clearly and effectively
pgwrite
1
Very little
15
6%
139
10%
2
Some
50
19%
266
19%
3
Quite a bit
108
40%
586
38%
4
Very much
93
35%
603
33%
Total
266
100%
1 594
100%
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p. 99.
54
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
First‐Year Students
Statistical Comparisons b Your first‐year students compared with
UWC
Item wording or description Variable name c b
Speaking clearly and effectively
pgspeak
Values d Response options
d
e
f
Thinking critically and analytically
Analysing numerical and statistical information
Using computing and information technology
Developing job‐ or work‐related knowledge and skills
pgthink
pganalyze
pgcmpts
pgwork
UWC
Mean
Count
%
Count
%
21
8%
143
12%
1
Very little
2
Some
52
20%
284
20%
3
Quite a bit
106
40%
582
36%
Very much
87
32%
579
32%
Total
4 c
SASSE Overall
266
100%
1 588
100%
1
Very little
5
2%
24
2%
2
Some
35
14%
164
10%
3
Quite a bit
90
34%
559
37%
4
Very much
134
51%
837
52%
Total
264
100%
1 584
100%
1
Very little
43
15%
194
14%
2
Some
76
29%
360
22%
3
Quite a bit
80
30%
551
33%
4
Very much
65
25%
477
31% 100%
Total
264
100%
1 582
1
Very little
26
10%
108
9%
2
Some
53
20%
230
17%
3
Quite a bit
69
26%
456
29%
4
Very much
118
44%
792
45%
Total
266
100%
1 586
100%
1
Very little
31
12%
166
12%
2
Some
65
25%
368
25%
3
Quite a bit
85
32%
561
35%
4
Very much
84
31%
495
29%
Total
265
100%
1 590
100%
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p. 99.
SASSE Overall Effect size e
Mean
3.0
2.9
.09
3.3
3.4
‐.07
2.7
2.8
‐.15
3.0
3.1
‐.05
2.8
2.8
.03
55
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
First‐Year Students
Statistical Comparisons b Your first‐year students compared with
UWC
Item wording or description Variable name c g
Working effectively with others
pgothers
Values d Response options
i
j
k
Developing or clarifying a personal code of values and ethics
Understanding people of other backgrounds (economic, racial/ethnic, political, religious, nationality, etc.)
Solving complex real‐world problems
Being an informed and active citizen
pgvalues
pgdiverse
pgprobsolve
pgcitizen
UWC
Mean
Count
%
Count
%
1
Very little
13
5%
86
6%
2
Some
46
18%
270
20%
3
Quite a bit
95
36%
548
35%
Very much
109
41%
676
38%
Total
263
100%
1 580
100%
1
Very little
23
9%
132
11%
2
Some
65
25%
304
21%
3
Quite a bit
87
33%
566
35%
4
Very much
91
34%
583
33%
4 h
SASSE Overall
Total
266
100%
1 585
100%
1
Very little
17
7%
109
8%
2
Some
43
16%
232
15%
3
Quite a bit
88
32%
520
35%
4
Very much
118
45%
728
42%
100%
1 589
100%
Total
266
1
Very little
22
8%
116
8%
2
Some
73
28%
372
26%
3
Quite a bit
99
37%
560
34%
4
Very much
71
27%
542
32%
Total
265
100%
1 590
100%
1
Very little
33
13%
135
11%
2
Some
55
21%
340
24%
3
Quite a bit
92
35%
531
32%
4
Very much
82
32%
578
33%
Total
262
100%
1 584
100%
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p. 99.
SASSE Overall Effect size e
Mean
3.1
3.1
.08
2.9
2.9
.01
3.2
3.1
.05
2.8
2.9
‐.07
2.9
2.9
‐.02
56
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
First‐Year Students
Statistical Comparisons b Your first‐year students compared with
UWC
Item wording or description Variable name c
Values d Response options
Count
%
SASSE Overall
UWC
Count
Mean
%
SASSE Overall Effect size e
Mean
20. Overall, how would you evaluate the quality of academic advice (i.e. help with the planning of your studies and education) you have received at your institution? advise
1
Poor
10
4%
66
5%
2
Fair
52
20%
257
17%
3
Good
131
50%
662
41%
4
Excellent
64
24%
507
30%
6
2%
95
6%
263
100%
1 587
100%
5
No academic advice received Total
3.0
3.0
‐.07
3.0
3.1
‐.02
3.1
3.3
‐.14
61%
64%
‐.07
21. How would you evaluate your entire educational experience at this institution? evalexp
1
Poor
4
2%
36
3%
2
Fair
54
20%
244
16%
3
Good
137
51%
845
53%
4
Excellent
71
27%
458
28%
Total
266
100%
1 583
100%
1
Definitely not
11
4%
102
5%
2
Probably not
48
18%
188
11%
3
Probably yes
100
38%
592
36%
4
Definitely yes
107
40%
713
48%
Total
266
100%
1 595
100%
22. If you could start over again, would you go to the same institution you are now attending? sameinst
23. Which of the following sources are you using to pay your educational expenses (tuition fees, books, room and board, etc.)? a
Parent/guardian’s money
FSSparfam (Means indicate the percentage who responded "Using.")
1
Using
152
61%
923
64%
2
Not using
86
35%
475
34%
3
Not sure
12
5%
39
3%
Total
250
100%
1 437
100%
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p. 99.
57
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
First‐Year Students
Statistical Comparisons b Your first‐year students compared with
UWC
Item wording or description Variable name c b
c
d
e
f
g
My own money
Private sponsor/s (e.g. family contributors)
Employer
Non‐governmental bursary (e.g. institutional, merit, private company)
Governmental bursary (excluding NSFAS)
NSFAS
Values d Response options
SASSE Overall
UWC
Mean
Count
%
Count
%
FSSself (Means indicate the percentage who responded "Using.")
1
Using
69
28%
320
24%
2
Not using
168
69%
1 005
73%
3
Not sure
8
3%
49
4%
245
100%
1 374
100%
FSSprispon (Means indicate the percentage who responded "Using.")
1
Using
30
12%
179
15%
2
Not using
204
83%
1 135
82%
3
Not sure
12
5%
44
2%
Total
246
100%
1 358
100%
FSSemployer (Means indicate the percentage who responded "Using.")
1
Using
8
3%
48
4%
2
Not using
222
93%
1 265
94%
3
Not sure
9
4%
40
3%
239
100%
1 353
100%
FSSnongov (Means indicate the percentage who responded "Using.")
1
Using
38
15%
165
17%
2
Not using
194
80%
1 147
80%
3
Not sure
12
5%
43
3%
Total
244
100%
1 355
100%
FSSgovbur (Means indicate the percentage who responded "Using.")
1
Using
29
12%
219
16%
2
Not using
205
84%
1 119
81%
3
Not sure
11
4%
41
3%
Total
245
100%
1 379
100%
FSSnsfas (Means indicate the percentage who responded "Using.")
1
Using
103
41%
549
34%
2
Not using
139
54%
846
63%
3
Not sure
13
5%
48
3%
Total
255
100%
1 443
100%
Total
Total
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p. 99.
SASSE Overall Effect size e
Mean
28%
24%
.10
12%
15%
‐.08
3%
4%
‐.02
15%
17%
‐.06
12%
16%
‐.12
41%
34%
.15
58
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
First‐Year Students
Statistical Comparisons b Your first‐year students compared with
UWC
Item wording or description Variable name c h
Loan (including institutional, banks, or private companies)
FSSstudlo (Means indicate the percentage who responded "Using.")
Values d Response options
SASSE Overall
UWC
Mean
Count
%
Count
%
1
Using
14
6%
142
11%
2
Not using
216
90%
1 164
85%
3
Not sure
11
5%
56
4%
Total
241
100%
1 362
100%
1
Less than R500
62
23%
324
20%
2
R500 ‐ R1500
122
46%
948
52%
3
R1500 ‐ R2500
45
17%
168
13%
4
R2500 ‐ R4000
11
4%
29
3%
5
More than R4000
1
0%
19
2%
6
Not applicable
26
10%
106
10%
Total
267
100%
1 594
100%
1
Less than R500
24
9%
80
6%
2
R500 ‐ R1500
19
7%
189
9%
3
R1500 ‐ R2500
65
24%
486
22%
4
R2500 ‐ R4000
24
9%
347
26%
5
More than R4000
20
7%
127
10%
6%
SASSE Overall Effect size e
Mean
11%
*
‐.15
24. In an average month, how much money do you spend on each of the following? a
b
Food
Accommodation
FSSfood
FSSaccom
Not applicable
114
43%
356
28%
Total
266
100%
1 585
100%
1
Less than R500
51
19%
380
24%
2
R500 ‐ R1500
25
10%
130
7%
3
R1500 ‐ R2500
10
4%
46
3%
4
R2500 ‐ R4000
4
1%
16
1%
5
More than R4000
2
1%
15
1%
6
Not applicable
175
66%
994
64%
Total
267
100%
1 581
100%
6 c
Caring for dependents (children, siblings, parents, etc.)
FSSdepend
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p. 99.
2.4
2.4
.00
4.3
4.1
.12
4.5
4.4
.07
59
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
First‐Year Students
Statistical Comparisons b Your first‐year students compared with
UWC
Item wording or description Variable name c d
e
Commuting to and from university
Academic necessities (e.g. making copies, printing, stationary)
FSScommute
FSSacadnec
Values d Response options
Entertainment (e.g. socialising with friends)
FSSentertain
UWC
Mean
Count
%
Count
%
1
Less than R500
67
24%
491
31%
2
R500 ‐ R1500
93
35%
339
22%
3
R1500 ‐ R2500
19
7%
90
7%
4
R2500 ‐ R4000
7
3%
22
2%
5
More than R4000
1
0%
16
1%
6
Not applicable
78
30%
617
37%
Total
265
100%
1 575
100%
1
Less than R500
181
69%
1 256
81%
2
R500 ‐ R1500
61
23%
178
10%
3
R1500 ‐ R2500
6
2%
54
3%
4
R2500 ‐ R4000
3
1%
20
1%
5
More than R4000
2
1%
7
0%
Not applicable
12
4%
68
4%
Total
265
100%
1 583
100%
1
Less than R500
152
56%
999
61%
2
R500 ‐ R1500
72
28%
256
19%
3
R1500 ‐ R2500
5
2%
33
2%
4
R2500 ‐ R4000
3
1%
8
1%
5
More than R4000
1
0%
4
0%
6
Not applicable
34
13%
288
17%
Total
267
100%
1 588
100%
6 f
SASSE Overall
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p. 99.
SASSE Overall Effect size e
Mean
3.1
3.3
‐.10
1.6
1.4
.11
2.0
2.1
‐.06
60
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
First‐Year Students
Statistical Comparisons b Your first‐year students compared with
UWC
Item wording or description Variable name c
Values d Response options
SASSE Overall
UWC
Mean
Count
%
Count
%
SASSE Overall Effect size e
Mean
25. In the past year, were there any times that you ran out of food and could not afford to buy more? FSSafford
1
Never
84
32%
522
42%
2
Sometimes
130
49%
721
41%
3
Most days
48
18%
310
15%
4
Every day
4
1%
34
2%
Total
266
100%
1 587
100%
1
Never
53
20%
267
20%
2
Sometimes
72
26%
487
31%
3
Most days
55
22%
416
25%
4
Every day
86
32%
416
24%
Total
266
100%
1 586
100%
1
Never
43
16%
256
22%
2
Sometimes
84
32%
511
32%
3
Most days
58
21%
440
25%
4
Every day
80
31%
383
22%
Total
265
100%
1 590
100%
1.9
1.8
.15
2.7
2.5
.13
2.7
2.5
*
.19
26. How often do you worry about paying for university? FSSpayuni
27. How often do you worry about having enough money for day‐to‐day necessities? FSSdaynec
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p. 99.
61
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
First‐Year Students
Statistical Comparisons b Your first‐year students compared with
UWC
Item wording or description Variable name c
Values d Response options
Count
%
SASSE Overall
UWC
Count
Mean
%
SASSE Overall Effect size e
Mean
28. Please indicate whether the statements below have happened to you during your time in higher education. a
b
c
I have chosen not to buy academic materials due to their cost
FSSacadmat
I have chosen not to participate in academic or social activities on campus due to a lack of money
FSSparticipate
Financial concerns have had a negative impact on my academic performance
FSSfincon
1
Yes
171
65%
867
56%
2
No
95
35%
717
44%
Total
266
100%
1 584
100%
1
Yes
153
57%
965
58%
2
No
112
43%
623
42%
Total
265
100%
1 588
100%
1
Yes
138
53%
788
48%
2
No
126
47%
801
52%
Total
264
100%
1 589
100%
1
True
88
34%
574
33%
0
False
170
66%
984
67%
Total
258
100%
1 558
100%
1
True
64
24%
319
17%
0
False
194
76%
1 239
83%
Total
258
100%
1 558
100%
1
True
76
30%
456
26%
0
False
182
70%
1 102
74%
Total
258
100%
1 558
100%
1
True
78
30%
270
16%
0
False
180
70%
1 288
84%
1.4
1.4
*
‐.18
1.4
1.4
.02
1.5
1.5
‐.10
34%
33%
.02
24%
17%
*
.18
29. I have considered dropping out of university because of the following reasons. (Mark all that apply.) a
b
c
d
The cost of university tuition fees
The cost of academic materials (books, etc.)
Living costs
Travel/commuting costs
FSSdroptuition (Means indicate the percentage who chose this option.) FSSdropmat (Means indicate the percentage who chose this option.) FSSdropliving (Means indicate the percentage who chose this option.) FSSdroptravel (Means indicate the percentage who chose this option.)
Total
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p. 99.
258
100%
1 558
100%
30%
26%
.09
30%
16%
***
.39
62
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
First‐Year Students
Statistical Comparisons b Your first‐year students compared with
UWC
Item wording or description Variable name c e
f
g
h
i
j
k
Food insecurity (not having regular access to food)
Poor living conditions
Safety concerns (off campus)
Safety concerns (on campus)
Poor academic performance
Feeling that I don't belong or fit in
Personal or family problems
FSSdropfood (Means indicate the percentage who chose this option.) FSSdropcon (Means indicate the percentage who chose this option.) FSSdropoff (Means indicate the percentage who chose this option.) FSSdropon (Means indicate the percentage who chose this option.) FSSdropperf (Means indicate the percentage who chose this option.) FSSdropbelong (Means indicate the percentage who chose this option.) FSSdropfam (Means indicate the percentage who chose this option.)
Values d Response options
SASSE Overall
UWC
Mean
Count
%
Count
%
1
True
66
26%
348
18%
0
False
192
74%
1 210
82%
Total
258
100%
1 558
100%
1
True
21
9%
153
8%
0
False
237
91%
1 405
92%
Total
258
100%
1 558
100%
1
True
48
18%
282
15%
0
False
210
82%
1 276
85%
Total
258
100%
1 558
100%
1
True
18
7%
54
4%
0
False
240
93%
1 504
96%
Total
258
100%
1 558
100%
1
True
32
12%
234
18%
0
False
226
88%
1 324
82%
Total
258
100%
1 558
100%
1
True
57
22%
319
21%
0
False
201
78%
1 239
79%
Total
258
100%
1 558
100%
1
True
60
23%
367
22%
0
False
198
77%
1 191
78%
Total
258
100%
1 558
100%
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p. 99.
26%
SASSE Overall Effect size e
Mean
18%
*
.20
9%
8%
.03
18%
15%
.10
7%
4%
.18
12%
18%
*
‐.15
22%
21%
.01
23%
22%
.02
63
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
First‐Year Students
Statistical Comparisons b Your first‐year students compared with
UWC
Item wording or description Variable name c l
Other reasons
m I have not considered dropping out because of any of these reasons
FSSdropother (Means indicate the percentage who chose this option.) FSSdropnot (Means indicate the percentage who chose this option.)
Values d Response options
SASSE Overall
UWC
Mean
Count
%
Count
%
1
True
43
16%
222
15%
0
False
215
84%
1 336
85%
Total
258
100%
1 558
100%
1
True
92
36%
643
43%
0
False
166
64%
915
57%
Total
258
100%
1 558
100%
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p. 99.
SASSE Overall Effect size e
Mean
16%
15%
.05
36%
43%
‐.14
64
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
Seniors
Statistical Comparisons b Your seniors compared with
UWC
Item wording or description Variable name c 1. Think about the current academic year. How often have you done each of the following? a Asked questions or contributed to module/subject discussions in other askquest ways
Values d Response options
c
d
e
Prepared two or more drafts of a paper or assignment before handing it drafts in
Attended class without having completed readings or assignments
Attended an art exhibit, play, or other theatre performance (dance, music, etc.)
unpreparedR (Reverse‐coded version of unprepared created by SASSE)
attendart
Asked another student to help you understand module/subject material CLaskhelp (CL)
%
UWC
Count
Mean
%
1
Never
57
9%
215
7%
2
Sometimes
312
47%
1 520
44%
3
Often
202
30%
1 305
35%
Very Often
91
14%
569
15%
Total
662
100%
3 609
100%
1
Never
121
18%
558
18%
2
Sometimes
243
36%
1 072
30%
3
Often
200
30%
1 220
33%
4
Very Often
99
15%
748
20%
4 b
Count
SASSE Overall
Total
663
100%
3 598
100%
1
Very Often
53
8%
293
9%
2
Often
142
21%
742
22%
3
Sometimes
366
56%
1 808
50%
4
Never
101
15%
734
19%
Total
662
100%
3 577
100%
1
Never
375
56%
1 729
50%
2
Sometimes
209
32%
1 231
34%
3
Often
59
9%
427
11%
4
Very Often
22
3%
199
5%
Total
665
100%
3 586
100%
1
Never
34
5%
147
4%
2
Sometimes
280
42%
1 161
33%
3
Often
219
33%
1 347
37%
4
Very Often
131
20%
937
25%
Total
664
100%
3 592
100%
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p.99.
SASSE Overall Effect size e
Mean
2.5
2.6
*
‐.10
2.4
2.5
**
‐.13
2.2
2.2
‐.01
1.6
1.7
**
‐.14
2.7
2.8
***
‐.19
65
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
Seniors
Statistical Comparisons b Your seniors compared with
UWC
Item wording or description Variable name c f
g
h
Explained module/subject material to other students
Prepared for exams by discussing or working through module/subject material with other students
Worked with other students on projects or assignments
CLexplain (CL)
CLstudy (CL)
CLproject (CL)
Values d Response options
Gave a module/subject presentation
present
Mean
Count
%
Count
%
Never
20
3%
97
3%
2
Sometimes
235
36%
1 176
33%
3
Often
254
39%
1 446
40%
4
Very Often
151
23%
886
24%
Total
660
100%
3 605
100%
1
Never
69
10%
364
11%
2
Sometimes
227
34%
1 088
31%
3
Often
199
30%
1 107
30%
4
Very Often
170
26%
1 030
28%
Total
665
100%
3 589
100%
1
Never
32
5%
171
5%
2
Sometimes
196
29%
828
24%
3
Often
240
36%
1 225
34%
Very Often
196
30%
1 362
37%
Total
664
100%
3 586
100%
1
Never
170
26%
1 153
32%
2
Sometimes
275
42%
1 340
37%
3
Often
149
22%
712
19%
4
2. During the current academic year, about how often have you done the following? a Combined ideas from different modules/subjects when completing RIintegrate assignments (RI)
UWC
1
4 i
SASSE Overall
Very Often
72
10%
387
11%
Total
666
100%
3 592
100%
1
Never
44
7%
176
5%
2
Sometimes
252
38%
1 237
35%
3
Often
235
35%
1 405
39%
Very Often
132
20%
774
21%
Total
663
100%
3 592
100%
4
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p.99.
SASSE Overall Effect size e
Mean
2.8
2.9
‐.05
2.7
2.7
‐.04
2.9
3.0
**
‐.13
2.2
2.1
*
.09
2.7
2.8
*
‐.09
66
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
Seniors
Statistical Comparisons b Your seniors compared with
UWC
Item wording or description Variable name c b
c
d
Connected your learning to societal problems or issues
RIsocietal (RI)
Included diverse perspectives (political, religious, racial/ethnic, gender, RIdiverse economic, etc.) in module/subject discussions or writing assignments (RI)
Examined the strengths and weaknesses of your own views on a topic or RIownview issue (RI)
Values d Response options
Tried to better understand someone else’s views by imagining how an issue looks from his or her point of view
RIperspect (RI)
Learned something that changed the way you understand an issue or concept
RInewview (RI)
Mean
Count
%
Count
%
Never
67
10%
274
8%
2
Sometimes
229
35%
1 262
35%
3
Often
219
33%
1 358
38%
4
Very Often
146
22%
681
19%
Total
661
100%
3 575
100%
1
Never
86
13%
499
15%
2
Sometimes
277
42%
1 336
38%
3
Often
189
28%
1 173
32%
4
Very Often
109
17%
571
16%
Total
661
100%
3 579
100%
1
Never
54
8%
190
6%
2
Sometimes
264
40%
1 157
33%
3
Often
255
38%
1 509
41%
Very Often
92
14%
722
19%
Total
665
100%
3 578
100%
1
Never
12
2%
95
3%
2
Sometimes
185
28%
852
25%
3
Often
303
46%
1 643
46%
Very Often
164
25%
996
27%
Total
664
100%
3 586
100%
1
Never
5
1%
30
1%
2
Sometimes
159
24%
763
22%
3
Often
316
48%
1 728
49%
4
Very Often
181
27%
1 058
29%
Total
661
100%
3 579
100%
4 f
UWC
1
4 e
SASSE Overall
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p.99.
SASSE Overall Effect size e
Mean
2.7
2.7
‐.01
2.5
2.5
.00
2.6
2.7
***
‐.19
2.9
3.0
‐.03
3.0
3.1
‐.05
67
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
Seniors
Statistical Comparisons b Your seniors compared with
UWC
Item wording or description Variable name c g
Connected ideas from your modules/subjects to your prior experiences RIconnect and knowledge (RI)
Values d Response options
SASSE Overall
UWC
Mean
Count
%
Count
%
40
1%
1
Never
10
2%
2
Sometimes
135
21%
705
20%
3
Often
301
45%
1 657
46%
4
Very Often
213
32%
1 153
32%
Total
659
100%
3 555
100%
1
Never
377
57%
1 818
52%
2
Sometimes
213
32%
1 230
33%
3
Often
57
9%
379
10%
4
Very Often
19
3%
185
5%
SASSE Overall Effect size e
Mean
3.1
3.1
‐.02
1.6
1.7
**
‐.12
1.7
1.7
.02
1.8
1.9
‐.07
1.7
1.8
‐.07
3. During the current academic year, about how often have you done the following? a
b
c
d
Talked about your career plans with a lecturer
Worked with a staff member on activities other than academic work (committees, projects, student groups, etc.)
Discussed module/subject topics, ideas, or concepts with a lecturer outside of class
Discussed your academic performance with a lecturer
SScareer (SS)
SSotherwork (SS)
SSdiscuss (SS)
SSperform (SS)
Total
666
100%
3 612
100%
1
Never
373
56%
1 971
57%
2
Sometimes
172
26%
953
25%
3
Often
73
11%
454
12%
4
Very Often
46
7%
221
6%
Total
664
100%
3 599
100%
1
Never
268
41%
1 307
37%
2
Sometimes
261
39%
1 446
41%
3
Often
94
14%
627
17%
4
Very Often
37
6%
221
6%
Total
660
100%
3 601
100%
1
Never
323
49%
1 613
46%
2
Sometimes
226
34%
1 220
33%
3
Often
85
13%
531
14%
4
Very Often
32
5%
242
6%
Total
666
100%
3 606
100%
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p.99.
68
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
Seniors
Statistical Comparisons b Your seniors compared with
UWC
Item wording or description Variable name c
Values d Response options
SASSE Overall
UWC
Mean
Count
%
Count
%
156
5%
SASSE Overall Effect size e
Mean
4. During the current academic year, how much has your academic work emphasised the following? a
Memorising module/subject material (facts, ideas, etc.)
memorize
1
Very little
30
4%
2
Some
139
21%
642
19%
3
Quite a bit
275
42%
1 426
39%
Very much
222
33%
1 381
38%
Total
666
100%
3 605
100%
1
Very little
23
4%
87
3%
2
Some
124
18%
507
14%
3
Quite a bit
235
35%
1 284
35%
4
Very much
285
43%
1 712
48%
4 b
c
d
e
Applying facts, theories, or methods to practical problems or new situations
Identifying the different parts of an idea, experience, or argument in detail (analysing)
Evaluating a point of view, decision, or information source
HOapply (HO)
HOanalyze (HO)
HOevaluate (HO)
Forming a new idea or understanding by putting together various pieces HOform of information (HO)
Total
667
100%
3 590
100%
1
Very little
27
4%
124
4%
2
Some
167
25%
722
20%
3
Quite a bit
248
37%
1 384
39%
4
Very much
224
34%
1 352
37%
Total
666
100%
3 582
100%
1
Very little
25
4%
168
5%
2
Some
159
24%
734
21%
3
Quite a bit
248
38%
1 426
40%
4
Very much
224
34%
1 247
34%
Total
656
100%
3 575
100%
1
Very little
41
6%
184
6%
2
Some
166
25%
727
21%
3
Quite a bit
231
35%
1 340
37%
4
Very much
225
34%
1 324
36%
Total
663
100%
3 575
100%
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p.99.
3.0
3.1
‐.07
3.2
3.3
**
‐.14
3.0
3.1
*
‐.11
3.0
3.0
.00
3.0
3.0
‐.08
69
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
Seniors
Statistical Comparisons b Your seniors compared with
SASSE Overall
UWC
%
Count
Mean
UWC
Item wording or description Variable name c 5. During the current academic year, to what extent have your lecturers done the following? a Clearly explained module/subject outcomes and requirements ETgoals (ET)
Values d Response options
Presented module/subject sessions in an organised way
ETorganize (ET)
1
Very little
35
5%
106
3%
Some
143
21%
693
20%
3
Quite a bit
259
39%
1 311
37%
Very much
229
34%
1 494
39%
Total
666
100%
3 604
100%
1
Very little
25
4%
118
3%
2
Some
149
23%
607
18%
3
Quite a bit
256
38%
1 266
36%
Very much
232
35%
1 601
43%
Total
662
100%
3 592
100%
1
Very little
26
4%
114
3%
2
Some
135
20%
624
19%
3
Quite a bit
251
38%
1 198
34%
4
Very much
250
38%
1 658
44%
4 c
d
e
Used examples or illustrations to explain difficult points
Provided feedback on a draft or work in progress
Provided detailed feedback shortly after you completed tests or assignments
ETexample (ET)
ETdraftfb (ET)
ETfeedback (ET)
%
2
4 b
Count
Total
662
100%
3 594
100%
1
Very little
92
14%
437
14%
2
Some
200
30%
954
28%
3
Quite a bit
215
33%
1 063
29%
4
Very much
155
23%
1 136
29%
Total
662
100%
3 590
100%
1
Very little
137
20%
491
16%
2
Some
201
31%
870
26%
3
Quite a bit
175
26%
1 066
29%
4
Very much
148
22%
1 152
29%
Total
661
100%
3 579
100%
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p.99.
SASSE Overall Effect size e
Mean
3.0
3.1
**
‐.12
3.0
3.2
***
‐.16
3.1
3.2
*
‐.11
2.7
2.7
‐.06
2.5
2.7
***
‐.20
70
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
Seniors
Statistical Comparisons b Your seniors compared with
UWC
Item wording or description Variable name c
Values d Response options
Count
%
SASSE Overall
UWC
Count
Mean
%
SASSE Overall Effect size e
Mean
6. During the current academic year, about how often have you done the following? a
b
Reached conclusions based on your own analysis of numerical information (numbers, graphs, statistics, etc.)
QRconclude (QR)
Used numerical information (numbers, graphs, statistics, etc.) to examine QRproblem a real‐world problem or issue (unemployment, climate change, public (QR) health, etc.)
1
Never
132
20%
533
15%
2
Sometimes
273
41%
1 379
38%
3
Often
193
29%
1 151
31%
4
Very Often
67
10%
545
15%
Total
665
100%
3 608
100%
1
Never
187
28%
804
23%
2
Sometimes
275
42%
1 406
39%
3
Often
142
22%
929
25%
Very Often
55
8%
461
13%
Total
659
100%
3 600
100%
1
Never
193
29%
852
24%
2
Sometimes
298
45%
1 448
41%
3
Often
122
18%
895
25%
4 c
Evaluated what others have concluded when they used numerical information (numbers, graphs, statistics, etc.)
QRevaluate (QR)
4
Very Often
49
7%
399
11%
Total
662
100%
3 594
100%
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p.99.
2.3
2.5
***
‐.19
2.1
2.3
***
‐.19
2.0
2.2
***
‐.19
71
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
Seniors
Statistical Comparisons b Your seniors compared with
UWC
Item wording or description Variable name c
Values d Response options
Count
%
SASSE Overall
UWC
Count
Mean
%
SASSE Overall Effect size e
Mean
7. During the current academic year, about how many papers, reports, or other writing tasks of the following length have you been given to complete? (Include those not yet submitted.) a
Up to 5 pages
wrshort
1
None
35
6%
335
10%
2
1‐2
128
21%
826
24%
3
3‐5
221
35%
1 183
34%
4
6‐10
132
21%
574
17%
5
11‐15
48
8%
188
6%
6
16‐20
25
4%
115
3%
More than 20
45
7%
197
6%
Total
634
100%
3 418
100%
1
None
151
24%
976
29%
2
1‐2
167
27%
895
27%
3
3‐5
141
23%
630
19%
4
6‐10
114
18%
579
16%
5
11‐15
21
3%
152
4%
6
16‐20
12
2%
89
2%
7 b
Between 6 and 10 pages
wrmed
More than 20
15
2%
78
2%
Total
621
100%
3 399
100%
1
None
295
48%
1 664
49%
2
1‐2
127
21%
731
22%
3
3‐5
71
12%
314
9%
4
6‐10
52
8%
194
6%
5
11‐15
38
6%
229
6%
6
16‐20
10
2%
136
4%
7 c
11 pages or more
wrlong
7
More than 20
22
4%
158
4%
Total
615
100%
3 426
100%
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p.99.
3.4
3.2
***
.18
2.6
2.6
.06
2.2
2.3
‐.01
72
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
Seniors
Statistical Comparisons b Your seniors compared with
UWC
Item wording or description Variable name c Estimated number of assigned pages of student writing
Values d Response options
Count
%
SASSE Overall
UWC
Count
Mean
%
wrpages (Continuous variable, recoded and summed by SASSE from wrshort, wrmed and wrlong. Values are estimated pages of assigned writing.)
SASSE Overall Effect size e
Mean
97.4
96.0
.01
3.2
3.1
***
.15
3.1
3.2
‐.08
3.2
3.0
**
.12
3.0
3.1
‐.06
8. During the current academic year, about how often have you had discussions with people from the following groups? a
b
c
People of a race or ethnicity other than your own
People from an economic background other than your own
People with religious beliefs other than your own
DDrace (DD)
DDeconomic (DD)
DDreligion (DD)
1
Never
25
4%
200
6%
2
Sometimes
142
22%
918
25%
3
Often
179
27%
998
27%
4
Very often
320
48%
1 493
42%
Total
666
100%
3 609
100%
1
Never
29
4%
129
4%
2
Sometimes
143
22%
674
19%
3
Often
215
33%
1 200
33%
4
Very often
274
41%
1 591
44%
Total
661
100%
3 594
100%
1
Never
31
5%
215
6%
2
Sometimes
135
20%
903
25%
3
Often
194
30%
1 036
28%
Very often
299
45%
1 441
41%
Total
659
100%
3 595
100%
1
Never
42
6%
162
4%
2
Sometimes
171
26%
898
25%
3
Often
180
27%
1 051
29%
Very often
268
41%
1 477
41%
Total
661
100%
3 588
100%
4 d
People with political views other than your own
DDpolitical (DD)
4
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p.99.
73
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
Seniors
Statistical Comparisons b Your seniors compared with
UWC
Item wording or description Variable name c
Values d Response options
Count
%
SASSE Overall
UWC
Count
Mean
%
SASSE Overall Effect size e
Mean
9. During the current academic year, about how often have you done the following? a
b
Identified important information from reading assignments
Reviewed your notes after class
LSreading (LS)
LSnotes (LS)
1
Never
13
2%
79
2%
2
Sometimes
146
22%
633
19%
3
Often
274
42%
1 577
44%
4
Very often
229
34%
1 315
35%
Total
662
100%
3 604
100%
1
Never
43
6%
191
6%
2
Sometimes
315
48%
1 228
35%
3
Often
189
28%
1 263
35%
Very often
116
17%
919
25%
Total
663
100%
3 601
100%
1
Never
55
8%
169
5%
2
Sometimes
242
37%
948
28%
3
Often
198
30%
1 214
34%
Very often
171
25%
1 260
34%
Total
666
100%
3 591
100%
4 c
Summarised what you learned in class or from module/subject materials LSsummary (LS)
4
3.1
3.1
‐.05
2.6
2.8
***
‐.25
2.7
3.0
***
‐.26
3.5
3.6
**
‐.13
10. During the current academic year, to what extent have your modules/subjects required you to do your best work? challenge
1
Not at all
3
0%
16
1%
2
Some
54
9%
200
7%
3
Quite a bit
187
29%
772
25%
4
Very much
398
62%
2 301
68%
Total
642
100%
3 289
100%
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p.99.
74
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
Seniors
Statistical Comparisons b Your seniors compared with
UWC
Item wording or description Variable name c
Values d Response options
SASSE Overall
UWC
Mean
Count
%
Count
%
SASSE Overall Effect size e
Mean
11. Which of the following have you done or do you plan to do before you graduate from your institution? a
Practical work related to your studies (internship, work integrated intern learning, clinical placement, field experience, etc.) as a compulsory part of your degree (Means indicate the percentage who responded "Done or in progress.")
1
Have not decided
52
8%
280
8%
2
Do not plan to do
28
4%
90
3%
3
Plan to do
338
51%
1 884
52%
4
Done or in progress
173
26%
1 076
31%
5
Not offered at my institution
69
10%
265
7%
Total
660
100%
3 595
100%
b Hold a formal leadership position in a student organisation or group on leader campus (societies, political organisations, residence committees, etc.) (Means indicate the percentage who responded "Done or in progress.")
1
Have not decided
162
24%
674
19%
2
Do not plan to do
157
24%
930
28%
3
Plan to do
199
30%
1 217
32%
4
Done or in progress
132
20%
722
20%
c
d
Participation in student societies (law, psychology, etc.) where students learncom engage in topics related to their modules/subjects (Means indicate the percentage who responded "Done or in progress.") Develop an international perspective through campus initiatives and interacting with international students
abroad (Means indicate the percentage who responded "Done or in progress.")
Not offered at my institution
10
2%
50
1%
Total
660
100%
3 593
100%
1
Have not decided
171
26%
721
20%
2
Do not plan to do
122
19%
659
20%
3
Plan to do
222
34%
1 350
36%
4
Done or in progress
109
16%
752
21%
5
Not offered at my institution
36
6%
110
3%
Total
660
100%
3 592
100%
1
Have not decided
177
26%
880
25%
2
Do not plan to do
124
19%
571
17%
3
Plan to do
242
37%
1 412
38%
4
Done or in progress
83
13%
592
16%
5
Not offered at my institution
34
5%
130
4%
Total
660
100%
3 585
100%
5
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p.99.
26%
31%
*
‐.09
20%
20%
.00
16%
21%
*
‐.10
*
‐.10
13%
16%
75
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
Seniors
Statistical Comparisons b Your seniors compared with
UWC
Item wording or description Variable name c e
f
Work with a lecturer on a research project as part of a module/subject, research or part of your degree (Means indicate the percentage who responded "Done or in progress.") Participate in first‐year experience seminars, including orientation and student learning groups
Fyexperience (Means indicate the percentage who responded "Done or in progress.")
g
Register for an academic literacy or language development course
acadlit (Means indicate the percentage who responded "Done or in progress.")
h
Work with other students on a group project or assignment
groupproject (Means indicate the percentage who responded "Done or in progress.")
Values d Response options
SASSE Overall
UWC
Mean
Count
%
Count
%
189
28%
772
22%
1
Have not decided
2
Do not plan to do
96
15%
467
13%
3
Plan to do
243
38%
1 629
45%
4
Done or in progress
101
15%
567
16%
Not offered at my institution
29
4%
147
4%
Total
658
100%
3 582
100%
1
Have not decided
107
16%
467
14%
2
Do not plan to do
106
16%
678
21%
3
Plan to do
197
30%
1 025
28%
4
Done or in progress
238
36%
1 347
37%
5
Not offered at my institution
5
6
1%
57
1%
Total
654
100%
3 574
100%
1
Have not decided
143
21%
658
19%
2
Do not plan to do
177
27%
931
29%
3
Plan to do
146
23%
971
26%
4
Done or in progress
172
26%
954
24%
Not offered at my institution
16
2%
69
2%
Total
654
100%
3 583
100%
1
Have not decided
43
6%
135
4%
2
Do not plan to do
37
6%
189
6%
3
Plan to do
117
18%
567
16%
4
Done or in progress
452
69%
2 629
73%
5
Not offered at my institution
4
1%
57
1%
653
100%
3 577
100%
5
Total
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p.99.
SASSE Overall Effect size e
Mean
15%
16%
‐.03
36%
37%
‐.01
26%
24%
.06
69%
73%
*
‐.10
76
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
Seniors
Statistical Comparisons b Your seniors compared with
UWC
Item wording or description Variable name c i
Consult with an academic advisor (staff member) to help you with planning of your studies and education
acadadvise (Means indicate the percentage who responded "Done or in progress.")
j
Make use of peer learning support (e.g. tutors, mentors, facilitators)
usepeer (Means indicate the percentage who responded "Done or in progress.")
k
l
Explain module/subject material to other students as a tutor or learning exptutor facilitator (Means indicate the percentage who responded "Done or in progress.") Register for a mathematics or numeracy development course
mathdevel (Means indicate the percentage who responded "Done or in progress.")
Values d Response options
SASSE Overall
UWC
Mean
Count
%
Count
%
131
20%
427
13%
1
Have not decided
2
Do not plan to do
61
9%
301
9%
3
Plan to do
252
38%
1 163
32%
4
Done or in progress
206
31%
1 643
44%
5
Not offered at my institution
9
1%
52
1%
Total
659
100%
3 586
100%
1
Have not decided
63
9%
222
6%
2
Do not plan to do
54
8%
231
7%
3
Plan to do
148
23%
750
21%
4
Done or in progress
373
57%
2 327
64%
5
Not offered at my institution
20
3%
58
2%
Total
658
100%
3 588
100%
1
Have not decided
120
18%
497
14%
2
Do not plan to do
94
14%
411
12%
3
Plan to do
257
39%
1 440
40%
4
Done or in progress
172
26%
1 164
32%
5
Not offered at my institution
12
2%
60
2%
Total
655
100%
3 572
100%
1
Have not decided
146
22%
674
19%
2
Do not plan to do
289
44%
1 308
38%
3
Plan to do
106
16%
611
16%
4
Done or in progress
80
12%
868
23%
5
Not offered at my institution
35
5%
116
3%
Total
656
100%
3 577
100%
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p.99.
31%
SASSE Overall Effect size e
Mean
44%
***
‐.27
**
‐.13
**
‐.12
***
‐.26
57%
64%
26%
32%
12%
23%
77
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
Seniors
Statistical Comparisons b Your seniors compared with
UWC
Item wording or description Variable name c
Values d Response options
SASSE Overall
UWC
Mean
Count
%
Count
%
SASSE Overall Effect size e
Mean
12. About how many of your modules/subjects have included a community‐based/community‐engagement project (service‐learning)? servcourse
1
None
207
32%
1 327
40%
2
Some
299
45%
1 520
41%
3
Most
116
17%
550
15%
4
All
36
6%
150
4%
Total
658
100%
3 547
100%
1
Poor
24
3%
103
3%
2
Fair
120
18%
459
13%
3
Good
267
41%
1 386
39%
4
Excellent
246
38%
1 619
44%
2.0
1.8
***
.15
3.1
3.2
**
‐.15
**
‐.13
‐.09
13. Indicate the quality of your interactions with the following people at your institution. a
Other students
QIstudent (QI)
3
0%
8
0%
Total
660
100%
3 575
100%
1
Poor
69
10%
234
7%
2
Fair
165
25%
773
23%
3
Good
242
37%
1 508
42%
4
Excellent
152
23%
957
25%
5
Not applicable
26
4%
89
3%
Total
654
100%
3 561
100%
1
Poor
103
15%
405
12%
2
Fair
184
28%
1 008
29%
3
Good
256
39%
1 375
38%
4
Excellent
113
17%
742
20%
5
Not applicable
1
0%
28
1%
657
100%
3 558
100%
5 b
c
Peer learning support (e.g. tutors, mentors, facilitators)
Lecturers and academic staff
QIadvisor (QI)
QIfaculty (QI)
Not applicable
Total
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p.99.
2.8
2.9
2.6
2.7
78
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
Seniors
Statistical Comparisons b Your seniors compared with
UWC
Item wording or description Variable name c d
e
Student support services (e.g. counselling, health, disability, career)
Other administrative services (e.g. registration, financial aid)
QIstaff (QI)
QIadmin (QI)
Values d Response options
SASSE Overall
UWC
Mean
Count
%
Count
%
1
Poor
202
31%
787
23%
2
Fair
154
23%
874
25%
3
Good
148
23%
979
27%
4
Excellent
76
12%
553
15%
5
Not applicable
75
12%
362
11%
Total
655
100%
3 555
100%
1
Poor
164
25%
574
17%
2
Fair
216
33%
1 141
33%
3
Good
183
28%
1 131
31%
4
Excellent
78
12%
589
15%
5
Not applicable
15
2%
125
4%
Total
656
100%
3 560
100%
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p.99.
2.2
SASSE Overall Effect size e
Mean
2.4
***
‐.20
***
‐.21
2.3
2.5
79
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
Seniors
Statistical Comparisons b Your seniors compared with
UWC
Item wording or description Variable name c
Values d Response options
Count
%
SASSE Overall
UWC
Count
Mean
%
SASSE Overall Effect size e
Mean
14. During the current academic year, about how often have you used technology to communicate with the following people? a
b
Other students
Peer learning support (e.g. tutors, mentors, facilitators)
itstu
itpls
1
Never
8
1%
35
1%
2
Sometimes
63
9%
420
11%
3
Often
144
22%
837
23%
4
Very often
448
67%
2 283
65%
Total
663
100%
3 575
100%
1
Never
105
16%
572
17%
2
Sometimes
210
32%
1 029
29%
3
Often
176
27%
982
27%
Very often
169
25%
983
27%
Total
660
100%
3 566
100%
1
Never
85
13%
374
11%
2
Sometimes
227
35%
1 271
36%
3
Often
188
28%
917
26%
4
Very often
158
24%
988
27%
4 c
d
e
Lecturers and academic staff
Student support services (e.g. counselling, health, disability, career)
Other administrative services (e.g. registration, financial aid)
itfac
itsss
itadm
Total
658
100%
3 550
100%
1
Never
375
58%
1 844
54%
2
Sometimes
171
26%
924
25%
3
Often
60
9%
436
12%
4
Very often
48
7%
354
9%
Total
654
100%
3 558
100%
1
Never
166
25%
945
26%
2
Sometimes
293
45%
1 429
41%
3
Often
116
18%
651
18%
4
Very often
81
12%
533
15%
Total
656
100%
3 558
100%
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p.99.
3.6
3.5
.05
2.6
2.6
.00
2.6
2.7
‐.06
1.7
1.8
*
‐.10
2.2
2.2
‐.04
80
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
Seniors
Statistical Comparisons b Your seniors compared with
UWC
Item wording or description Variable name c
Values d Response options
Count
%
SASSE Overall
UWC
Count
%
Mean
SASSE Overall Effect size e
Mean
15. How much does your institution emphasise the following? a
Spending significant amounts of time studying and on academic work
empstudy
1
Very little
27
4%
85
2%
2
Some
85
13%
326
9%
3
Quite a bit
206
31%
967
27%
Very much
347
52%
2 221
62%
Total
665
100%
3 599
100%
1
Very little
65
10%
238
8%
2
Some
156
23%
675
20%
3
Quite a bit
217
33%
1 141
32%
4 b
Providing support to help students succeed academically
SEacademic (SE)
Very much
223
34%
1 535
40%
Total
661
100%
3 589
100%
1
Very little
48
7%
169
5%
2
Some
133
20%
548
16%
3
Quite a bit
167
26%
1 001
29%
4 c
Using learning support services (tutoring services, peer mentoring, writing centre, library, etc.)
SElearnsup (SE)
Very much
308
47%
1 869
50%
Total
656
100%
3 587
100%
1
Very little
122
18%
530
16%
2
Some
178
27%
817
24%
3
Quite a bit
184
28%
1 049
28%
4
Very much
177
27%
1 199
31%
4 d
e
Encouraging contact among students from different backgrounds (social, SEdiverse racial/ethnic, religious, economic, etc.) (SE)
Providing opportunities to be involved socially (not related to academic SEsocial work) (SE)
Total
661
100%
3 595
100%
1
Very little
170
26%
608
19%
2
Some
170
25%
948
27%
3
Quite a bit
183
28%
1 089
29%
4
Very much
138
21%
946
25%
Total
661
100%
3 591
100%
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p.99.
3.3
3.5
***
‐.23
2.9
3.1
***
‐.15
3.1
3.2
*
‐.12
2.6
2.7
*
‐.10
2.4
2.6
**
‐.15
81
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
Seniors
Statistical Comparisons b Your seniors compared with
UWC
Item wording or description Variable name c f
Providing support for your overall well‐being (recreation, health care, counselling, etc.)
SEwellness (SE)
Values d Response options
h
i
j
Helping you manage your non‐academic responsibilities (family, work, etc.)
SEnonacad (SE)
Attending campus events and activities (artistic/cultural performances, SEactivities sports events, etc.) (SE)
Attending events that address important economic, political, or societal SEevents issues (SE)
Providing technology to help you learn, study, or complete academic work
techlrn
UWC
Mean
Count
%
Count
%
526
16%
1
Very little
147
22%
2
Some
170
26%
886
26%
3
Quite a bit
184
28%
1 111
30%
Very much
159
24%
1 066
28%
Total
660
100%
3 589
100%
1
Very little
292
44%
1 229
37%
2
Some
167
25%
947
26%
3
Quite a bit
120
18%
808
21%
4
Very much
83
13%
599
15%
4 g
SASSE Overall
Total
662
100%
3 583
100%
1
Very little
176
27%
661
20%
2
Some
194
29%
1 012
29%
3
Quite a bit
176
27%
983
26%
4
Very much
114
17%
931
24%
Total
660
100%
3 587
100%
1
Very little
192
29%
660
20%
2
Some
169
25%
1 017
29%
3
Quite a bit
184
28%
1 006
27%
4
Very much
115
17%
904
24%
Total
660
100%
3 587
100%
1
Very little
60
9%
182
6%
2
Some
154
23%
551
16%
3
Quite a bit
199
31%
1 017
29%
4
Very much
245
37%
1 844
49%
Total
658
100%
3 594
100%
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p.99.
SASSE Overall Effect size e
Mean
2.5
2.7
***
‐.16
2.0
2.1
**
‐.14
2.3
2.5
***
‐.18
2.3
2.5
***
‐.20
3.0
3.2
***
‐.29
82
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
Seniors
Statistical Comparisons b Your seniors compared with
UWC
Item wording or description Variable name c k
Teaching you how to use available technologies to learn, study, or complete academic work
techtch
Values d Response options
Providing support services to assist you with your use of technology
techsup
UWC
Mean
Count
%
Count
%
1
Very little
66
10%
260
8%
2
Some
196
30%
722
22%
3
Quite a bit
178
27%
987
28%
Very much
218
33%
1 622
42%
Total
658
100%
3 591
100%
1
Very little
84
13%
326
10%
2
Some
195
30%
718
22%
3
Quite a bit
175
27%
996
28%
4
Very much
200
30%
1 531
40%
Total
654
100%
3 571
100%
1
0 hrs
15
2%
69
2%
2
1‐5 hrs
209
32%
1 144
31%
3
6‐10 hrs
130
19%
736
20%
4
11‐15 hrs
103
16%
482
14%
5
16‐20 hrs
66
10%
396
11%
6
21‐25 hrs
56
9%
281
8%
7
26‐30 hrs
33
5%
214
6%
8
More than 30 hrs
53
8%
273
8%
Total
665
100%
3 595
100%
4 l
SASSE Overall
SASSE Overall Effect size e
Mean
2.8
3.0
***
‐.21
2.7
3.0
***
‐.23
3.8
3.9
‐.02
16. About how many hours do you spend in a typical 7‐day week doing each of the following? a
Preparing for class (studying, reading, writing, doing homework, rehearsing, and other academic activities)
tmprep
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p.99.
83
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
Seniors
Statistical Comparisons b Your seniors compared with
UWC
Item wording or description Variable name c b
c
Attending timetabled academic activities (lectures, practicals, tutorials, tmacaatt etc.)
Participating in other university activities (organisations, campus publications, involvement in SRC projects, residence duties, inter‐ residence sport, community service, etc.)
tmcocurr
Values d Response options
SASSE Overall
UWC
Mean
Count
%
Count
%
1
0 hrs
4
1%
31
1%
2
1‐5 hrs
100
15%
526
14%
3
6‐10 hrs
124
19%
736
21%
4
11‐15 hrs
112
17%
682
19%
5
16‐20 hrs
91
14%
551
15%
6
21‐25 hrs
65
10%
370
10%
7
26‐30 hrs
64
10%
275
8%
8
More than 30 hrs
105
16%
416
13%
Total
665
100%
3 587
100%
1
0 hrs
335
50%
1 448
42%
2
1‐5 hrs
192
29%
1 305
36%
3
6‐10 hrs
66
10%
391
10%
4
11‐15 hrs
30
4%
181
5%
5
16‐20 hrs
21
3%
114
3%
6
21‐25 hrs
8
1%
73
2%
7
26‐30 hrs
5
1%
37
1%
8
More than 30 hrs
5
1%
33
1%
662
100%
3 582
100%
Total
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p.99.
SASSE Overall Effect size e
Mean
4.8
4.6
.08
1.9
2.0
*
‐.09
84
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
Seniors
Statistical Comparisons b Your seniors compared with
UWC
Item wording or description Variable name c d
e
Working for pay on campus (student assistant, tutor, etc.)
Working for pay off campus (being a waiter, casual work in shops, etc.)
Estimated nr of hours working for pay
tmworkon
tmworkoff
Values d Response options
SASSE Overall
UWC
Mean
Count
%
Count
%
1
0 hrs
517
78%
2 891
82%
2
1‐5 hrs
54
8%
254
7%
3
6‐10 hrs
41
6%
143
4%
4
11‐15 hrs
17
2%
117
3%
5
16‐20 hrs
13
2%
74
2%
6
21‐25 hrs
8
1%
51
1%
7
26‐30 hrs
7
1%
27
1%
8
More than 30 hrs
6
1%
21
1%
Total
663
100%
3 578
100%
1
0 hrs
429
65%
2 543
70%
2
1‐5 hrs
73
11%
343
10%
3
6‐10 hrs
50
8%
276
8%
4
11‐15 hrs
50
8%
147
4%
5
16‐20 hrs
22
3%
105
3%
6
21‐25 hrs
8
1%
62
2%
7
26‐30 hrs
8
1%
42
1%
8
More than 30 hrs
21
3%
60
2%
Total
661
100%
3 578
100%
tmworkhrs (Continuous variable created by SASSE)
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p.99.
SASSE Overall Effect size e
Mean
1.6
1.5
.08
2.0
1.8
*
.13
6.5
5.2
**
.12
85
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
Seniors
Statistical Comparisons b Your seniors compared with
UWC
Item wording or description Variable name c f
Doing community service or volunteer work
tmservice
Values d Response options
Relaxing and socialising (time with friends, video games, watching TV or tmrelax movies, sport, mobile and online chatting, etc.)
UWC
Mean
Count
%
Count
%
2 033
58%
1
0 hrs
360
55%
2
1‐5 hrs
189
29%
970
27%
3
6‐10 hrs
46
7%
245
7%
4
11‐15 hrs
26
4%
120
3%
5
16‐20 hrs
27
4%
106
3%
6
21‐25 hrs
5
1%
48
1%
7
26‐30 hrs
3
0%
23
1%
8
More than 30 hrs
6
1%
33
1%
662
100%
3 578
100%
Total g
SASSE Overall
1
0 hrs
20
3%
66
2%
2
1‐5 hrs
233
35%
1 249
34%
3
6‐10 hrs
168
25%
886
25%
4
11‐15 hrs
81
12%
532
15%
5
16‐20 hrs
55
8%
349
10%
6
21‐25 hrs
39
6%
186
5%
7
26‐30 hrs
18
2%
122
3%
8
More than 30 hrs
48
7%
198
6%
Total
662
100%
3 588
100%
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p.99.
SASSE Overall Effect size e
Mean
1.8
1.8
.05
3.5
3.5
‐.01
86
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
Seniors
Statistical Comparisons b Your seniors compared with
UWC
Item wording or description Variable name c h
i
Providing care for dependents (children, siblings, parents, etc.)
Travelling to class (driving, walking, etc.)
tmcare
tmcommute
Values d Response options
SASSE Overall
UWC
Mean
Count
%
Count
%
43%
1 787
51%
1
0 hrs
282
2
1‐5 hrs
172
26%
855
24%
3
6‐10 hrs
72
11%
381
10%
4
11‐15 hrs
46
7%
182
5%
5
16‐20 hrs
29
4%
134
4%
6
21‐25 hrs
15
2%
66
2%
7
26‐30 hrs
8
1%
52
1%
8
More than 30 hrs
38
6%
122
3%
Total
662
100%
3 579
100%
1
0 hrs
51
8%
318
9%
2
1‐5 hrs
333
51%
2 029
56%
3
6‐10 hrs
123
19%
543
16%
4
11‐15 hrs
58
9%
296
9%
5
16‐20 hrs
43
6%
142
4%
6
21‐25 hrs
17
3%
88
2%
7
26‐30 hrs
4
1%
63
2%
8
More than 30 hrs
29
4%
97
2%
Total
658
100%
3 576
100%
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p.99.
SASSE Overall Effect size e
Mean
2.4
2.1
***
.16
2.9
2.7
**
.13
87
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
Seniors
Statistical Comparisons b Your seniors compared with
UWC
Item wording or description Variable name c
Values d Response options
SASSE Overall
UWC
Mean
Count
%
Count
%
SASSE Overall Effect size e
Mean
17. Of the time you spend preparing for class in a 7‐day week, how many hours are on assigned reading? tmread
1
0 hrs
43
6%
183
6%
2
1‐5 hrs
318
48%
1 541
44%
3
6‐10 hrs
151
23%
822
22%
4
11‐15 hrs
64
10%
414
11%
5
16‐20 hrs
31
5%
302
8%
6
21‐25 hrs
20
3%
136
4%
7
26‐30 hrs
14
2%
96
2%
8
More than 30 hrs
22
3%
105
3%
Total
663
100%
3 599
100%
2.9
3.1
‐.08
4.9
4.9
.00
3.1
3.1
.01
18. In an average week, what percentage of your timetabled academic activities (e.g. lectures, practicals, or tutorials) do you attend? tmattsche
1
None (0%)
4
1%
14
0%
2
Less than 25%
15
2%
79
2%
3
Between 25% and 50%
53
8%
273
7%
4
Between 51% and 75%
111
17%
655
18%
5
More than 75%
265
40%
1 421
40%
All ( 100%)
215
33%
1 155
32%
Total
663
100%
3 597
100%
238
7%
6
19. To what extent has your experience at this institution contributed to your knowledge, skills, and personal development in the following areas? a
Writing clearly and effectively
pgwrite
1
Very little
29
4%
2
Some
106
16%
558
16%
3
Quite a bit
274
41%
1 231
34%
Very much
249
38%
1 564
42%
Total
658
100%
3 591
100%
4
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p.99.
88
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
Seniors
Statistical Comparisons b Your seniors compared with
UWC
Item wording or description Variable name c b
c
d
e
f
Speaking clearly and effectively
Thinking critically and analytically
Analysing numerical and statistical information
Using computing and information technology
Developing job‐ or work‐related knowledge and skills
pgspeak
pgthink
pganalyze
pgcmpts
pgwork
Values d Response options
SASSE Overall
UWC
Mean
Count
%
Count
%
264
8%
1
Very little
42
6%
2
Some
124
19%
622
18%
3
Quite a bit
256
39%
1 289
36%
4
Very much
234
36%
1 404
38%
Total
656
100%
3 579
100%
1
Very little
12
2%
57
2%
2
Some
62
9%
354
10%
3
Quite a bit
250
38%
1 161
32%
4
Very much
332
51%
1 990
56%
Total
656
100%
3 562
100%
1
Very little
100
15%
359
10%
2
Some
182
28%
809
23%
3
Quite a bit
213
33%
1 232
33%
4
Very much
161
25%
1 178
34%
Total
656
100%
3 578
100%
1
Very little
50
7%
219
7%
2
Some
138
21%
533
16%
3
Quite a bit
227
35%
1 088
30%
4
Very much
240
37%
1 737
47%
Total
655
100%
3 577
100%
1
Very little
75
11%
293
9%
2
Some
154
24%
812
23%
3
Quite a bit
212
32%
1 215
34%
4
Very much
211
33%
1 256
35%
Total
652
100%
3 576
100%
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p.99.
SASSE Overall Effect size e
Mean
3.0
3.0
.01
3.4
3.4
‐.08
2.7
2.9
***
‐.24
3.0
3.2
***
‐.18
2.9
2.9
‐.08
89
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
Seniors
Statistical Comparisons b Your seniors compared with
UWC
Item wording or description Variable name c g
Working effectively with others
pgothers
Values d Response options
i
j
Developing or clarifying a personal code of values and ethics
Understanding people of other backgrounds (economic, racial/ethnic, political, religious, nationality, etc.)
Solving complex real‐world problems
pgvalues
pgdiverse
pgprobsolve
Being an informed and active citizen
pgcitizen
Mean
Count
%
Count
%
151
5%
Very little
28
4%
2
Some
123
19%
577
17%
3
Quite a bit
233
36%
1 270
36%
Very much
270
41%
1 579
43%
Total
654
100%
3 577
100%
1
Very little
53
8%
259
8%
2
Some
142
22%
699
20%
3
Quite a bit
225
34%
1 285
36%
4
Very much
236
36%
1 323
36%
Total
656
100%
3 566
100%
1
Very little
45
7%
219
7%
2
Some
124
19%
577
17%
3
Quite a bit
214
33%
1 179
33%
4
Very much
270
41%
1 601
44%
Total
100%
653
100%
3 576
1
Very little
71
11%
244
7%
2
Some
153
24%
740
21%
3
Quite a bit
241
37%
1 318
37%
Very much
192
29%
1 269
35%
Total
657
100%
3 571
100%
1
Very little
62
9%
259
8%
2
Some
154
24%
757
22%
3
Quite a bit
233
36%
1 209
34%
4
Very much
208
31%
1 337
36%
Total
657
100%
3 562
100%
4 k
UWC
1
4 h
SASSE Overall
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p.99.
SASSE Overall Effect size e
Mean
3.1
3.2
‐.02
3.0
3.0
‐.02
3.1
3.1
‐.05
2.8
3.0
***
‐.17
2.9
3.0
*
‐.10
90
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
Seniors
Statistical Comparisons b Your seniors compared with
UWC
Item wording or description Variable name c
Values d Response options
Count
%
SASSE Overall
UWC
Count
Mean
%
SASSE Overall Effect size e
Mean
20. Overall, how would you evaluate the quality of academic advice (i.e. help with the planning of your studies and education) you have received at your institution? advise
1
Poor
51
7%
218
6%
2
Fair
151
23%
689
20%
3
Good
274
42%
1 433
40%
4
Excellent
163
24%
1 105
30%
No academic advice received Total
21
3%
123
4%
660
100%
3 568
100%
1
Poor
20
3%
87
3%
2
Fair
156
24%
696
20%
3
Good
353
54%
1 780
49%
4
Excellent
128
20%
1 021
29%
Total
657
100%
3 584
100%
1
Definitely not
63
10%
238
6%
2
Probably not
117
18%
576
16%
3
Probably yes
244
37%
1 297
35%
4
Definitely yes
239
36%
1 499
43%
Total
663
100%
3 610
100%
5
2.9
3.0
**
‐.12
21. How would you evaluate your entire educational experience at this institution? evalexp
2.9
3.0
***
‐.18
3.0
3.1
***
‐.17
59%
66%
**
‐.15
22. If you could start over again, would you go to the same institution you are now attending? sameinst
23. Which of the following sources are you using to pay your educational expenses (tuition fees, books, room and board, etc.)? a
Parent/guardian’s money
FSSparfam (Means indicate the percentage who responded "Using.")
1
Using
355
59%
2 090
66%
2
Not using
233
38%
1 030
32%
3
Not sure
20
3%
61
2%
Total
608
100%
3 181
100%
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p.99.
91
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
Seniors
Statistical Comparisons b Your seniors compared with
UWC
Item wording or description Variable name c b
c
d
e
f
g
My own money
Private sponsor/s (e.g. family contributors)
Employer
Non‐governmental bursary (e.g. institutional, merit, private company)
Governmental bursary (excluding NSFAS)
NSFAS
Values d Response options
SASSE Overall
UWC
Mean
Count
%
Count
%
FSSself (Means indicate the percentage who responded "Using.")
1
Using
221
38%
923
31%
2
Not using
350
59%
1 988
65%
3
Not sure
23
4%
120
4%
Total
594
100%
3 031
100%
FSSprispon (Means indicate the percentage who responded "Using.")
1
Using
102
18%
485
17%
2
Not using
459
78%
2 398
79%
3
Not sure
24
4%
119
4%
Total
585
100%
3 002
100%
FSSemployer (Means indicate the percentage who responded "Using.")
1
Using
43
8%
158
6%
2
Not using
507
88%
2 717
91%
3
Not sure
25
4%
106
3%
Total
575
100%
2 981
100%
FSSnongov (Means indicate the percentage who responded "Using.")
1
Using
107
18%
488
18%
2
Not using
454
77%
2 423
79%
3
Not sure
28
5%
108
4%
Total
589
100%
3 019
100%
FSSgovbur (Means indicate the percentage who responded "Using.")
1
Using
107
18%
635
20%
2
Not using
464
78%
2 367
76%
3
Not sure
21
4%
102
3%
Total
592
100%
3 104
100%
FSSnsfas (Means indicate the percentage who responded "Using.")
1
Using
294
47%
1 171
34%
2
Not using
313
50%
1 950
62%
3
Not sure
21
3%
113
3%
Total
628
100%
3 234
100%
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p.99.
38%
SASSE Overall Effect size e
Mean
31%
**
.14
18%
17%
.02
8%
6%
.09
18%
18%
.02
18%
20%
‐.06
47%
34%
***
.26
92
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
Seniors
Statistical Comparisons b Your seniors compared with
UWC
Item wording or description Variable name c h
Loan (including institutional, banks, or private companies)
FSSstudlo (Means indicate the percentage who responded "Using.")
Values d Response options
SASSE Overall
UWC
Mean
Count
%
Count
%
1
Using
67
12%
357
12%
2
Not using
496
85%
2 508
83%
3
Not sure
17
3%
149
5%
Total
580
100%
3 014
100%
1
Less than R500
115
18%
687
20%
2
R500 ‐ R1500
340
52%
2 151
57%
3
R1500 ‐ R2500
96
14%
416
12%
4
R2500 ‐ R4000
28
4%
96
3%
5
More than R4000
12
2%
53
2%
6
Not applicable
68
10%
164
6% 100%
SASSE Overall Effect size e
Mean
12%
12%
‐.01
2.5
2.3
***
.21
4.2
4.0
**
.15
4.5
4.3
*
.09
24. In an average month, how much money do you spend on each of the following? a
b
Food
Accommodation
FSSfood
FSSaccom
Total
659
100%
3 567
1
Less than R500
58
9%
155
5%
2
R500 ‐ R1500
52
8%
446
11%
3
R1500 ‐ R2500
151
23%
1 018
25%
4
R2500 ‐ R4000
65
10%
740
22%
5
More than R4000
71
11%
400
13%
Not applicable
255
39%
794
25%
Total
652
100%
3 553
100%
1
Less than R500
136
20%
839
23%
2
R500 ‐ R1500
45
7%
365
10%
3
R1500 ‐ R2500
33
5%
108
3%
4
R2500 ‐ R4000
11
2%
40
1%
5
More than R4000
10
2%
45
1%
6
Not applicable
417
64%
2 140
61%
Total
652
100%
3 537
100%
6 c
Caring for dependents (children, siblings, parents, etc.)
FSSdepend
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p.99.
93
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
Seniors
Statistical Comparisons b Your seniors compared with
UWC
Item wording or description Variable name c d
e
f
Commuting to and from university
Academic necessities (e.g. making copies, printing, stationary)
Entertainment (e.g. socialising with friends)
FSScommute
FSSacadnec
FSSentertain
Values d Response options
SASSE Overall
UWC
Mean
Count
%
Count
%
1 067
29%
1
Less than R500
155
24%
2
R500 ‐ R1500
231
35%
821
24%
3
R1500 ‐ R2500
51
8%
208
7%
4
R2500 ‐ R4000
19
3%
63
2%
5
More than R4000
7
1%
30
1%
6
Not applicable
190
29%
1 345
38%
Total
653
100%
3 534
100%
1
Less than R500
455
69%
2 751
78%
2
R500 ‐ R1500
128
20%
461
13%
3
R1500 ‐ R2500
24
4%
117
3%
4
R2500 ‐ R4000
13
2%
46
1%
5
More than R4000
7
1%
41
1%
6
Not applicable
29
4%
139
4%
Total
656
100%
3 555
100%
1
Less than R500
388
60%
2 291
64%
2
R500 ‐ R1500
129
19%
639
19%
3
R1500 ‐ R2500
24
4%
78
2%
4
R2500 ‐ R4000
6
1%
16
0%
5
More than R4000
2
0%
9
0%
Not applicable
106
16%
524
14%
Total
655
100%
3 557
100%
6
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p.99.
SASSE Overall Effect size e
Mean
3.1
3.4
**
‐.11
1.6
1.5
*
.09
2.1
2.0
.09
94
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
Seniors
Statistical Comparisons b Your seniors compared with
UWC
Item wording or description Variable name c
Values d Response options
Count
%
SASSE Overall
UWC
Count
Mean
%
SASSE Overall Effect size e
Mean
25. In the past year, were there any times that you ran out of food and could not afford to buy more? FSSafford
1
Never
160
24%
927
29%
2
Sometimes
306
46%
1 710
47%
3
Most days
172
26%
857
22%
4
Every day
25
4%
84
2%
Total
663
100%
3 578
100%
1
Never
91
14%
607
18%
2
Sometimes
213
32%
1 190
34%
3
Most days
171
26%
828
23%
4
Every day
185
28%
936
26%
Total
660
100%
3 561
100%
1
Never
75
11%
453
14%
2
Sometimes
193
30%
1 334
38%
3
Most days
202
31%
930
25%
4
Every day
192
28%
857
23%
Total
662
100%
3 574
100%
2.1
2.0
**
.15
2.7
2.6
*
.11
2.8
2.6
***
.19
26. How often do you worry about paying for university? FSSpayuni
27. How often do you worry about having enough money for day‐to‐day necessities? FSSdaynec
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p.99.
95
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
Seniors
Statistical Comparisons b Your seniors compared with
UWC
Item wording or description Variable name c
Values d Response options
SASSE Overall
UWC
Mean
Count
%
Count
%
SASSE Overall Effect size e
Mean
28. Please indicate whether the statements below have happened to you during your time in higher education. a
b
d
I have chosen not to buy academic materials due to their cost
FSSacadmat
I have chosen not to participate in academic or social activities on campus due to a lack of money
FSSparticipate
Financial concerns have had a negative impact on my academic performance
FSSfincon
1
Yes
516
78%
2 459
70%
2
No
141
22%
1 093
30%
Total
657
100%
3 552
100%
1
Yes
407
62%
2 353
66%
2
No
250
38%
1 198
34%
Total
657
100%
3 551
100%
1
Yes
379
58%
1 945
54%
2
No
275
42%
1 613
46%
Total
654
100%
3 558
100%
1
True
216
34%
1 525
42%
0
False
430
66%
2 022
58%
Total
646
100%
3 547
100%
1
True
146
23%
879
24%
0
False
500
77%
2 668
76%
Total
646
100%
3 547
100%
1
True
185
29%
1 093
30%
0
False
461
71%
2 454
70%
Total
646
100%
3 547
100%
1
True
184
28%
661
18%
0
False
462
72%
2 886
82%
1.2
1.3
***
‐.18
1.4
1.3
.08
1.4
1.5
‐.07
34%
42%
***
‐.17
29. I have considered dropping out of university because of the following reasons. (Mark all that apply.) a
b
c
d
The cost of university tuition fees
The cost of academic materials (books, etc.)
Living costs
Travel/commuting costs
FSSdroptuition (Means indicate the percentage who chose this option.) FSSdropmat (Means indicate the percentage who chose this option.) FSSdropliving (Means indicate the percentage who chose this option.) FSSdroptravel (Means indicate the percentage who chose this option.)
Total
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p.99.
646
100%
3 547
100%
23%
24%
‐.02
29%
30%
‐.03
28%
18%
***
.26
96
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
Seniors
Statistical Comparisons b Your seniors compared with
UWC
Item wording or description Variable name c e
f
g
h
i
j
k
Food insecurity (not having regular access to food)
Poor living conditions
Safety concerns (off campus)
Safety concerns (on campus)
Poor academic performance
Feeling that I don't belong or fit in
Personal or family problems
FSSdropfood (Means indicate the percentage who chose this option.) FSSdropcon (Means indicate the percentage who chose this option.) FSSdropoff (Means indicate the percentage who chose this option.) FSSdropon (Means indicate the percentage who chose this option.) FSSdropperf (Means indicate the percentage who chose this option.) FSSdropbelong (Means indicate the percentage who chose this option.) FSSdropfam (Means indicate the percentage who chose this option.)
Values d Response options
SASSE Overall
UWC
Mean
Count
%
Count
%
1
True
188
29%
857
23%
0
False
458
71%
2 690
77%
Total
646
100%
3 547
100%
1
True
102
15%
350
9%
0
False
544
85%
3 197
91%
Total
646
100%
3 547
100%
1
True
142
22%
644
17%
0
False
504
78%
2 903
83%
Total
646
100%
3 547
100%
1
True
55
9%
150
4%
0
False
591
91%
3 397
96%
Total
646
100%
3 547
100%
1
True
126
20%
700
21%
0
False
520
80%
2 847
79%
Total
646
100%
3 547
100%
1
True
114
17%
689
20%
0
False
532
83%
2 858
80%
Total
646
100%
3 547
100%
1
True
192
29%
1 058
30%
0
False
454
71%
2 489
70%
Total
646
100%
3 547
100%
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p.99.
29%
SASSE Overall Effect size e
Mean
23%
**
.15
***
.21
**
.13
***
.21
15%
9%
22%
17%
9%
4%
20%
21%
‐.03
17%
20%
‐.07
29%
30%
‐.01
97
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Frequency Distributions a
Seniors
Statistical Comparisons b Your seniors compared with
UWC
Item wording or description Variable name c l
Other reasons
m I have not considered dropping out because of any of these reasons
FSSdropother (Means indicate the percentage who chose this option.) FSSdropnot (Means indicate the percentage who chose this option.)
Values d Response options
SASSE Overall
UWC
Mean
Count
%
Count
%
1
True
127
19%
456
13%
0
False
519
81%
3 091
87%
Total
646
100%
3 547
100%
1
True
228
35%
1 294
37%
0
False
418
65%
2 253
63%
Total
646
100%
3 547
100%
*p<.05, **p<.01, ***p<.001 (2‐tailed). Refer to p. 30 for key to triangle symbols. See the endnotes on p.99.
19%
SASSE Overall Effect size e
Mean
13%
***
.20
‐.03
35%
37%
98
SASSE 2017 Frequencies and Statistical Comparisons University of the Western Cape Endnotes a.
Column percentages are weighted by gender (and institution size for comparison groups). Percentages may not sum to 100 due to rounding. Counts are unweighted; column percentages cannot be replicated from counts.
b. All statistics are weighted by gender (and institution size for comparison groups). Means calculated from ordered response options (e.g., Very Often, Often, Sometimes, Never) assume equal intervals and should be interpreted with caution. Unless otherwise noted, statistical comparisons are two‐tailed independent t‐ tests. c.
Items which make up the Engagement Indicators include the following two‐letter prefixes: CL = Collaborative Learning, DD = Discussions with Diverse Others, ET = Effective Teaching Practices, HO = Higher‐Order Learning, LS = Learning Strategies, QI = Quality of Interactions, QR = Quantitative Reasoning, RI = Reflective and Integrative Learning, SE = Supportive Environment, and SS = Student‐Staff Interaction.
d. These are the values used to calculate means. These values match the codes in the data file and codebook. e.
Effect size for independent t ‐tests uses Cohen's d . See page 30 for more details.
99
SASSE 2017 Respondent Characteristics About this report The Respondent Characteristics presents student‐reported demographic information, allowing you to examine similarities and differences between your students and those at your comparison group institutions. The display below highlights details in the Respondent Characteristics that are important to keep in mind when interpreting your results.
SASSE 2017 Respondent Characteristics
SASSEville University ❶ First‐Year Students
❸ ❷ 23
24
Item wording or description
SASSEville
Variable Response name options
fulltime Thinking about this current academic term, are you registered as a full‐time or part‐ time student? How many years have you been timereg registered as a student at this institution?
Seniors
SASSE Overall
SASSEville
SASSE Overall
Count
%
Count
%
Count
%
Count
%
Full time
212
96%
2600
96%
210
28%
8300
98%
Part time
9
4%
100
4%
540
72%
200
2%
Total
221
100%
2700
100%
750
100%
8500
100%
One
145
66%
2700
100%
0
0%
0
0%
Two 70 ❹
32%
0
0%
250
33%
2500
29%
Three or more
4
2%
0
0%
500
67%
6100
71%
Total
220
100%
2700
100%
750
100%
8600
100%
❺ 1. Class: As reported by your institution. 2. Item numbers: Numbering corresponds to the survey facsimile included in your Institutional Report . 3. Item wording and variable names: Survey items are in the same order and wording as they appear on the instrument. Variable names are included for easy reference to your data file and codebook.
5. Count and column percentage (%): The Count column represents the number of students who selected the corresponding response option. The column percentage is the weighted percentage of students selecting the corresponding response option. Note: Column percentages are weighted by gender. Comparison group percentages are also weighted by institutional size. Counts are unweighted and cannot be used to replicate column percentages.
4. Response options : Response options are worded as they appear on the instrument.
100
SASSE 2017 Respondent Characteristics University of the Western Cape First‐Year Students UWC Item wording or description
Variable name
30 Thinking about this current academic term, are you registered as fulltime a full‐time or part‐time student? fulltime
31 How many years have you been registered as a student at this institution?
32 Which of the following are you currently enrolled for at this institution?
Response options
Seniors
SASSE Overall
UWC
SASSE Overall
Count
%
Count
%
Count
%
Count
%
Full time
265
100%
1 567
98%
653
99%
3 524
98%
Part time
1
0%
22
2%
6
1%
53
2%
fulltime
Total
266
100%
1 589
100%
659
100%
3 577
100%
timereg
One
268
100%
1 605
100%
0
0%
0
0%
timereg
Two
0
0%
0
0%
186
28%
1 373
37%
timereg
Three or more
0
0%
0
0%
481
72%
2 248
63%
timereg
Total
268
100%
1 605
100%
667
100%
3 621
100%
currentenroll
Degree
247
93%
1 236
85%
623
94%
3 059
87%
currentenroll
B.Tech
0
0%
2
0%
0
0%
5
0%
currentenroll
Diploma
1
0%
3
0%
0
0%
5
0%
currentenroll
Advanced Diploma
0
0%
0
0%
0
0%
0
0%
currentenroll
Extended degree
18
7%
245
10%
37
6%
525
12%
currentenroll
Extended diploma
0
0%
4
0%
0
0%
2
0%
currentenroll
0
0%
101
4%
0
0%
13
0%
currentenroll
Certificate of Higher Education Studies Not for Degree/Diploma purposes
0
0%
9
0%
4
1%
4
0%
currentenroll
Total
266
100%
1 600
100%
664
100%
3 613
100%
Started here
236
89%
1 417
90%
602
91%
3 205
90%
Started elsewhere
30
11%
174
10%
61
9%
366
10%
Total
266
100%
1 591
100%
663
100%
3 571
100%
33 Did you start your higher education at your current institution or enter elsewhere? enter enter
Notes: Percentages weighted by gender (and institutional size for comparisons). Counts are unweighted.
101
SASSE 2017 Respondent Characteristics University of the Western Cape First‐Year Students UWC Item wording or description 34 In which category do most of your marks up to now at this institution fall? (Mark only one.)
35 Since finishing high school, which of the following type(s) of institution(s) have you attended other than the one you are attending now? (Mark all that apply.)
SASSE Overall
UWC
SASSE Overall
Variable name
Response options
Count
%
Count
%
Count
%
Count
%
grades
0‐39%
3
1%
20
2%
7
1%
18
1%
grades
40‐49%
11
4%
85
7%
16
2%
106
3%
grades
50‐59%
51
19%
335
24%
164
25%
886
26%
grades
60‐69%
112
42%
648
39%
322
48%
1 572
43%
grades
70‐79%
75
28%
428
24%
135
20%
888
24%
grades
80‐89%
14
5%
80
4%
19
3%
143
4%
grades
90‐100%
0
0%
7
0%
3
0%
4
0%
grades
Total
266
100%
1 603
100%
666
100%
3 617
100%
otherinst1
36
14%
152
9%
84
13%
346
9%
7
3%
50
3%
23
3%
113
3%
10
4%
104
5%
27
4%
224
5%
otherinst4
Another public higher education institution Another private higher education institution FET college (technical or vocational college) Private training college
6
2%
40
2%
14
2%
86
2%
otherinst5
None
208
74%
1 257
77%
518
76%
2 843
78%
otherinst6
Other
11
4%
47
3%
15
2%
99
3%
Total
278
100%
1 650
100%
681
100%
3 711
100%
eduplan
Certificate
11
4%
79
4%
39
6%
169
5%
eduplan
Diploma
0
0%
6
0%
3
0%
11
0%
eduplan
Bachelor’s degree (B.A., B.Sc., B.Tech., etc.) Honours degree
39
15%
213
12%
89
13%
457
12%
39
14%
316
21%
140
21%
798
22%
72
27%
372
23%
171
26%
882
25%
105
40%
612
39%
221
33%
1 298
35%
266
100%
1 598
100%
663
100%
3 615
100%
otherinst2 otherinst3
36 What is the highest level of education you plan to complete?
Seniors
eduplan eduplan eduplan eduplan
Notes: Percentages weighted by gender (and institutional size for comparisons). Counts are unweighted.
Master’s degree (M.A., M.Sc., M.Tech., etc.) Doctoral degree (Ph.D.,M.D., D.Tech., etc.) Total
102
SASSE 2017 Respondent Characteristics University of the Western Cape First‐Year Students UWC
Seniors
SASSE Overall
UWC
SASSE Overall
Item wording or description
Variable name
Response options
Count
%
Count
%
Count
%
Count
%
On which campus do you attend your classes?
campus
Main Campus
252
94%
‐
‐
598
90%
‐
‐
Tygerberg Campus
16
6%
‐
‐
69
10%
‐
‐
Total
268
100%
‐
‐
667
100%
‐
‐
69
25%
360
20%
144
22%
869
24%
37 Please select the category that best represents your major field cesm of study.
38 Please select the faculty that you are registered in.
39 Indicate your gender.
cesm
Business, Economics, and Management Education
25
10%
352
17%
79
12%
689
17%
cesm
Human and Social Sciences
116
43%
487
30%
296
45%
1 081
29%
cesm
Science, Engineering, and Technology
56
21%
395
32%
140
21%
954
30%
cesm
Total
266
100%
1 594
100%
659
100%
3 593
100%
faculty
Arts
71
26%
‐
‐
194
29%
‐
‐
Community and Health Sciences
40
15%
‐
‐
117
18%
‐
‐
Dentistry
35
13%
‐
‐
70
11%
‐
‐
Economic and Management Sciences
52
19%
‐
‐
112
17%
‐
‐
Education
16
7%
‐
‐
43
6%
‐
‐
Law
24
9%
‐
‐
56
8%
‐
‐
Natural Sciences
28
11%
‐
‐
67
10%
‐
‐
Total
266
100%
‐
‐
659
100%
‐
‐
gender
Male
100
43%
606
44%
245
38%
1 268
38%
gender
Female
164
57%
978
56%
410
62%
2 313
62%
gender
Total
264
100%
1 584
100%
655
100%
3 581
100%
Notes: Percentages weighted by gender (and institutional size for comparisons). Counts are unweighted.
103
SASSE 2017 Respondent Characteristics University of the Western Cape First‐Year Students UWC Item wording or description 40 Age
41 Are you an international student?
42 Indicate your race.
Seniors
SASSE Overall
UWC
SASSE Overall
Variable name
Response options
Count
%
Count
%
Count
%
Count
%
age (Recoded from yearofbirth)
18 years old
50
19%
255
17%
26
4%
86
2%
19 years old
106
40%
689
46%
89
14%
420
11%
age
20 years old
54
21%
284
17%
136
20%
877
24%
age
21 years old
21
8%
115
6%
137
21%
780
22%
age
22 years old
5
2%
62
3%
116
18%
541
15%
age
23 years old
6
2%
45
3%
63
10%
336
9%
age
24 years old
3
1%
32
2%
34
5%
189
5%
age
25 years and older
19
7%
102
6%
59
9%
361
10%
age
Total
264
100%
1 584
100%
660
100%
3 590
100%
internat
Yes
5
2%
75
4%
18
3%
160
4%
internat
No
259
98%
1 519
96%
641
97%
3 425
96%
internat
Total
264
100%
1 594
100%
659
100%
3 585
100%
race
Black African
133
50%
1 187
70%
380
57%
2 674
72%
race
Coloured
77
29%
86
5%
168
26%
186
5%
race
Indian
12
4%
46
5%
19
3%
137
5%
race
Asian
0
0%
5
0%
2
0%
12
0%
race
White
22
8%
183
13%
35
5%
384
11%
race
Multiracial
3
1%
14
1%
12
2%
33
1%
race
Other
0
0%
7
0%
2
0%
12
0%
race
I Prefer not to answer
20
8%
68
5%
46
7%
170
5%
race
Total
267
100%
1 596
100%
664
100%
3 608
100%
Notes: Percentages weighted by gender (and institutional size for comparisons). Counts are unweighted.
104
SASSE 2017 Respondent Characteristics University of the Western Cape First‐Year Students UWC Item wording or description 43 What is your home language or mother tongue?
44 Residential Status
45 Do you represent your institution in a sport?
Seniors
SASSE Overall
UWC
SASSE Overall
Variable name
Response options
Count
%
Count
%
Count
%
Count
%
motherton
English
95
36%
222
21%
184
28%
547
18%
motherton
Afrikaans
37
14%
179
9%
95
15%
358
9%
motherton
IsiXhosa
84
33%
163
10%
285
42%
299
8%
motherton
IsiZulu
15
6%
296
17%
38
6%
685
18%
motherton
IsiNdebele
0
0%
11
1%
1
0%
21
1%
motherton
North Sotho
9
3%
79
6%
8
1%
167
5%
motherton
Sesotho
6
2%
340
15%
18
3%
842
21%
motherton
Setswana
5
1%
170
10%
10
2%
336
9%
motherton
Tshivenda
4
2%
25
2%
1
0%
107
3%
motherton
SiSwati
2
1%
37
3%
5
1%
49
1%
motherton
Xitsonga
4
1%
42
3%
7
1%
95
3%
motherton
Other
3
1%
39
3%
12
2%
103
3%
motherton
Total
264
100%
1 603
100%
664
100%
3 609
100%
79
30%
453
26%
220
34%
950
26%
Off‐campus
186
70%
1 142
74%
433
66%
2 657
74%
resstatus
Total
265
100%
1 595
100%
653
100%
3 607
100%
athlete
Yes
17
7%
159
9%
42
7%
345
9%
athlete
No
244
93%
1 417
91%
610
93%
3 200
91%
athlete
Total
261
100%
1 576
100%
652
100%
3 545
100%
resstatus (Recoded from On‐campus livenow)
Notes: Percentages weighted by gender (and institutional size for comparisons). Counts are unweighted.
105
SASSE 2017 Respondent Characteristics University of the Western Cape First‐Year Students UWC Item wording or description 46 What is the language of instruction in the classes you attend?
47 Do you have any disabilities?
48 First Generational Status
Seniors
SASSE Overall
UWC
SASSE Overall
Variable name
Response options
Count
%
Count
%
Count
%
Count
%
languageofinstr1
English
265
87%
1 570
90%
659
89%
3 521
86%
languageofinstr2
Afrikaans
19
6%
126
5%
42
6%
350
7%
languageofinstr3
IsiXhosa
21
7%
6
0%
27
4%
18
0%
languageofinstr4
IsiZulu
0
0%
51
2%
2
0%
135
3%
languageofinstr5
IsiNdebele
0
0%
0
0%
0
0%
1
0%
languageofinstr6
North Sotho
0
0%
2
0%
0
0%
6
0%
languageofinstr7
Sesotho
0
0%
65
2%
2
0%
160
3%
languageofinstr8
Setswana
0
0%
11
1%
1
0%
10
0%
languageofinstr9
Tshivenda
0
0%
0
0%
1
0%
1
0%
languageofinstr10
SiSwati
0
0%
1
0%
3
0%
5
0%
languageofinstr11
Xitsonga
0
0%
0
0%
0
0%
1
0%
languageofinstr
Total
305
100%
1 832
100%
737
100%
4 208
100%
dis_none
None
233
87%
1 438
90%
593
88%
3 251
90%
dis_sense
Sensory impairment
13
5%
44
3%
32
5%
126
4%
dis_mobility
Mobility impairment
0
0%
1
0%
1
0%
7
0%
dis_learning
Learning impairment
3
1%
16
1%
5
1%
22
1%
dis_mental
Mental health disorder
4
1%
20
2%
12
2%
77
2%
dis_other
Other disability
3
1%
11
1%
1
0%
16
0%
dis_notansw
Prefer not to answer
12
4%
65
4%
28
4%
105
3%
Total
268
100%
1 595
100%
672
100%
3 604
100%
Not first generation student
71
27%
504
33%
168
25%
1 155
33%
First generation student
196
73%
1 082
67%
495
75%
2 437
67%
Total
267
100%
1 586
100%
663
100%
3 592
100%
FGbac (Recoded from fammembergradN through fammembergradO)
Notes: Percentages weighted by gender (and institutional size for comparisons). Counts are unweighted.
106
SASSE 2017 Codebook UWC Item #
Variable name
EI a
campus
Variable label
On which campus do you attend your classes?
Values and labels
9401 = Main Campus 9402 = Tygerberg Campus
Question 1. Think about the current academic year. How often have you done each of the following? 1a.
askquest
Asked questions or contributed to module/subject discussions in other ways
1b.
drafts
Prepared two or more drafts of a paper or assignment before handing it in
1c.
unprepared
Attended class without having completed readings or assignments
1d.
attendart
Attended an art exhibit, play, or other theatre performance (dance, music, etc.)
1e.
CLaskhelp
Asked another student to help you understand CL module/subject material
1f.
CLexplain
CL
1g.
CLstudy
1h.
CLproject
1i.
present
‐
unpreparedR
Explained module/subject material to other students Prepared for exams by discussing or working CL through module/subject material with other students Worked with other students on projects or CL assignments
1 = Never 2 = Sometimes 3 = Often 4 = Very often
Gave a module/subject presentation
Reverse code of the variable unprepared
a. Engagement Indicator items. Key to abbreviations on page 124.
1 = Very often 2 = Often 3 = Sometimes 4 = Never
107
SASSE 2017 Codebook UWC Item #
Variable name
EI a
Variable label
Values and labels
Question 2. During the current academic year, about how often have you done the following? 2a.
RIintegrate
RI
Combined ideas from different modules/subjects when completing assignments
2b.
RIsocietal
RI
Connected your learning to societal problems or issues
2c.
RIdiverse
RI
2d.
RIownview
RI
2e.
RIperspect
RI
2f.
RInewview
RI
2g.
RIconnect
RI
Included diverse perspectives (political, religious, racial/ethnic, gender, economic, etc.) in module/subject discussions or writing 1 = Never assignments 2 = Sometimes Examined the strengths and weaknesses of your 3 = Often own views on a topic or issue 4 = Very often Tried to better understand someone else’s views by imagining how an issue looks from his or her point of view Learned something that changed the way you understand an issue or concept Connected ideas from your modules/subjects to your prior experiences and knowledge
Question 3. During the current academic year, about how often have you done the following? 3a.
SScareer
3b.
SSotherwork
3c.
SSdiscuss
3d.
SSperform
SS Talked about your career plans with a lecturer Worked with a staff member on activities other 1 = Never SS than academic work (committees, projects, 2 = Sometimes student groups, etc.) 3 = Often Discussed module/subject topics, ideas, or 4 = Very often SS concepts with a lecturer outside of class SS
Discussed your academic performance with a lecturer
a. Engagement Indicator items. Key to abbreviations on page 124.
108
SASSE 2017 Codebook UWC Item #
Variable name
EI a
Variable label
Values and labels
Question 4. During the current academic year, how much has your academic work emphasised the following? 4a.
memorize
4b.
HOapply
4c.
HOanalyze
4d.
HOevaluate
4e.
HOform
Memorising module/subject material (facts, ideas, etc.) Applying facts, theories, or methods to practical problems or new situations 1 = Very Little 2 = Some Identifying the different parts of an idea, HO 3 = Quite a bit experience, or argument in detail (analysing) 4 = Very much Evaluating a point of view, decision, or HO information source
HO
HO
Forming a new idea or understanding by putting together various pieces of information
Question 5. During the current academic year, to what extent have your lecturers done the following? 5a.
ETgoals
ET
Clearly explained module/subject outcomes and requirements
5b.
ETorganize
ET
Presented module/subject sessions in an organised way
5c.
ETexample
5d.
ETdraftfb
5e.
ETfeedback
1 = Very Little Used examples or illustrations to explain difficult 2 = Some ET 3 = Quite a bit points 4 = Very much ET Provided feedback on a draft or work in progress ET
Provided detailed feedback shortly after you completed tests or assignments
Question 6. During the current academic year, about how often have you done the following?
6a.
QRconclude
6b.
QRproblem
6c.
QRevaluate
Reached conclusions based on your own analysis QR of numerical information (numbers, graphs, statistics, etc.) Used numerical information (numbers, graphs, 1 = Never statistics, etc.) to examine a real‐world problem 2 = Sometimes QR or issue (unemployment, climate change, public 3 = Often 4 = Very often health, etc.) Evaluated what others have concluded when QR they used numerical information (numbers, graphs, statistics, etc.)
a. Engagement Indicator items. Key to abbreviations on page 124.
109
SASSE 2017 Codebook UWC Item #
Variable name
EI a
Variable label
Values and labels
Question 7. During the current academic year, about how many papers, reports, or other writing tasks of the following length have you been given to complete? (Include those not yet submitted.) 7a.
wrshort
Up to 5 pages
7b.
wrmed
Between 6 and 10 pages
7c.
wrlong
11 pages or more
‐
1 = None 2 = 1‐2 3 = 3‐5 4 = 6‐10 5 = 11‐15 6 = 16‐20 7 = More than 20 papers
Estimated pages of assigned writing, recoded and summed by SASSE from wrshort , wrmed , and wrlong using the midpoints of response ranges and an estimate for unbounded options
wrpages
Question 8. During the current academic year, about how often have you had discussions with people from the following groups? 8a.
DDrace
DD
People of a race or ethnicity other than your own
8b.
DDeconomic
DD
People from an economic background other than your own
8c.
DDreligion
DD
People with religious beliefs other than your own
8d.
DDpolitical
DD People with political views other than your own
1 = Never 2 = Sometimes 3 = Often 4 = Very often
Question 9. During the current academic year, about how often have you done the following? 9a.
LSreading
9b.
LSnotes
9c.
LSsummary
Question 10.
challenge
LS
Identified important information from reading assignments
LS Reviewed your notes after class LS
Summarised what you learned in class or from module/subject materials
1 = Never 2 = Sometimes 3 = Often 4 = Very often
1= Not at all During the current academic year, to what 2 = Some extent have your modules/subjects required you 3 = Quite a bit to do your best work? 4 = Very much
a. Engagement Indicator items. Key to abbreviations on page 124.
110
SASSE 2017 Codebook UWC Item #
Variable name
EI a
Variable label
Values and labels
Question 11. Which of the following have you done or do you plan to do before you graduate from your institution? Practical work related to your studies (internship, work integrated learning, clinical placement, field experience, etc.) as a compulsory part of your degree Hold a formal leadership position in a student organisation or group on campus (societies, political organisations, residence committees, etc.) Participation in student societies (law, psychology, etc.) where students engage in topics related to their modules/subjects Develop an international perspective through campus initiatives and interacting with international students 1 = Have not decided Work with a lecturer on a research project as part of a module/subject, or part of your degree 2 = Do not plan to do 3 = Plan to do Participate in first‐year experience seminars, 4 = Done or in progress including orientation and student learning 5 = Not offered at my groups institution Register for an academic literacy or language development course
11a.
intern
11b.
leader
11c.
learncom
11d.
abroad
11e.
research
11f.
Fyexperience
11g.
acadlit
11h.
groupproject
11i.
acadadvise
11j.
usepeer
11k.
exptutor
Explain module/subject material to other students as a tutor or learning facilitator
11l.
mathdevel
Register for a mathematics or numeracy development course
servcourse
1 = None About how many of your modules/subjects have 2 = Some included a community‐based/community‐ 3 = Most engagement project (service‐learning)? 4 = All
Question 12.
Work with other students on a group project or assignment Consult with an academic advisor (staff member) to help you with planning of your studies and education Make use of peer learning support (e.g. tutors, mentors, facilitators)
a. Engagement Indicator items. Key to abbreviations on page 124.
111
SASSE 2017 Codebook UWC Item #
Variable name
EI a
Variable label
Values and labels
Question 13. Indicate the quality of your interactions with the following people at your institution. 13a.
QIstudent
QI Other students
13b.
QIadvisor
QI
13c.
QIfaculty
QI Lecturers and academic staff
13d.
QIstaff
QI
Student support services (e.g. counselling, health, disability, career)
13e.
QIadmin
QI
Other administrative services (e.g. registration, financial aid)
Peer learning support (e.g. tutors, mentors, facilitators)
1 = Poor 2 = Fair 3 = Good 4 = Excellent 5 = Not applicable
Question 14. During the current academic year, about how often have you used technology to communicate with the following people? 14a.
itstu
Other students
14b.
itpls
Peer learning support (e.g. tutors, mentors, facilitators)
14c.
itfac
Lecturers and academic staff
14d.
itsss
Student support services (e.g. counselling, health, disability, career)
14e.
itadm
1 = Never 2 = Sometimes 3 = Often 4 = Very often
Other administrative services (e.g. registration, financial aid)
a. Engagement Indicator items. Key to abbreviations on page 124.
112
SASSE 2017 Codebook UWC Item #
Variable name
EI a
Variable label
Values and labels
Question 15. How much does your institution emphasise the following? Spending significant amounts of time studying and on academic work
15a.
empstudy
15b.
SEacademic
15c.
SElearnsup
15d.
SEdiverse
15e.
SEsocial
SE
Providing opportunities to be involved socially (not related to academic work)
15f.
SEwellness
SE
Providing support for your overall well‐being (recreation, health care, counselling, etc.)
15g.
SEnonacad
SE
Helping you manage your non‐academic responsibilities (family, work, etc.)
15h.
SEactivities
Attending campus events and activities SE (artistic/cultural performances, sports events, etc.)
15i.
SEevents
15j.
techlrn
Providing technology to help you learn, study, or complete academic work
15k.
techtch
Teaching you how to use available technologies to learn, study, or complete academic work
15l.
techsup
Providing support services to assist you with your use of technology
SE
Providing support to help students succeed academically
Using learning support services (tutoring SE services, peer mentoring, writing centre, library, etc.) Encouraging contact among students from SE different backgrounds (social, racial/ethnic, religious, economic, etc.)
SE
1 = Very Little 2 = Some 3 = Quite a bit 4 = Very much
Attending events that address important economic, political, or societal issues
a. Engagement Indicator items. Key to abbreviations on page 124.
113
SASSE 2017 Codebook UWC Item #
Variable name
EI a
Variable label
Values and labels
Question 16. About how many hours do you spend in a typical 7‐day week doing each of the following? 16a.
tmprep
16b.
tmacaatt
16c.
tmcocurr
Preparing for class (studying, reading, writing, doing homework, rehearsing, and other academic activities) Attending timetabled academic activities (lectures, practicals, tutorials, etc.) Participating in other university activities (organisations, campus publications, involvement in SRC projects, residence duties, inter‐residence sport, community service, etc.)
16d.
tmworkon
Working for pay on campus (student assistant, tutor, etc.)
16e.
tmworkoff
Working for pay off campus (being a waiter, casual work in shops, etc.)
16f.
tmservice
Doing community service or volunteer work
16g.
tmrelax
Relaxing and socialising (time with friends, video games, watching TV or movies, sport, mobile and online chatting, etc.)
16h.
tmcare
Providing care for dependents (children, siblings, parents, etc.)
16i.
tmcommute
‐
tmworkhrs
Question 17.
tmread
Question 18.
tmattsche
1 = 0 2 = 1‐5 3 = 6‐10 4 = 11‐15 5 = 16‐20 6 = 21‐25 7 = 26‐30 8 = More than 30 hours
Travelling to class (driving, walking, etc.) Estimated number of hrs working for pay recoded and summed by SASSE from tmworkon and tmworkoff using the response range midpoints and an estimate for unbounded options. 1 = 0 2 = 1‐5 3 = 6‐10 Of the time you spend preparing for class in a 7‐ 4 = 11‐15 day week, how many hours are on assigned 5 = 16‐20 reading ? 6 = 21‐25 7 = 26‐30 8 = More than 30 hours 1 = None (0%) 2 = Less than 25% 3 = Between 25% and In an average week, what percentage of your 50% timetabled academic activities (e.g. lectures, 4 = Between 51% and practicals, or tutorials) do you attend? 75% 5 = More than 75% 6 = All (100%)
a. Engagement Indicator items. Key to abbreviations on page 124.
114
SASSE 2017 Codebook UWC Item #
Variable name
EI a
Variable label
Values and labels
Question 19. To what extent has your experience at this institution contributed to your knowledge, skills, and personal development in the following areas? 19a.
pgwrite
Writing clearly and effectively
19b.
pgspeak
Speaking clearly and effectively
19c.
pgthink
Thinking critically and analytically
19d.
pganalyze
Analysing numerical and statistical information
19e.
pgcmpts
Using computing and information technology
19f.
pgwork
19g.
pgothers
19h.
pgvalues
Developing or clarifying a personal code of values and ethics
19i.
pgdiverse
Understanding people of other backgrounds (economic, racial/ethnic, political, religious, nationality, etc.)
19j.
pgprobsolve
Solving complex real‐world problems
19k.
pgcitizen
Being an informed and active citizen
Question 20.
advise
Question 21.
evalexp
Question 22.
sameinst
1 = Very little Developing job‐ or work‐related knowledge and 2 = Some 3 = Quite a bit skills 4 = Very much Working effectively with others
1 = Poor 2 = Fair 3 = Good 4 = Excellent 5 = No academic advice received 1 = Poor How would you evaluate your entire educational 2 = Fair experience at this institution? 3 = Good 4 = Excellent 1 = Definitely not If you could start over again, would you go to 2 = Probably not the same institution you are now attending? 3 = Probably yes 4 = Definitely yes Overall, how would you evaluate the quality of academic advice (i.e. help with the planning of your studies and education) you have received at your institution?
a. Engagement Indicator items. Key to abbreviations on page 124.
115
SASSE 2017 Codebook UWC Item #
Variable name
EI a
Variable label
Values and labels
Question 23. Which of the following sources are you using to pay your educational expenses (tuition fees, books, room and board, etc.)? 23a.
FSSparfam
Parent/guardian's money
23b.
FSSself
23c.
FSSprispon
23d.
FSSemployer
23e.
FSSnongov
Non‐governmental bursary (e.g. institutional, merit, private company)
23f.
FSSgovbur
Governmental bursary (excluding NSFAS)
23g.
FSSnsfas
NSFAS
23h.
FSSstudlo
Loan (including institutional, banks, or private companies)
My own money Private sponsor/s (e.g. family contributors) Employer
1 = Using 2 = Not using 3 = Not sure
Question 24. In an average month, how much money do you spend on each of the following? 24a.
FSSfood
24b.
FSSaccom
Accommodation
24c.
FSSdepend
Caring for dependents (children, siblings, parents, etc.)
24d.
FSScommute
Commuting to and from university
24e.
FSSacadnec
Academic necessities (e.g. making copies, printing, stationary)
24f.
FSSentertain
Entertainment (e.g. socialising with friends)
Question 25.
FSSafford
Question 26.
FSSpayuni
Food
1 = Less than R500 2 = R500 – R1500 3 = R1500 – R2500 4 = R2500 – R4000 5 = More than R4000 6 = Not applicable
1 = Never In the past year, were there any times that you 2 = Sometimes ran out of food and could not afford to buy 3 = Most days more? 4 = Every day 1 = Never How often do you worry about paying for 2 = Sometimes university? 3 = Most days 4 = Every day
a. Engagement Indicator items. Key to abbreviations on page 124.
116
SASSE 2017 Codebook UWC Item #
Variable name
EI a
Variable label
Values and labels
1 = Never How often do you worry about having enough 2 = Sometimes Question 27. FSSdaynec money for day‐to‐day necessities? 3 = Most days 4 = Every day Question 28. Please indicate whether the statements below have happened to you during your time in higher education. 28a.
FSSacadmat
28b.
FSSparticipate
28c.
FSSfincon
I have chosen not to buy academic materials due to their cost I have chosen not to participate in academic or 1 = Yes social activities on campus due to a lack of 2 = No money Financial concerns have had a negative impact on my academic performance
Question 29. I have considered dropping out of university because of the following reasons. (Mark all that apply.) FSSdroptuition
The cost of university tuition fees
FSSdropmat
The cost of academic materials (books, etc.)
FSSdropliving
Living costs
FSSdroptravel
Travel/commuting costs
FSSdropfood
Food insecurity (not having regular access to food
FSSdropcon
Poor living conditions
FSSdropoff
Safety concerns (off campus)
FSSdropon
Safety concerns (on campus)
FSSdropperf
Poor academic performance
FSSdropbelong FSSdropfam FSSdropother FSSdropnot
1 = True
Feeling that I don't belong or fit in Personal or family problems Other reasons I have not considered dropping out because of any of these reasons
a. Engagement Indicator items. Key to abbreviations on page 124.
117
SASSE 2017 Codebook UWC Item #
Variable name
Question 30.
fulltime
Question 31.
timereg
Question 32.
currentenroll
Question 33.
enter
Question 34.
grades
EI a
Variable label
Values and labels
Thinking about this current academic term, are 1 = Full time you registered as a full‐time or part‐time 2 = Part time student? 1 = One 2 = Two How many years have you been registered as a 3 = Three or more student at this institution? 4 = Not enrolled for Degree/Diploma purposes 1 = Degree (B.A., B.Sc., etc.) 2 = B. Tech 3 = Diploma 4 = Advanced Diploma Which of the following are you currently 5 = Extended Degree enrolled for at this institution? 6 = Extended Diploma 7 = Certificate of Higher Education studies 8 = Not enrolled for Degree/Diploma purposes Did you start your higher education at your 1 = Started here current institution or elsewhere? 2 = Started elsewhere
In which category do most of your marks up to now at this institution fall? (Mark only one.)
1 = 0‐39% 2 = 40‐49% 3 = 50‐59% 4 = 60‐69% 5 = 70‐79% 6 = 80‐89% 7 = 90‐100%
Question 35. Since finishing high school, which of the following type(s) of institution(s) have you attended other than the one you are attending now? (Mark all that apply.) otherinst1
Another public higher education institution
otherinst2
Another private higher education institution
otherinst3
FET college (technical or vocational college) 1 = True
otherinst4
Private training college
otherinst5
None
otherinst6
Other
a. Engagement Indicator items. Key to abbreviations on page 124.
118
SASSE 2017 Codebook UWC Item #
Question 36.
Variable name
eduplan
Question 37.
cesm
Question 38.
faculty
Question 39.
gender
Question 40.
yearofbirth
‐
age
Question 41.
internat
EI a
Variable label
Values and labels
1 = Certificate 2 = Diploma 3 = Bachelor’s degree (B.A., B.Sc., B.Tech., etc.) 4 = Honours degree What is the highest level of education you plan 5 = Master’s degree to complete? (M.A., M.Sc., M.Tech., etc.) 6 = Doctoral degree (Ph.D.,M.D., D.Tech., etc.) 1 = Business, Commerce, and Management 2 = Education Please select the category that best represents 3 = Human and Social your major field of study. (Mark only one.) Sciences 4 = Science, Engineering, and Technology 94901 = Arts 94902 = Community and Health Sciences 94903 = Dentistry Please select the faculty that you are registered 94904 = Economic and in. Management Sciences 94905 = Education 94906 = Law 94907 = Natural Sciences Indicate your gender.
1 = Male 2 = Female
Indicate your year of birth.
1 = 1998 2 = 1997 3 = 1996 4 = 1995 5 = 1994 6 = 1993 7 = 1992 8 = 1991 9 = 1990 10 = 1989 11 = Before 1989
Age (Recoded from variable yearofbirth) Are you an international student?
a. Engagement Indicator items. Key to abbreviations on page 124.
1 = Yes 2 = No
119
SASSE 2017 Codebook UWC Item #
Variable name
Question 42.
race
Question 43.
motherton
EI a
Variable label
Values and labels
1 = Black African 2 = Coloured 3 = Indian 4 = Asian 5 = White Indicate your race. (Mark only one.) 6 = Multiracial 7 = Other 8 = I prefer not to answer 1 = English 2 = Afrikaans 3 = IsiXhosa 4 = IsiZulu 5 = IsiNdebele What is your home language or mother tongue? 6 = North Sotho (Mark only one.) 7 = Sesotho 8 = Setswana 9 = Tshivenda 10 = SiSwati 11 = Xitsonga 12 = Other
Question 44.
livenow
1 = Residence or other campus housing 2 = Accommodation (house, apartment, flat, etc.) within walking Which of the following best describes where you distance of the are living now while attending university? institution 3 = Accommodation (house, apartment, flat, etc.) within driving distance of the institution
Question 45.
athlete
Do you represent your institution in a sport?
a. Engagement Indicator items. Key to abbreviations on page 124.
1 = Yes 2 = No
120
SASSE 2017 Codebook UWC Item #
Variable name
EI a
Variable label
Values and labels
Question 46. What is the language(s) of instruction in the classes you attend? (Mark all that apply.) languageofinstr1
English
languageofinstr2
Afrikaans
languageofinstr3
IsiXhosa
languageofinstr4
IsiZulu
languageofinstr5
IsiNdebele
languageofinstr6
North Sotho
languageofinstr7
Sesotho
languageofinstr8
Setswana
languageofinstr9
Tshivenda
languageofinstr10
SiSwati
languageofinstr11
Xitsonga
1 = True
Question 47. Do you have any disabilities? (Mark all that apply.) dis_none
No, I do not have any disabilities
dis_sense
Yes, I have a sensory impairment (vision or hearing)
dis_mobility
Yes, I have a mobility impairment 1 = True
dis_learning
Yes, I have a learning disability
dis_mental
Yes, I have a mental health disorder
dis_other dis_notansw
Yes, I have another disability I choose not to answer
a. Engagement Indicator items. Key to abbreviations on page 124.
121
SASSE 2017 Codebook UWC Item #
Variable name
EI a
Variable label
Values and labels
Question 48. Specify which of your family members have graduated from a university before you. (Mark all that apply.) fammembergradN
None, I will be the first
fammembergradF
Father (Stepfather)/Guardian
fammembergradM
Mother (Stepmother)/Guardian 1 = True
‐
fammembergradB
Brother (Stepbrother)
fammembergradS
Sister (Stepsister)
fammembergradO
Other
FGbac
First‐generation status (neither parent has graduated from a university before you)
a. Engagement Indicator items. Key to abbreviations on page 124.
1 = Not first‐generation 2 = First‐generation
122
SASSE 2017 Codebook UWC Item #
Variable name
EI a
Variable label
Values and labels
The following 2 variables are recoded based on student responses on the SASSE, and are not direct questions. resstatus
Residential Status This variable is calculated by recoding student 1 = On‐campus responses to Question 44 (livenow). 2 = Off‐campus All students who responded 1 were recoded as "On‐ campus". All students who responded 2 or 3 were recoded "Off‐campus".
acst
Academic Status This variable is calculated by recoding student 1 = First‐year responses to Question 31 (timereg). 2 = Senior All students who responded 1 were recoded as "First‐ 4 = Occasional Student year". All students who responded 2 or 3 were recoded "Senior". All students who responded 4 were recoded as "Occasional Student".
a. Engagement Indicator items. Key to abbreviations on page 124.
123
SASSE 2017 Codebook Engagement Indicators Engagement Indicators are sets of items that have been grouped into ten key dimensions of student engagement, which fit into four themes adapted from the former Benchmarks of Effective Educational Practice. EI scores are calculated for each student and range from 0 to 60. The EI score for an institution is the weighted mean of these student‐level scores. Variable name Description
Items
HO
Higher‐Order Learning: Amount academic work emphasised challenging learning tasks including applying learned information to practical problems, identifying ideas and experiences, evaluating information from other sources, and forming new ideas by putting together various pieces of information.
Items 4b‐e: HOapply, HOanalyze, HOevaluate, HOform
RI
Reflective and Integrative Learning: How often students made connections with prior knowledge, other modules/subjects, and societal issues, took into account diverse perspectives, and reflected on their own views while examining the views of others.
Items 2a‐g: RIintegrate, RIsocietal, RIdiverse, RIownview, RIperspect, RInewview, RIconnect
LS
Learning Strategies: How often students enacted basic strategies for academic success, such as identifying important information in readings, reviewing notes after class, and summarising module/subject material.
Items 9a‐c: LSreading, LSnotes, LSsummary
QR
Quantitative Reasoning: How often students engaged with numerical and statistical information across the curriculum, and used this information to reach conclusions, examine real‐world problems, and evaluate what others have concluded.
Items 6a‐c: QRconclude, QRproblem, QRevaluate
CL
Collaborative Learning: How often students collaborated with others in mastering difficult material by asking for help, explaining material to others, preparing for exams, and working on group projects.
Items 1e‐h: CLaskhelp, CLexplain, Clstudy, CLproject
DD
Discussions with Diverse Others: How often students had discussions with people who differ from themselves in terms of race or ethnicity, economic background, religious belief, or political views.
Items 8a‐d: DDrace, DDeconomic, DDreligion, DDpolitical
SS
Student‐Staff Interaction: How often students had meaningful, substantive interactions Items 3a‐d: SScareer, with lecturers and advisors, such as talking about career plans, working on committees or SSotherwork, SSdiscuss, student groups, discussing module/subject material outside of class, or discussing their SSperform academic performance.
ET
Effective Teaching Practices: Amount lecturers emphasised student comprehension and Items 5a‐e: ETgoals, learning with clear explanations and organisation, use of illustrative examples, and ETorganize, ETexample, providing formative and effective feedback. ETdraftfb, ETfeedback
QI
Quality of Interactions: How students rated their interactions with important people in Items 13a‐e: QIstudent, their learning environment, including other students, peer learning support, lecturers and QIadvisor, QIfaculty, academic staff, student support services, and other administrative services. QIstaff, QIadmin
SE
Items 15b‐i: SEacademic, Supportive Environment: Amount the institution emphasised help for students to persist SElearnsup, SEdiverse, and learn through academic support programs, encouraged diverse interactions, and SEsocial, SEwellness, provided social opportunities, campus activities, health and wellness, and support for non‐ SEnonacad, SEactivities, academic responsibilities. SEevents
124
LSSE 2017 Snapshot University of the Western Cape A Summary of Lecturers' Results Student engagement represents two critical features of collegiate quality. The first is the amount of time and effort students put into their studies and other educationally purposeful activities. The second is how institutional resources, modules/subjects and other learning opportunities facilitate student participation in activities that matter to student learning. LSSE surveys lecturers who teach at least one undergraduate module/subject in the current academic year. This Snapshot is a concise collection of key findings from your institution’s LSSE 2017 administration. We hope this information stimulates discussions about the undergraduate experience. Additional details about these and other results appear in the Frequencies and LSSE‐SASSE Combined reports.
High‐Impact Practices Lecturers' Importance for High‐Impact Practice Participation Practical work 95% Student societies 58% Research with staff 74% First‐year experience 88% Academic literacy 85% Work with students 87% Consult academic advisor 92% Peer learning support 95% Explain material as tutor 77% Numeracy course 42% Service‐learning 80%
Due to their positive associations with student learning and retention, special undergraduate opportunities are designated "high‐impact." The first figure at right compares the percentage of your lecturers who believed it was "Very important" or "Important" for undergraduates at your institution to participate in High‐ Impact Practices before they graduate. The second figure summarises lecturers' participation in three selected High‐Impact Practices in a typical week.
Note: Percentage of lecturers responding "Very important" or "Important"
Lecturers' Participation in High‐Impact Practices 36% Research with Staffa Internship or Field 50% Experiencea b 72% Service‐learning a. Percentage of lecturers responding "Yes" to participation b. Percentage of lecturers responding that at least "Some" of their modules/subjects include a service‐learning component
Time Spent Preparing for Class These figures report the average weekly class preparation time your lecturers expected students to spend, and the average amount of time they perceived students actually spent, in the lecturer's selected module/subject.
First‐year
2.4
4.0
Senior
1.3
3.3
Both
2.0
5.0 0
2
4
6
8
0
10
Expected Average Hours per week Preparing for Class
2
4
6
8
10
Perceived Average Hours per week Preparing for Class
Reading and Writing These figures summarise the number of hours your lecturers expected students to spend reading, and the average number of pages of assigned writing, for the lecturer's selected module/subject.
First‐year
2.5
Senior
2.6
Both
2.1
2.8 0
Note: The number of pages of assigned writing is an estimate calculated from three separate survey questions.
4.7
2
6.0 4
6
8
10
Expected Average hours per Week on Module/subject Reading
0
2
4
6
8
Average Pages of Assigned Writing
125
LSSE 2017 Snapshot University of the Western Cape Time Allocation This figure summarises the number of hours that lecturers spend in a typical seven‐day week on teaching activities (preparing, teaching class sessions, marking, meeting with students outside of class, etc.); advising; research and scholarly activities; and service activities (membership of institutional committees, reviewer for external journals, etc.)
Teaching
18.9
Advising undergraduate students
6.7
Research
7.8
Service activities
5.7 0
5
10 15 Hours per week
20
Student‐Staff Interaction Lecturers reported how often they have done each of the following with the undergraduate students they teach or advise:
Talked about students' career plans
18%
Worked on activities other than academic work
36%
18%
Discussed module/subject topics, ideas, or concepts outside of class Discussed students' academic performance
33%
21%
24%
24%
0%
36%
39% 42%
12%
27% 36%
25% Very often
50% Often
9% 21%
75% Sometimes
0% 100%
Never
Supportive Environment Lecturers reported how important it was to them that your institution increase its emphasis on each of the following: Percentage of Lecturers Responding "Very Important" or "Important"
Lecturers' values (Sorted highest to lowest) Students spending significant amounts of time studying and on academic work
95%
Providing support to help students succeed academically
98%
Encouraging contact among students from different backgrounds (social, racial/ethnic, religious, economic, etc.)
93%
Students using learning support services (tutoring services, peer mentoring, writing centre, library, etc.)
93%
Providing support for students' overall well‐being (recreation, health care, counselling, etc.)
95%
Providing opportunities to be involved socially (not related to academic work)
78%
Students attending events that address important economic, political, or societal issues
63%
Students attending campus activities and events (artistic/cultural performances, sports events, etc.)
59%
Helping students manage their non‐academic responsibilities (family, work, etc.)
64%
Administration Details First‐year
Senior
Both
Count
11
18
4
Percentage
33%
55%
12%
See your Respondent Profile report for more information.
What is LSSE? LSSE, a complementary survey to the South African Survey of Student Engagement, collects information annually at participating universities from lecturers who teach at least one undergraduate module/subject in the current academic year. The results provide information about lecturers' expectations for student engagement in educational practices that are empirically linked with student learning and development. Institutions use their data to identify aspects of the undergraduate experience that can be improved through changes in policy and practice.
126
LSSE‐SASSE Combined Report 2017 About This Report The display below highlights details in the LSSE‐SASSE Combined Report that are important to keep in mind when interpreting your results. 1. Sample : The LSSE‐SASSE Combined Report shows responses from both students and lecturers at your institution who completed SASSE and LSSE. This report contains responses from lecturers who responded to the survey based on their experiences teaching either a first year, senior or both types of courses. All student responses are the same as those included in the SASSE Frequencies and Statistical Comparisons report. 2. Class level: Frequency distributions are reported separately for lecturers who report teaching first‐year, senior or both types of courses. Student responses are reported separately for first‐year students and seniors as reported by your institution. 3. Item numbers : Item numbering corresponds to the survey facsimiles included in your Institutional Report . 4. Item wording and variable names: Survey items are worded as they appear on the instrument. Variable names are included for easy reference to your data file, codebook, and LSSE Frequencies report. 5. Lecturer responses: The percentage of lecturers who selected the indicated response categories. To match the response categories provided on the LSSE instrument, this column heading varies throughout the report. 6. Student responses: The percentage of students who selected the indicated response categories. The distribution of student responses match those in your SASSE Frequencies and Statistical Comparisons report.
❶ LSSE‐SASSE Combined Report 2017 SASSEville University Academic Challenge ❹ ❺
❹ ❻
Lecturer Responses Very much + Quite a bit %
LSSE Item [Variable Name]
Higher‐Order Learning
Student Responses (from SASSE 2017)
Lecturer responses to: In your selected module/subject, how much does the academic work emphasise the following? Applying facts, theories, or methods to practical 27b problems or new situations [fHOapply ]
87
❸
Student responses to: During the current academic year, how much has your academic work emphasised the following? 4b Applying facts, theories, or methods to practical ❸ problems or new situations [HOapply ]
96 91
Identifying the different parts of an idea, experience, or 27c argument in detail (analysing) [fHOanalyze ]
Very much + Quite a bit %
SASSE Item [Variable Name]
77
Identifying the different parts of an idea, experience, or 4c argument in detail (analysing) [HOanalyze ]
75
80 90
60 70
74
❷
First‐Year lecturers Senior lecturers Both
❷
First‐Year Senior
127
LSSE‐SASSE Combined Report 2017 University of the Western Cape Academic Challenge Student Responses (from SASSE 2017)
Lecturer Responses LSSE Item [Variable Name]
Very much + Quite a bit %
Higher‐Order Lecturer responses to: In your selected module/subject, how much does the Learning academic work emphasise the following? Applying facts, theories, or methods to practical 27b problems or new situations [fHOapply ]
100
SASSE Item [Variable Name]
Applying facts, theories, or methods to practical 4b problems or new situations [HOapply ]
94
Very much + Quite a bit %
Student responses to: During the current academic year, how much has your academic work emphasised the following? 78 78
100 Identifying the different parts of an idea, experience, or 27c argument in detail (analysing) [fHOanalyze ]
82
Identifying the different parts of an idea, experience, or 4c argument in detail (analysing) [HOanalyze ]
61
71 71
100 Evaluating a point of view, decision, or information 27d source [fHOevaluate ]
70
Evaluating a point of view, decision, or information 4d source [HOevaluate ]
75
68 72
100 27e
73 Forming a new idea or understanding by putting together 67 various pieces of information [fHOform ] 100
4e
First‐Year lecturers Senior lecturers Both
70 Forming a new idea or understanding by putting together 69 various pieces of information [HOform ]
First‐Year Senior
128
LSSE‐SASSE Combined Report 2017 University of the Western Cape Academic Challenge (continued) Lecturer Responses LSSE Item [Variable Name]
Student Responses (from SASSE 2017) Very important + Important % SASSE Item [Variable Name]
Very often + Often %
Reflective & Lecturer responses to: In your selected module/subject, how important is it to Student responses to: During the current academic year, about how often have you done the following? Integrative you that the typical student does the following? 82 48 Learning 23a
Combine ideas from different modules/subjects when completing assignments [fRIintegrate ]
2a
78
Combined ideas from different modules/subjects when completing assignments [RIintegrate ]
55
100 73 Connect his or her learning to societal problems or issues 23b 89 [fRIsocietal ] 100 Included diverse perspectives (political, religious, 23c racial/ethnic, gender, economic, etc.) in module/subject discussions or writing assignments [fRIdiverse ] Examine the strengths and weaknesses of his or her own 23d views on a topic or issue [fRIownview ]
Connected your learning to societal problems or issues 2b [RIsocietal ]
73
Included diverse perspectives (political, religious, 2c racial/ethnic, gender, economic, etc.) in module/subject discussions or writing assignments [RIdiverse ]
72 100 91
Examined the strengths and weaknesses of your own 2d views on a topic or issue [RIownview ]
89
52 55 48 45
57 52
100 Try to better understand someone else's views by 23e imagining how an issue looks from his or her point of view [fRIperspect ] Learn something that changes the way he or she 23f understands an issue or concept [fRInewview ]
82
Tried to better understand someone else’s views by 2e imagining how an issue looks from his or her point of view [RIperspect ]
89 100 82
63 70
73 Learned something that changed the way you understand 2f 75 an issue or concept [RInewview ]
100 100
23g
Connect ideas from your modules/subjects to his or her prior experiences and knowledge [fRIconnect ]
91 2g
94
Connected ideas from your modules/subjects to your prior experiences and knowledge [RIconnect ]
70 78
100 First‐Year lecturers Senior lecturers Both
First‐Year Senior
129
LSSE‐SASSE Combined Report 2017 University of the Western Cape Academic Challenge (continued) Lecturer Responses LSSE Item [Variable Name]
Learning Strategies
Student Responses (from SASSE 2017) Very much + Quite a bit %
Lecturer responses to: In your selected module/subject, how much do you encourage students to do the following? 100 Identify important information from reading assignments 25e 72 [fLSreading ] 100
SASSE Item [Variable Name]
Identified important information from reading 9a assignments [LSreading ]
91 25f Review notes after class [fLSnotes ]
Very often + Often %
Student responses to: During the current academic year, about how often have you done the following? 75 76 52 9b Reviewed your notes after class [LSnotes ]
72
46
75 Summarise what has been learned from class or from 25g module/subject materials [fLSsummary ]
91
Summarised what you learned in class or from 9c module/subject materials [LSsummary ]
78
58 55
75
LSSE Item [Variable Name]
Very important + Important % SASSE Item [Variable Name]
Very often + Often %
Quantitative Lecturer responses to: In your selected module/subject, how important is it to Student responses to: During the current academic year, about how often have you done the following? Reasoning you that the typical student does the following? Reach conclusions based on his or her own analysis of 22d numerical information (numbers, graphs, statistics, etc.) [fQRconclude ]
45
Use numerical information (numbers, graphs, statistics, etc.) to examine a real‐world problem or issue 22e (unemployment, climate change, public health, etc.) [fQRproblem ]
45
Evaluate what others have concluded when they used 22f numerical information (numbers, graphs, statistics, etc.) [fQRevaluate ]
73
67 33
47 33 50 33 First‐Year lecturers Senior lecturers Both
Reached conclusions based on your own analysis of 6a numerical information (numbers, graphs, statistics, etc.) [QRconclude ]
39
Used numerical information (numbers, graphs, statistics, etc.) to examine a real‐world problem or issue 6b (unemployment, climate change, public health, etc.) [QRproblem ]
33
Evaluated what others have concluded when they used 6c numerical information (numbers, graphs, statistics, etc.) [QRevaluate ]
26
39
30
26
First‐Year Senior
130
LSSE‐SASSE Combined Report 2017 University of the Western Cape Academic Challenge (continued) Lecturer Responses LSSE Item [Variable Name]
Additional Academic Challenge Items
Student Responses (from SASSE 2017) Very important + Important % SASSE Item [Variable Name]
Lecturer responses to: How important is it to you that your institution increases its emphasis on each of the following? Students spending significant amounts of time studying 2a and on academic work [fempstudy ]
100
Spending significant amounts of time studying and on 15a academic work [empstudy ]
100
Very much + Quite a bit %
Student responses to: How much does your institution emphasise the following? 84 83
75 LSSE Item [Variable Name]
Very much + Quite a bit %
70 In your selected module/subject, to what extent do 21 students put forth their best work? [fchallenge ]
SASSE Item [Variable Name]
During the current academic year, to what extent have 10 your modules/subjects required you to do your best work? [challenge ]
56 75 First‐Year lecturers Senior lecturers Both
Very much + Quite a bit %
90 91
First‐Year Senior
131
LSSE‐SASSE Combined Report 2017 University of the Western Cape Learning with Peers Lecturer Responses LSSE Item [Variable Name]
Student Responses (from SASSE 2017) Very much + Quite a bit %
Collaborative Lecturer responses to: In your selected module/subject, how much do you Learning encourage students to do the following? Ask other students for help understanding 25a module/subject material [fCLaskhelp ]
55
SASSE Item [Variable Name]
Asked another student to help you understand 1e module/subject material [CLaskhelp ]
50
Very often + Often %
Student responses to: Think about the current academic year. How often have you done each of the following? 53 53
75 Explain module/subject material to other students 25b [fCLexplain ]
55
Explained module/subject material to other students 1f [CLexplain ]
61
64 62
75 Prepare for exams by discussing or working through 25c module/subject material with other students [fCLstudy ]
73
Prepared for exams by discussing or working through 1g module/subject material with other students [CLstudy ]
67
55 56
100 25d
Work with other students on projects or assignments [fCLproject ]
82 1h
72
Worked with other students on projects or assignments [CLproject ]
62 66
100 First‐Year lecturers Senior lecturers Both
First‐Year Senior
132
LSSE‐SASSE Combined Report 2017 University of the Western Cape Learning with Peers (continued) Lecturer Responses LSSE Item [Variable Name]
Student Responses (from SASSE 2017) Very much + Quite a bit %
Discussions Lecturer responses to: In your selected module/subject, how much with Diverse opportunity do students have to engage in discussions with people from the following groups? Others People of a race or ethnicity other than their own 26a [fDDrace ]
82
SASSE Item [Variable Name]
Student responses to: During the current academic year, about how often have you had discussions with people from the following groups? People of a race or ethnicity other than your own 8a [DDrace ]
67
Very often + Often %
77 75
100 People from an economic background other than their 26b own [fDDeconomic ]
73
People from an economic background other than your 8b own [DDeconomic ]
67
75 74
100 People with religious beliefs other than their own 26c [fDDreligion ]
73
People with religious beliefs other than your own 8c [DDreligion ]
71
73 75
100 26d
People with political views other than their own [fDDpolitical ]
80 8d
65
People with political views other than your own [DDpolitical ]
71 68
100 First‐Year lecturers Senior lecturers Both
First‐Year Senior
133
LSSE‐SASSE Combined Report 2017 University of the Western Cape Experiences with Staff Lecturer Responses LSSE Item [Variable Name]
Student Responses (from SASSE 2017) Very often + Often %
Student‐Staff Lecturer responses to: During the current academic year, about how often have you done each of the following with the undergraduate students you Interaction teach or advise?
SASSE Item [Variable Name]
Student responses to: During the current academic year, about how often have you done the following?
55 8a Talked about their career plans [fSFcareer ]
Very often + Often %
10
56
3a Talked about your career plans with a lecturer [SScareer ]
11
Worked with a staff member on activities other than 3b academic work (committees, projects, student groups, etc.) [SSotherwork ]
11
50 Worked on activities other than academic work 8b (committees, projects, student groups, etc.) [fSFotherwork ] Discussed module/subject topics, ideas, or concepts 8c outside of class [fSFdiscuss ]
27 44 50 73
18
22 Discussed module/subject topics, ideas, or concepts with 3c 20 a lecturer outside of class [SSdiscuss ]
56 75 82
8d Discussed their academic performance [fSFperform ]
Discussed your academic performance with a lecturer 3d [SSperform ]
72
15 18
100 First‐Year lecturers Senior lecturers Both
First‐Year Senior
134
LSSE‐SASSE Combined Report 2017 University of the Western Cape Experiences with Staff (continued) Lecturer Responses LSSE Item [Variable Name]
Effective Teaching Practices
Student Responses (from SASSE 2017) Very much + Quite a bit %
Lecturer responses to: In your undergraduate modules/subjects, to what extent do you do the following? 10a
Clearly explain module/subject outcomes and requirements [fetgoals ]
SASSE Item [Variable Name]
100 5a
94
Very much + Quite a bit %
Student responses to: During the current academic year, to what extent have your lecturers done the following? Clearly explained module/subject outcomes and requirements [ETgoals ]
74 74
100 Present module/subject sessions in an organised way 10b [fetorganize ]
91
Presented module/subject sessions in an organised way 5b [ETorganize ]
100
77 74
100 Use examples or illustrations to explain difficult points 10c [fetexample ]
100
Used examples or illustrations to explain difficult points 5c [ETexample ]
100
79 76
100 Provide feedback to students on a draft or work in 10g progress [fetdraftfb ]
73
Provided feedback on a draft or work in progress 5d [ETdraftfb ]
67
59 56
75 Provide detailed feedback shortly after students 10h completed tests or assignments [fetfeedback ]
91
Provided detailed feedback shortly after you completed 5e tests or assignments [ETfeedback ]
78
52 49
100 First‐Year lecturers Senior lecturers Both
First‐Year Senior
135
LSSE‐SASSE Combined Report 2017 University of the Western Cape Campus Environment Lecturer Responses
Student Responses (from SASSE 2017) Excellent + Good %
LSSE Item [Variable Name]
Quality of Interactions
Lecturer responses to: Indicate your perception of the quality of student interactions with the following people at your institution.
Student responses to: Indicate the quality of your interactions with the following people at your institution.
64 3a Other students [fQIstudent ]
Excellent + Good %
SASSE Item [Variable Name]
82 13a Other students [QIstudent ]
56
78
50 3b
Peer learning support (e.g. tutors, mentors, facilitators) [fQIadvisor ]
45 13b
39
Peer learning support (e.g. tutors, mentors, facilitators) [QIadvisor ]
68 63
75 82 3c Lecturers and academic staff [fQIfaculty ]
64 13c Lecturers and academic staff [QIfaculty ]
56
56
75 Student support services (e.g. counselling, health, 3d disability, career) [fQIstaff ]
55
Student support services (e.g. counselling, health, 13d disability, career) [QIstaff ]
39
46 39
25 Other administrative services (e.g. registration, financial 3e aid) [fQIadmin ]
45
Other administrative services (e.g. registration, financial 13e aid) [QIadmin ]
56
45 41
50 First‐Year lecturers Senior lecturers Both
First‐Year Senior
136
LSSE‐SASSE Combined Report 2017 University of the Western Cape Campus Environment (continued) Lecturer Responses LSSE Item [Variable Name]
Student Responses (from SASSE 2017) Very important + Important % SASSE Item [Variable Name]
Supportive Lecturer responses to: How important is it to you that your institution Environment increases its emphasis on each of the following? Providing support to help students succeed academically 2b [fSEacademic ]
100
Providing support to help students succeed academically 15b [SEacademic ]
94
Very much + Quite a bit %
Student responses to: How much does your institution emphasise the following? 72 67
100 Students using learning support services (tutoring 2c services, peer mentoring, writing centre, library, etc.) [fSElearnsup ] Encouraging contact among students from different 2d backgrounds (social, racial/ethnic, religious, economic, etc.) [fSEdiverse ] Providing opportunities to be involved socially (not 2e related to academic work) [fSEsocial ]
82
Using learning support services (tutoring services, peer 15c mentoring, writing centre, library, etc.) [SElearnsup ]
94
82 73
100 91
Encouraging contact among students from different 15d backgrounds (social, racial/ethnic, religious, economic, etc.) [SEdiverse ]
94 100 73
Providing opportunities to be involved socially (not 15e related to academic work) [SEsocial ]
78
61 55 49 49
100 Providing support for students' overall well‐being 2f (recreation, health care, counselling, etc.) [fSEwellness ]
80
59 Providing support for your overall well‐being (recreation, 15f 52 health care, counselling, etc.) [SEwellness ]
100 100
2g
Helping students manage their non‐academic responsibilities (family, work, etc.) [fSEnonacad ]
45 78
15g
Helping you manage your non‐academic responsibilities (family, work, etc.) [SEnonacad ]
15h
Attending campus events and activities (artistic/cultural performances, sports events, etc.) [SEactivities ]
15i
Attending events that address important economic, political, or societal issues [SEevents ]
29 31
100 Students attending campus activities and events 2h (artistic/cultural performances, sports events, etc.) [fSEactivities ]
2i
Students attending events that address important economic, political, or societal issues [fSEevents ]
64 59
48 44
100 64 72
44 45
50 First‐Year lecturers Senior lecturers Both
First‐Year Senior
137
LSSE‐SASSE Combined Report 2017 University of the Western Cape Additional Engagement Items Lecturer Responses LSSE Item [Variable Name]
Student Responses (from SASSE 2017) Very much + Quite a bit %
Lecturer Lecturer responses to: To what extent do you structure your selected Module/ module/subject so that students learn and develop in the following areas? Subject Goals 100 and Student‐ 30a Writing clearly and effectively [fcgwrite ] 67 Reported 100 Gains
SASSE Item [Variable Name]
76 19a Writing clearly and effectively [pgwrite ]
82 30b Speaking clearly and effectively [fcgspeak ]
Very much + Quite a bit %
Student responses to: To what extent has your experience at this institution contributed to your knowledge, skills, and personal development in the following areas? 79 72 19b Speaking clearly and effectively [pgspeak ]
72
75
100 91 30c Thinking critically and analytically [fcgthink ]
85 19c Thinking critically and analytically [pgthink ]
94
89
100 Analysing numerical and statistical information 30d [fcganalyze ]
22
Analysing numerical and statistical information 19d [pganalyze ]
17
56 57
67 80 30e Using computing and information technology [fcncmpts ]
70 19e Using computing and information technology [pgcmpts ]
50
72
67 Developing job‐ or work‐related knowledge and skills 30f [fcgwork ]
91
Developing job‐ or work‐related knowledge and skills 19f [pgwork ]
89
63 65
75 91 30g Working effectively with others [fcgothers ]
77 19g Working effectively with others [pgothers ]
83
77
100 First‐Year lecturers Senior lecturers Both
First‐Year Senior
138
LSSE‐SASSE Combined Report 2017 University of the Western Cape Additional Engagement Items (continued) Lecturer Responses LSSE Item [Variable Name]
Student Responses (from SASSE 2017) Very much + Quite a bit %
73 Lecturer Developing or clarifying a personal code of values and 30h 89 Module/ ethics [fcgvalues ] 100 Subject Goals and Student‐ Understanding people of other backgrounds (economic, 90 30i racial/ethnic, political, religious, nationality, etc.) 78 Reported [fcgdiverse ] 100 Gains 75 (continued) 30j Solving complex real‐world problems [fcgprobsolve ]
SASSE Item [Variable Name]
Developing or clarifying a personal code of values and 19h ethics [pgvalues ] Understanding people of other backgrounds (economic, 19i racial/ethnic, political, religious, nationality, etc.) [pgdiverse ]
Very much + Quite a bit %
66 70 77 74 64
19j Solving complex real‐world problems [pgprobsolve ]
67
66
100 89 30k Being an informed and active citizen [fcgcitizen ]
67 19k Being an informed and active citizen [pgcitizen ]
72
67
100
LSSE Item [Variable Name]
Module/ Subject Engagement
Very important + Important % SASSE Item [Variable Name]
Lecturer responses to: In your selected module/subject, how important is it to you that the typical student does the following? 22a
Ask questions or contribute to module/subject discussions in other ways [faskquest ]
Student responses to: Think about the current academic year. How often have you done each of the following?
100 1a
94
Very often + Often %
Asked questions or contributed to module/subject discussions in other ways [askquest ]
42 44
100 Prepare two or more drafts of a paper or assignment 22b before turning it in [fdrafts ]
73
Prepared two or more drafts of a paper or assignment 1b before handing it in [drafts ]
39
59 45
75 100
Come to class having completed readings or assignments 22c 89 [fprepared ] 100
Attended class without having completed readings or 1c assignments [unprepared ]
First‐Year lecturers Senior lecturers Both
29 29
First‐Year Senior
139
LSSE‐SASSE Combined Report 2017 University of the Western Cape Additional Engagement Items (continued) Lecturer Responses LSSE Item [Variable Name]
Student Leadership
Student Responses (from SASSE 2017) Very important + Important % SASSE Item [Variable Name]
Done or in progress %
Lecturer responses to: How important is it to you that undergraduates at your Student responses to: Which of the following have you done or do you plan to institution do the following before they graduate? do before you graduate from your institution? Hold a formal leadership position in a student 1b organisation or group on campus (societies, political organisations, residence committees, etc.) [fleader ]
LSSE Item [Variable Name]
45
12
25
Hold a formal leadership position in a student 11b organisation or group on campus (societies, political organisations, residence committees, etc.) [leader ]
Very much + Quite a bit %
SASSE Item [Variable Name]
Very much + Quite a bit %
33
Memorisation Lecturer responses to: In your selected module/subject, how much does the academic work emphasise the following? 27a
Memorising module/subject material (facts, ideas, etc.) [fmemorize ]
Student responses to: During the current academic year, how much has your academic work emphasised the following?
55 4a
71
20
Memorising module/subject material (facts, ideas, etc.) [memorize ]
77 75
25 First‐Year lecturers Senior lecturers Both
First‐Year Senior
140
LSSE‐SASSE Combined Report 2017 University of the Western Cape Additional Engagement Items (continued) Lecturer Responses
Student Responses (from SASSE 2017) 16 or more hours %
LSSE Item [Variable Name]
Time Spent by Students
16 or more hours %
SASSE Item [Variable Name]
Lecturer responses to: About how many hours do you think the typical student actually spends in a typical 7‐day week doing each of the following?
Student responses to: About how many hours do you spend in a typical 7‐day week doing each of the following?
Participating in other university activities (organisations, campus publications, involvement in SRC projects, 20a residence duties, inter‐residence sport, community service, etc.) [ftmcocurr ]
Participating in other university activities (organisations, campus publications, involvement in SRC projects, 16c residence duties, inter‐residence sport, community service, etc.) [tmcocurr ]
20b
Working for pay on campus (student assistant, tutor, etc.) [ftmworkon ]
9 0 0 0 0
16d
Working for pay on campus (student assistant, tutor, etc.) [tmworkon ]
16e
Working for pay off campus (being a waiter, casual work in shops, etc.) [tmworkoff ]
3 6
2 5
0 20c
Working for pay off campus (being a waiter, casual work in shops, etc.) [ftmworkoff ]
10 6
8 9
0 0 20d Doing community service or volunteer work [ftmservice ]
5 16f Doing community service or volunteer work [tmservice ]
0
6
0 27
Relaxing and socialising (time with friends, video games, 20e watching TV or movies, sport, mobile and online chatting, 22 etc.) [ftmrelax ] 50
Relaxing and socialising (time with friends, video games, 21 16g watching TV or movies, sport, mobile and online chatting, 24 etc.) [tmrelax ]
0 Providing care for dependents (children, siblings, parents, 20f 17 etc.) [ftmcare ] 75
10 Providing care for dependents (children, siblings, parents, 16h 13 etc.) [tmcare ]
18
12
20g Travelling to class (driving, walking, etc.) [ftmcommute ]
16i Travelling to class (driving, walking, etc.) [tmcommute ]
6
14
25 First‐Year lecturers Senior lecturers Both
First‐Year Senior
141
LSSE‐SASSE Combined Report 2017 University of the Western Cape High Impact Practices FY/SR Participation The "FY Participation" and "SR Participation" figures display the percentage of first‐years and seniors who have participated in the particular High‐Impact Practice. Percentages represent the proportion of students responding "Done or in Progress" except for service‐learning which is the percentage who responded that at least "Some" modules/subjects included a community‐based project. All student results are weighted by gender.
Lecturer Participation The "Lecturer Participation" figures display the percentage of your lecturers who participate in three selected High‐Impact Practices in a typical week. For Undergraduate Research and Internship, this represents the percentage of lecturers responding "Yes" to working with or supervising undergraduates in these experiences. For Service‐ Learning, this represents the percentage of lecturers responding that at least "Some" of their modules/subjects include a service‐learning component.
Lecturer Importance The "Lecturer Importance" figures display the percentage of your lecturers who believed it was "Very important" or "Important" for undergraduates at your institution to participate in the particular High‐Impact Practice before they graduate. Practical work FY Participation SR Participation Lecturer Participation Lecturer Importance
Service‐Learning 18 29 50 95
SASSE variable: 11a intern ; LSSE variables; 6b fdintern , 1a fintern
FY Participation SR Participation Lecturer Participation Lecturer Importance
SASSE variable: 11e research ; LSSE variables; 6a fdresearch , 1e fresearch
68 72 80
SASSE variable: 12 servcourse ; LSSE variables; 9 fservcourse , 1m fservice
Research with Staff FY Participation SR Participation Lecturer Participation Lecturer Importance
61
Student Societies 5 16 36 74
FY Participation SR Participation Lecturer Participation Lecturer Importance
12 17 58
SASSE variable: 11c learncom ; LSSE variable; 1c flearncom
142
LSSE‐SASSE Combined Report 2017 University of the Western Cape High Impact Practices (continued) Study Abroad FY Participation SR Participation Lecturer Participation Lecturer Importance
First‐year Experience 5 13 76
SASSE variable: 11d abroad ; LSSE variable; 1c fabroad
FY Participation SR Participation Lecturer Participation Lecturer Importance
27 85
SASSE variable: 11g acadlit ; LSSE variable; 1g facadlit
FY Participation SR Participation Lecturer Participation Lecturer Importance
70 87
Peer Learning Support 29 32 92
SASSE variable: 11i acadadvise ; LSSE variable; 1i facadadvise
FY Participation SR Participation Lecturer Participation Lecturer Importance
62 59 95
SASSE variable: 11j usepeer ; LSSE variable; 1j fusepeer
Explain Material as Tutor
SASSE variable: 11k exptutor ; LSSE variable; 1k fexptutor
67
SASSE variable: 11h groupproject ; LSSE variable; 1h fgroupproject
Consult Academic Advisor
FY Participation SR Participation Lecturer Participation Lecturer Importance
88
Work with Students 26
FY Participation SR Participation Lecturer Participation Lecturer Importance
36
SASSE variable: 11f Fyexperience ; LSSE variable; 1f fFyexperience
Academic Literacy Course FY Participation SR Participation Lecturer Participation Lecturer Importance
42
Numeracy Course 22 27 77
FY Participation SR Participation Lecturer Participation Lecturer Importance
19 13 42
SASSE variable: 11l mathdevel ; LSSE variable; 1l mathdevel
143
LSSE 2017 Frequencies About This Report The display below highlights details in the LSSE Frequencies report that are important to keep in mind when interpreting your results.
❶ 1. Sample: The LSSE Frequencies report is based on information from all lecturers at your institution who responded to the survey based on their experiences teaching either mostly first‐year modules, mostly senior modules (second year and later) or an equal number of first‐year and senior modules. 2. Class level : Frequency distributions are reported separately for lecturers who teach first‐year modules, senior modules, and an equal number of first‐year and senior modules.
3. Item numbers : Item numbering corresponds to the survey facsimile included in your Institutional Report .
4. Item wording and variable names: Survey items are in the same order and wording as they appear on the instrument. Variable names are included for easy reference to your data file and codebook.
5. Response options: Response options are listed just as they appear on the instrument.
❷
LSSE 2017 Frequencies SASSEville University First‐Year Lecturers
❸ Var. Name Response Options
Count
%
Senior Lecturers Count
First‐Year & Senior Lecturers
Total
%
Count
%
Count
%
1. How important is it to you that undergraduates at your institution do the following before they graduate? a. Practical work related to their studies (internship, work integrated learning, clinical placement, field experience, etc.)
b. Hold a formal leadership position in a student organisation or group on campus (societies, political organisations, residence committees, etc.)
fintern
fforlead
❹
Not important
5
3%
5
3%
3
5%
13
3%
Somewhat important
23
16%
23
13%
15
27%
61
16%
Important
36
24%
30
17%
25
45%
91
24%
Very important
83
56%
12
67%
12
22%
107
28%
Total
147
100%
178
100%
55
100%
380
100%
Not important
26
18%
32
18%
10
14%
68
17%
Somewhat important
78
53%
75
42%
25
36%
178
45%
Important ❺
33
29%
50
28%
30
43%
113
29%
Very important
9
0%
19
11%
5
7%
33
8%
146
100%
178
100%
70
100%
394
100%
30
20%
48
27%
24
24%
102
24%
60
41%
63
36%
48
48%
171
40%
Important
39
27%
40
23%
20
20%
99
23%
Very important
18
12%
26
15%
8
8%
52
12%
Total ❻
147
100%
177
100%
100
100%
424
100%
Total c. Participate in student societies (law, flearncom Not important psychology, etc.) where students Somewhat important engage in topics related to their subject
6. Count and column percentage (%): The Count column contains the number of lecturers who selected the corresponding response option. The column percentage represents the percentage of lecturers selecting the corresponding response option.
144
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
Var. Name
1. a.
b.
c.
d.
Response Options
Count
%
Senior Lecturers
Count
How important is it to you that undergraduates at your institution do the following before they graduate? fintern Practical work related to their Not important 0 0% 0 studies (internship, work Somewhat important 0 0% 1 integrated learning, clinical Important 1 9% 0 placement, field experience, etc.) Very important 9 82% 17 as a compulsory part of their Not offered at my institution 1 9% 0 degrees
First‐Year & Senior Lecturers
Total
%
Count
%
Count
%
0%
0
0%
0
0%
6%
0
0%
2
5%
0%
0
0%
4
10%
94%
4
100%
32
80%
0%
0
0%
2
5%
100%
40
100%
Total
11
100%
18
100%
4
Hold a formal leadership position fleader
Not important
3
27%
7
39%
0
0%
12
30%
in a student organisation or group on campus (societies, political organisations, residence committees, etc.)
Somewhat important
3
27%
5
28%
3
75%
15
38%
Important
2
18%
5
28%
1
25%
9
23%
Very important
3
27%
1
6%
0
0%
4
10%
Not offered at my institution
0
0%
0
0%
0
0%
0
0%
Total
11
100%
18
100%
4
100%
40
100%
Not important
2
18%
2
11%
0
0%
5
13%
Somewhat important
3
27%
5
28%
1
25%
11
28%
Participate in student societies flearncom (law, psychology, etc.) where students engage in topics related to their subjects
Develop an international perspective through campus initiatives and interacting with international students
fabroad
Important
3
27%
7
39%
2
50%
14
35%
Very important
3
27%
3
17%
1
25%
8
20%
Not offered at my institution
0
0%
1
6%
0
0%
2
5%
Total
11
100%
18
100%
4
100%
40
100%
Not important
1
9%
1
6%
0
0%
2
5%
Somewhat important
1
9%
4
22%
1
25%
7
18%
Important
6
55%
9
50%
2
50%
21
53%
Very important
3
27%
3
17%
1
25%
8
20%
Not offered at my institution
0
0%
1
6%
0
0%
2
5%
Total
11
100%
18
100%
4
100%
40
100%
145
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
Var. Name
e.
f.
g.
h.
fresearch Work with a lecturer on a research project as part of a module/subject, or part of their degrees
fFyexperience Participate in first‐year experience seminars, including orientation and student learning groups
Register for an academic literacy or language development course
Work with other students on a group project or assignment
facadlit
fgroupproject
Response Options
Senior Lecturers
First‐Year & Senior Lecturers
Total
Count
%
Count
%
Count
%
Count
%
Not important
1
9%
0
0%
0
0%
1
3%
Somewhat important
1
9%
5
28%
1
25%
9
23%
Important
4
36%
8
44%
1
25%
15
38%
Very important
5
45%
5
28%
2
50%
14
35%
Not offered at my institution
0
0%
0
0%
0
0%
1
3%
Total
11
100%
18
100%
4
100%
40
100%
Not important
2
18%
0
0%
0
0%
2
5%
Somewhat important
0
0%
3
17%
0
0%
3
8%
Important
5
45%
8
44%
0
0%
17
43%
Very important
4
36%
7
39%
4
100%
18
45%
Not offered at my institution
0
0%
0
0%
0
0%
0
0%
Total
11
100%
18
100%
4
100%
40
100%
Not important
0
0%
0
0%
0
0%
1
3%
Somewhat important
2
18%
2
11%
0
0%
5
13%
Important
5
45%
6
33%
1
25%
13
33%
Very important
4
36%
10
56%
3
75%
21
53%
Not offered at my institution
0
0%
0
0%
0
0%
0
0%
Total
11
100%
18
100%
4
100%
40
100%
Not important
0
0%
0
0%
0
0%
1
3%
Somewhat important
1
9%
2
11%
0
0%
4
10%
Important
2
18%
3
17%
0
0%
6
15%
Very important
8
73%
13
72%
4
100%
28
72%
Not offered at my institution
0
0%
0
0%
0
0%
0
0%
Total
11
100%
18
100%
4
100%
39
100%
146
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
i.
j.
k.
l.
Consult with an academic advisor (staff member) who helps students to plan their studies and education
Make use of peer learning support (e.g. tutors, mentors, facilitators)
Explain module/subject material to other students as a tutor or learning facilitator
Register for a mathematics or numeracy development course
Senior Lecturers
First‐Year & Senior Lecturers
Total
Var. Name
Response Options
Count
%
Count
%
Count
%
Count
%
facadadvise
Not important
0
0%
0
0%
0
0%
1
3%
Somewhat important
0
0%
2
11%
0
0%
2
5%
Important
4
36%
9
50%
0
0%
14
35%
Very important
7
64%
5
28%
4
100%
21
53%
fusepeer
fexptutor
fmathdevel
Not offered at my institution
0
0%
2
11%
0
0%
2
5%
Total
11
100%
18
100%
4
100%
40
100%
Not important
0
0%
0
0%
0
0%
0
0%
Somewhat important
0
0%
2
11%
0
0%
2
5%
Important
2
18%
3
17%
0
0%
7
18%
Very important
9
82%
13
72%
4
100%
31
78%
Not offered at my institution
0
0%
0
0%
0
0%
0
0%
Total
11
100%
18
100%
4
100%
40
100%
Not important
1
9%
1
6%
0
0%
2
5%
Somewhat important
2
18%
2
11%
0
0%
7
18%
Important
4
36%
10
56%
0
0%
15
38%
Very important
4
36%
5
28%
3
100%
15
38%
Not offered at my institution
0
0%
0
0%
0
0%
0
0%
Total
11
100%
18
100%
3
100%
39
100%
Not important
5
45%
2
11%
1
33%
9
24%
Somewhat important
3
27%
7
39%
1
33%
12
32%
Important
3
27%
4
22%
1
33%
10
26%
Very important
0
0%
3
17%
0
0%
5
13%
Not offered at my institution
0
0%
2
11%
0
0%
2
5%
Total
11
100%
18
100%
3
100%
38
100%
147
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
Var. Name
m.
n.
2. a.
b.
c.
fservice Participate in a community‐ based project (service‐learning) as part of a regular course
fcapstone Develop a community project which requires them to use their university knowledge to address a problem in the community
Response Options
Providing support to help students succeed academically
Students using learning support services (tutoring services, peer mentoring, writing centre, library, etc.)
fSElearnsup
First‐Year & Senior Lecturers
Total
Count
%
Count
%
Count
%
Count
%
Not important
0
0%
0
0%
0
0%
1
3%
Somewhat important
5
45%
1
6%
0
0%
7
18%
Important
2
18%
2
11%
2
50%
7
18%
Very important
4
36%
15
83%
2
50%
25
63%
Not offered at my institution
0
0%
0
0%
0
0%
0
0%
Total
11
100%
18
100%
4
100%
40
100%
Not important
0
0%
0
0%
0
0%
2
5%
Somewhat important
2
18%
0
0%
0
0%
2
5%
Important
4
36%
7
41%
2
50%
15
38%
Very important
5
45%
10
59%
2
50%
20
51%
Not offered at my institution
0
0%
0
0%
0
0%
0
0%
Total
11
100%
17
100%
4
100%
39
100%
0
0%
0
0%
0
0%
0
0%
1
25%
2
5%
How important is it to you that your institution increases its emphasis on each of the following? fempstudy Students spending significant Not important 0 0% amounts of time studying and on Somewhat important 0 0% academic work Important 6 55%
fSEacademic
Senior Lecturers
11
61%
1
25%
20
50%
Very important
5
45%
7
39%
2
50%
18
45%
Total
11
100%
18
100%
4
100%
40
100%
Not important
0
0%
0
0%
0
0%
0
0%
Somewhat important
0
0%
1
6%
0
0%
1
3%
Important
2
18%
4
22%
0
0%
10
25%
Very important
9
82%
13
72%
4
100%
29
73%
Total
11
100%
18
100%
4
100%
40
100%
Not important
0
0%
0
0%
0
0%
0
0%
Somewhat important
2
18%
1
6%
0
0%
3
8%
Important
4
36%
5
28%
1
25%
14
35%
Very important
5
45%
12
67%
3
75%
23
58%
Total
11
100%
18
100%
4
100%
40
100%
148
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
d.
e.
f.
g.
h.
Encouraging contact among students from different backgrounds (social, racial/ethnic, religious, economic, etc.)
Helping students manage their non‐academic responsibilities (family, work, etc.)
Students attending campus activities and events (artistic/cultural performances, sports events, etc.)
First‐Year & Senior Lecturers
Total
Var. Name
Response Options
Count
%
Count
%
Count
%
Count
%
fSEdiverse
Not important
0
0%
0
0%
0
0%
0
0%
Somewhat important
1
9%
1
6%
0
0%
3
8%
Important
2
18%
5
28%
0
0%
10
25%
Very important
8
73%
12
67%
4
100%
27
68%
Total
11
100%
18
100%
4
100%
40
100%
Not important
1
9%
1
6%
0
0%
2
5%
Somewhat important
2
18%
3
17%
0
0%
7
18%
Important
6
55%
8
44%
2
50%
20
50%
Very important
2
18%
6
33%
2
50%
11
28%
Total
11
100%
18
100%
4
100%
40
100%
Not important
0
0%
0
0%
0
0%
0
0%
Somewhat important
2
20%
0
0%
0
0%
2
5%
fSEsocial Providing opportunities to be involved socially (not related to academic work)
Providing support for students' overall well‐being (recreation, health care, counselling, etc.)
Senior Lecturers
fSEwellness
fSEnonacad
fSEactivities
Important
2
20%
10
56%
0
0%
15
38%
Very important
6
60%
8
44%
4
100%
22
56%
Total
10
100%
18
100%
4
100%
39
100%
Not important
1
9%
1
6%
0
0%
2
5%
Somewhat important
5
45%
3
17%
0
0%
12
31%
Important
2
18%
11
61%
3
100%
16
41%
Very important
3
27%
3
17%
0
0%
9
23%
Total
11
100%
18
100%
3
100%
39
100%
Not important
1
9%
1
6%
0
0%
2
5%
Somewhat important
3
27%
6
35%
0
0%
14
36%
Important
6
55%
7
41%
3
75%
17
44%
Very important
1
9%
3
18%
1
25%
6
15%
Total
11
100%
17
100%
4
100%
39
100%
149
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
i.
Students attending events that address important economic, political or societal issues
Senior Lecturers
First‐Year & Senior Lecturers
Total
Var. Name
Response Options
Count
%
Count
%
Count
%
Count
%
fSEevents
Not important
2
18%
0
0%
0
0%
2
5%
Somewhat important
2
18%
5
28%
2
50%
13
33%
Important
3
27%
8
44%
0
0%
14
35%
Very important
4
36%
5
28%
2
50%
11
28%
Total
11
100%
18
100%
4
100%
40
100%
150
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
Var. Name
3. a.
b.
c.
d.
e.
Response Options
Count
%
Senior Lecturers
Count
Indicate your perception of the quality of student interactions with the following people at your institution. Quality of student interactions fQIstudent Poor 1 9% 3 with: Fair 3 27% 5 Other students Good 4 36% 8
Quality of student interactions with: Peer learning support (e.g. tutors, mentors, facilitators)
fQIadvisor
Quality of student interactions with: Lecturers and academic staff
fQIfaculty
Quality of student interactions with: Student support services (e.g. counselling, health, disability, career)
fQIstaff
Quality of student interactions with: Other administrative services (e.g. registration, financial aid)
fQIadmin
%
First‐Year & Senior Lecturers
Count
%
Total
Count
%
17%
0
0%
4
10%
28%
2
50%
10
25%
44%
2
50%
21
53%
Excellent
3
27%
2
11%
0
0%
5
13%
Total
11
100%
18
100%
4
100%
40
100%
Poor
1
9%
4
22%
0
0%
7
18%
Fair
5
45%
7
39%
1
25%
15
38%
Good
4
36%
7
39%
3
75%
17
43%
Excellent
1
9%
0
0%
0
0%
1
3%
Total
11
100%
18
100%
4
100%
40
100%
Poor
1
9%
1
6%
0
0%
3
8%
Fair
1
9%
7
39%
1
25%
11
28%
Good
7
64%
8
44%
3
75%
22
55%
Excellent
2
18%
2
11%
0
0%
4
10%
Total
11
100%
18
100%
4
100%
40
100%
Poor
1
9%
5
28%
0
0%
9
23%
Fair
4
36%
6
33%
3
75%
15
38%
Good
6
55%
6
33%
1
25%
15
38%
Excellent
0
0%
1
6%
0
0%
1
3%
Total
11
100%
18
100%
4
100%
40
100%
Poor
1
9%
1
6%
0
0%
3
8%
Fair
5
45%
7
39%
2
50%
17
44%
Good
5
45%
9
50%
2
50%
18
46%
Excellent
0
0%
1
6%
0
0%
1
3%
Total
11
100%
18
100%
4
100%
39
100%
151
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
Var. Name
4. a.
b.
c.
Response Options
Count
%
In a typical 7‐day week, about how many hours do you spend on each of the following? Teaching activities (preparing, ftmteach 0 0 0% teaching class sessions, marking, 1‐4 1 9% meeting with students outside of 5‐8 1 9% class, etc.) 9‐12 2 18%
Advising undergraduate students
ftmadvise
Research and scholarly activities ftmresearch
Senior Lecturers
First‐Year & Senior Lecturers
Total
Count
%
Count
%
Count
%
0
0%
0
0%
1
3%
1
6%
0
0%
3
8%
1
6%
0
0%
2
5%
3
17%
1
25%
7
18%
13‐16
0
0%
3
17%
1
25%
4
10%
17‐20
2
18%
3
17%
1
25%
7
18%
21‐30
2
18%
3
17%
0
0%
5
13%
More than 30 hours
3
27%
4
22%
1
25%
10
26%
Total
11
100%
18
100%
4
100%
39
100%
0
0
0%
0
0%
0
0%
1
3%
1‐4
4
36%
9
50%
1
25%
18
47%
5‐8
4
36%
5
28%
0
0%
9
24%
9‐12
2
18%
1
6%
2
50%
5
13%
13‐16
0
0%
1
6%
1
25%
2
5%
17‐20
0
0%
2
11%
0
0%
2
5%
21‐30
0
0%
0
0%
0
0%
0
0%
More than 30 hours
1
9%
0
0%
0
0%
1
3%
Total
11
100%
18
100%
4
100%
38
100%
0
2
18%
1
6%
0
0%
3
8%
1‐4
1
9%
6
33%
0
0%
9
23%
5‐8
4
36%
7
39%
2
50%
15
38%
9‐12
2
18%
1
6%
1
25%
4
10%
13‐16
1
9%
2
11%
1
25%
5
13%
17‐20
1
9%
0
0%
0
0%
2
5%
21‐30
0
0%
0
0%
0
0%
0
0%
More than 30 hours
0
0%
1
6%
0
0%
1
3%
Total
11
100%
18
100%
4
100%
39
100%
152
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
Var. Name
d.
5. a.
b.
Conducting institutional service ftmserviceacts activities (membership of institutional committees, reviewer for external journals, etc.)
Response Options
Senior Lecturers
Teaching undergraduate students in class
Total
Count
%
Count
%
Count
%
Count
%
0
2
18%
3
17%
0
0%
5
13%
1‐4
3
27%
9
50%
1
33%
16
42%
5‐8
3
27%
2
11%
1
33%
7
18%
9‐12
2
18%
2
11%
1
33%
6
16%
13‐16
1
9%
1
6%
0
0%
3
8%
17‐20
0
0%
0
0%
0
0%
0
0%
21‐30
0
0%
1
6%
0
0%
1
3%
More than 30 hours
0
0%
0
0%
0
0%
0
0%
Total
11
100%
18
100%
3
100%
38
100%
In a typical 7‐day week, about how many hours do you spend on each of the following teaching‐related activities? ftmprepclass Preparing class sessions 0 0 0% 0 0%
ftmteachclass
First‐Year & Senior Lecturers
8
47%
0
0%
0
0%
1
25%
13
36%
1
25%
13
36%
1
25%
4
11%
0%
4
11%
1‐4
3
27%
5‐8
6
55%
4
24%
9‐12
0
0%
2
12%
13‐16
1
9%
3
18%
0
17‐20
1
9%
0
0%
0
0%
1
3%
More than 20 hours
0
0%
0
0%
1
25%
1
3%
Total
11
100%
17
100%
4
100%
36
100%
0
0
0%
0
0%
0
0%
2
5%
1‐4
7
64%
11
61%
0
0%
20
54%
5‐8
2
18%
4
22%
2
50%
8
22%
9‐12
0
0%
0
0%
0
0%
0
0%
13‐16
0
0%
2
11%
1
25%
3
8%
17‐20
0
0%
1
6%
0
0%
1
3%
More than 20 hours
2
18%
0
0%
1
25%
3
8%
Total
11
100%
18
100%
4
100%
37
100%
153
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
Var. Name
c.
d.
e.
Teaching postgraduate students ftmpgteach
Marking papers and exams
ftmgrade
Meeting with students outside of ftmmeet class
Response Options
Senior Lecturers
First‐Year & Senior Lecturers
Total
Count
%
Count
%
Count
%
Count
%
0
7
64%
8
44%
1
33%
17
47%
1‐4
2
18%
7
39%
1
33%
10
28%
5‐8
1
9%
1
6%
0
0%
3
8%
9‐12
1
9%
2
11%
1
33%
5
14%
13‐16
0
0%
0
0%
0
0%
0
0%
17‐20
0
0%
0
0%
0
0%
1
3%
More than 20 hours
0
0%
0
0%
0
0%
0
0%
Total
11
100%
18
100%
3
100%
36
100%
0
0
0%
0
0%
0
0%
1
3%
1‐4
2
18%
11
61%
2
50%
15
41%
5‐8
1
9%
3
17%
0
0%
5
14%
9‐12
5
45%
2
11%
1
25%
8
22%
13‐16
0
0%
1
6%
0
0%
2
5%
17‐20
2
18%
0
0%
1
25%
3
8%
More than 20 hours
1
9%
1
6%
0
0%
3
8%
Total
11
100%
18
100%
4
100%
37
100%
0
0
0%
2
11%
0
0%
2
5%
1‐4
6
55%
8
44%
1
25%
18
49%
5‐8
3
27%
4
22%
2
50%
9
24%
9‐12
1
9%
3
17%
0
0%
5
14%
13‐16
0
0%
1
6%
1
25%
2
5%
17‐20
0
0%
0
0%
0
0%
0
0%
More than 20 hours
1
9%
0
0%
0
0%
1
3%
Total
11
100%
18
100%
4
100%
37
100%
154
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
Var. Name
f.
g.
6. a.
b.
c.
Course administration (emailing ftmadmin students, maintaining course website, etc.)
ftmimprove Working to improve your teaching (self‐reflection, meeting with teaching consultants, attending teaching workshops, conducting research on your own modules/subjects, etc.)
Response Options
fdintern
Supervising postgraduate students
fdsuperpg
First‐Year & Senior Lecturers
Total
Count
%
Count
%
Count
%
Count
%
0
0
0%
0
0%
0
0%
0
0%
1‐4
2
18%
5
29%
0
0%
8
22%
5‐8
6
55%
6
35%
3
75%
15
42%
9‐12
1
9%
2
12%
0
0%
4
11%
13‐16
1
9%
3
18%
0
0%
4
11%
17‐20
1
9%
1
6%
1
25%
4
11%
More than 20 hours
0
0%
0
0%
0
0%
1
3%
Total
11
100%
17
100%
4
100%
36
100%
0
1
9%
2
11%
0
0%
4
11%
1‐4
6
55%
8
44%
0
0%
16
43%
5‐8
2
18%
5
28%
2
50%
10
27%
9‐12
1
9%
2
11%
1
25%
4
11%
13‐16
1
9%
0
0%
0
0%
1
3%
17‐20
0
0%
1
6%
0
0%
1
3%
More than 20 hours
0
0%
0
0%
1
25%
1
3%
Total
11
100%
18
100%
4
100%
37
100%
4
36%
7
39%
2
50%
13
36%
In a typical 7‐day week, do you participate in the following activities? Yes Working with undergraduates on fdresearch research No Supervising undergraduate internships or other field experiences
Senior Lecturers
7
64%
11
61%
2
50%
23
64%
Total
11
100%
18
100%
4
100%
36
100%
Yes
6
55%
10
56%
2
50%
18
50%
No
5
45%
8
44%
2
50%
18
50%
Total
11
100%
18
100%
4
100%
36
100%
Yes
5
50%
12
67%
3
75%
24
65%
No
5
50%
6
33%
1
25%
13
35%
Total
10
100%
18
100%
4
100%
37
100%
155
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
Var. Name
7.
a.
c.
d.
%
Count
%
Total
Count
%
Count
%
Yes
11
100%
18
100%
4
100%
33
85%
No
0
0%
0
0%
0
0%
6
15%
Total
11
100%
18
100%
4
100%
39
100%
During the current academic year, about how often have you done each of the following with the undergraduate students you teach or advise? Talked about their career plans fSFcareer Never 0 0% 3 17% 1 25% Sometimes
b.
Count
First‐Year & Senior Lecturers
During the current academic year, have you taught an undergraduate module/subject? teaunder
8.
Response Options
Senior Lecturers
Worked on activities other than academic work (committees, projects, student groups, etc.)
fSFotherwork
Discussed module/subject topics, fSFdiscuss ideas, or concepts outside of class
Discussed their academic performance
fSFperform
5
28%
4
12%
25%
11
33%
1
25%
12
36%
1
25%
6
18%
100%
33
100%
5
45%
1
Often
5
45%
6
33%
Very often
1
9%
4
22%
Total
11
100%
18
100%
4
Never
5
45%
6
33%
1
25%
12
36%
Sometimes
3
27%
4
22%
1
25%
8
24%
Often
2
18%
4
22%
1
25%
7
21%
Very often
1
9%
4
22%
1
25%
6
18%
Total
11
100%
18
100%
4
100%
33
100%
Never
1
9%
2
11%
0
0%
3
9%
Sometimes
2
18%
6
33%
1
25%
9
27%
Often
6
55%
4
22%
3
75%
13
39%
Very often
2
18%
6
33%
0
0%
8
24%
Total
11
100%
18
100%
4
100%
33
100%
Never
0
0%
0
0%
0
0%
0
0%
Sometimes
2
18%
5
28%
0
0%
7
21%
Often
4
36%
5
28%
3
75%
12
36%
Very often
5
45%
8
44%
1
25%
14
42%
Total
11
100%
18
100%
4
100%
33
100%
156
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
Var. Name
9.
a.
c.
d.
%
Count
%
Count
%
Total
Count
%
None
4
40%
5
28%
0
0%
9
28%
Some
4
40%
7
39%
1
25%
12
38%
Most
1
10%
4
22%
2
50%
7
22%
All
1
10%
2
11%
1
25%
4
13%
Total
10
100%
18
100%
4
100%
32
100%
0%
0
0%
0
0%
0
0%
0%
1
6%
0
0%
1
3%
36%
6
33%
0
0%
10
30%
In your undergraduate modules/subjects, to what extent do you do the following? Very little 0 Clearly explain module/subject fetgoals outcomes and requirements Some 0 Quite a bit
b.
Count
First‐Year & Senior Lecturers
About how many of your undergraduate modules/subjects at this institution have included a community‐based project (service‐learning)? fservcourse
10.
Response Options
Senior Lecturers
Present module/subject sessions fetorganize in an organised way
Use examples or illustrations to fetexample explain difficult points
Use a variety of teaching techniques to accommodate diversity in student learning styles
fetvariety
4
Very much
7
64%
11
61%
4
100%
22
67%
Total
11
100%
18
100%
4
100%
33
100%
Very little
0
0%
0
0%
0
0%
0
0%
Some
1
9%
0
0%
0
0%
1
3%
Quite a bit
3
27%
3
17%
2
50%
8
24%
Very much
7
64%
15
83%
2
50%
24
73%
Total
11
100%
18
100%
4
100%
33
100%
Very little
0
0%
0
0%
0
0%
0
0%
Some
0
0%
0
0%
0
0%
0
0%
Quite a bit
5
45%
5
28%
0
0%
10
30%
Very much
6
55%
13
72%
4
100%
23
70%
Total
11
100%
18
100%
4
100%
33
100%
Very little
0
0%
0
0%
0
0%
0
0%
Some
0
0%
4
22%
0
0%
4
12%
Quite a bit
7
64%
2
11%
2
50%
11
33%
Very much
4
36%
12
67%
2
50%
18
55%
Total
11
100%
18
100%
4
100%
33
100%
157
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
Var. Name
e.
f.
g.
h.
14.
Review and summarise material fetreview for students
Provide standards for satisfactory completion of assignments (rubrics, detailed outlines, etc.)
fetstandards
Provide feedback to students on fetdraftfb a draft or work in progress
Provide detailed feedback shortly after students completed tests or assignments
fetfeedback
Response Options Very little
Senior Lecturers
First‐Year & Senior Lecturers
Total
Count
%
Count
%
Count
%
Count
%
0
0%
0
0%
0
0%
0
0%
Some
2
20%
4
22%
0
0%
6
19%
Quite a bit
2
20%
4
22%
3
75%
9
28%
Very much
6
60%
10
56%
1
25%
17
53%
Total
10
100%
18
100%
4
100%
32
100%
Very little
0
0%
2
11%
0
0%
2
6%
Some
1
9%
3
17%
0
0%
4
12%
Quite a bit
5
45%
3
17%
1
25%
9
27%
Very much
5
45%
10
56%
3
75%
18
55%
Total
11
100%
18
100%
4
100%
33
100%
Very little
0
0%
1
6%
0
0%
1
3%
Some
3
27%
5
28%
1
25%
9
27%
Quite a bit
3
27%
4
22%
0
0%
7
21%
Very much
5
45%
8
44%
3
75%
16
48%
Total
11
100%
18
100%
4
100%
33
100%
Very little
0
0%
0
0%
0
0%
0
0%
Some
1
9%
4
22%
0
0%
5
15%
Quite a bit
2
18%
1
6%
1
25%
4
12%
Very much
8
73%
13
72%
3
75%
24
73%
Total
11
100%
18
100%
4
100%
33
100%
20 or fewer
0
0%
0
0%
0
0%
0
0%
21‐30
0
0%
1
6%
0
0%
1
3%
31‐40
0
0%
0
0%
0
0%
0
0%
41‐50
2
18%
0
0%
0
0%
2
6%
51‐100
6
55%
14
78%
2
50%
22
67%
Estimate the total number of students in your selected module/subject. crssize
More than 100
3
27%
3
17%
2
50%
8
24%
Total
11
100%
18
100%
4
100%
33
100%
158
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
Var. Name
15.
What percentage of your teaching activities is:
a.
Classroom instruction, on campus (including different campuses in a multicampus institution)
b.
c.
Classroom instruction, on a satellite campus (excluding different campuses in a multicampus institution)
Distance education (live or pre‐ recorded video/audio, internet, CD‐ROM, correspondence, etc.)
teach_cam
teach_sat
teach_dis
Response Options
Senior Lecturers
First‐Year & Senior Lecturers
Total
Count
%
Count
%
Count
%
Count
%
None
1
9%
2
11%
1
25%
4
12%
0‐25%
1
9%
1
6%
0
0%
2
6%
26‐50%
0
0%
2
11%
0
0%
2
6%
51‐75%
2
18%
2
11%
0
0%
4
12%
76‐100%
3
27%
7
39%
3
75%
13
39%
All
4
36%
4
22%
0
0%
8
24%
Total
11
100%
18
100%
4
100%
33
100%
None
5
63%
10
77%
2
100%
17
74%
0‐25%
1
13%
1
8%
0
0%
2
9%
26‐50%
0
0%
1
8%
0
0%
1
4%
51‐75%
0
0%
0
0%
0
0%
0
0%
76‐100%
1
13%
0
0%
0
0%
1
4%
All
1
13%
1
8%
0
0%
2
9%
Total
8
100%
13
100%
2
100%
23
100%
None
8
89%
10
77%
1
33%
19
76%
0‐25%
0
0%
2
15%
1
33%
3
12%
26‐50%
0
0%
1
8%
1
33%
2
8%
51‐75%
0
0%
0
0%
0
0%
0
0%
76‐100%
1
11%
0
0%
0
0%
1
4%
All
0
0%
0
0%
0
0%
0
0%
Total
9
100%
13
100%
3
100%
25
100%
159
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
Var. Name
16.
Response Options
Count
%
Senior Lecturers
Count
%
First‐Year & Senior Lecturers
Count
%
Total
Count
%
In an average 7‐day week, about how many hours do you expect the typical student to spend preparing for your selected module/subject (studying, reading, writing, doing homework or lab work, analysing data, rehearsing, and other academic activities)? ftmprepexpect
0
0
0%
0
0%
0
1 2
0%
0
0%
0
0%
3
17%
0
0%
3
9%
5
45%
7
39%
1
25%
13
39%
3
0
0%
3
17%
0
0%
3
9%
4
2
18%
2
11%
1
25%
5
15%
5
2
18%
0
0%
0
0%
2
6%
6
1
9%
1
6%
1
25%
3
9%
7
0
0%
0
0%
0
0%
0
0%
8
0
0%
1
6%
1
25%
2
6%
9
0
0%
0
0%
0
0%
0
0%
10
1
9%
0
0%
0
0%
1
3%
More than 10 hours
0
0%
1
6%
0
0%
1
3%
Total
11
100%
18
100%
4
100%
33
100%
160
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
Var. Name
17.
Count
%
Count
%
First‐Year & Senior Lecturers
Count
%
Total
Count
%
In an average 7‐day week, about how many hours do you think the typical student actually spends preparing for your selected module/subject (studying, reading, writing, doing homework or lab work, analysing data, rehearsing, and other academic activities)? ftmprepactual
18.
Response Options
Senior Lecturers
0
3
27%
7
1
5
45%
7
2
0
0%
3
3
0
0%
0
4
1
9%
0
5
0
0%
6
0
7
1
8
39%
0
0%
10
30%
39%
2
50%
14
42%
17%
0
0%
3
9%
0%
2
50%
2
6%
0%
0
0%
1
3%
0
0%
0
0%
0
0%
0%
0
0%
0
0%
0
0%
9%
0
0%
0
0%
1
3%
0
0%
0
0%
0
0%
0
0%
9
0
0%
0
0%
0
0%
0
0%
10
1
9%
0
0%
0
0%
1
3%
More than 10 hours
0
0%
1
6%
0
0%
1
3%
Total
11
100%
18
100%
4
100%
33
100%
In an average 7‐day week, of the time students spend preparing for your selected module/subject, about how many hours do you expect students to spend on assigned reading? ftmreadasg
0
0
0%
0
0%
1
4
36%
9
50%
2
1
9%
3
17%
3
2
18%
1
6%
4
4
36%
2
11%
5
0
0%
1
6
0
0%
7
0
0%
8
0
9 10
0
0%
0
0%
0
0%
13
39%
1
25%
5
15%
3
75%
6
18%
0
0%
6
18%
6%
0
0%
1
3%
0
0%
0
0%
0
0%
1
6%
0
0%
1
3%
0%
1
6%
0
0%
1
3%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
More than 10 hours
0
0%
0
0%
0
0%
0
0%
Total
11
100%
18
100%
4
100%
33
100%
161
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
Var. Name
19.
a.
%
Count
%
Count
%
Total
Count
%
None
0
0%
3
17%
0
0%
3
9%
Some
10
91%
14
78%
3
75%
27
82%
Most
1
9%
0
0%
1
25%
2
6%
All
0
0%
1
6%
0
0%
1
3%
Total
11
100%
18
100%
4
100%
33
100%
About how many hours do you think the typical student actually spends in a typical 7‐day week doing each of the following? 0 1 9% 6 33% 0 Participating in other university ftmcocurr activities (organisations, campus 1‐5 7 64% 11 61% 3 publications, involvement in SRC 6‐10 1 9% 1 6% 1 projects, residence duties, inter‐ 11‐15 1 9% 0 0% 0 residence sport, community 16‐20 0 0% 0 0% 0 service, etc.) 21‐25
b.
Count
First‐Year & Senior Lecturers
If # 18 is greater than 0: About how much of the assigned reading in your selected module/subject do you think the typical student completes? ftmread
20.
Response Options
Senior Lecturers
Working for pay on campus (student assistant, tutor, etc.)
ftmworkon
1
9%
0
0%
0
0%
7
21%
75%
21
64%
25%
3
9%
0%
1
3%
0%
0
0%
0%
1
3%
26‐30
0
0%
0
0%
0
0%
0
0%
More than 30 hours
0
0%
0
0%
0
0%
0
0%
Total
11
100%
18
100%
4
100%
33
100%
0
4
36%
8
44%
0
0%
12
36%
1‐5
7
64%
8
44%
2
50%
17
52%
6‐10
0
0%
1
6%
2
50%
3
9%
11‐15
0
0%
1
6%
0
0%
1
3%
16‐20
0
0%
0
0%
0
0%
0
0%
21‐25
0
0%
0
0%
0
0%
0
0%
26‐30
0
0%
0
0%
0
0%
0
0%
More than 30 hours
0
0%
0
0%
0
0%
0
0%
Total
11
100%
18
100%
4
100%
33
100%
162
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
c.
d.
e.
Working for pay off campus (being a waiter, casual work in shops, etc.)
Doing community service or volunteer work
Var. Name
Response Options
ftmworkoff
0
ftmservice
ftmrelax Relaxing and socialising (time with friends, video games, watching TV or movies, sport, mobile and online chatting, etc.)
Senior Lecturers
First‐Year & Senior Lecturers
Total
Count
%
Count
%
Count
%
Count
%
0
0%
3
17%
0
0%
3
9%
1‐5
4
40%
7
39%
0
0%
11
34%
6‐10
3
30%
3
17%
1
25%
7
22%
11‐15
2
20%
4
22%
3
75%
9
28%
16‐20
0
0%
0
0%
0
0%
0
0%
21‐25
1
10%
1
6%
0
0%
2
6%
26‐30
0
0%
0
0%
0
0%
0
0%
More than 30 hours
0
0%
0
0%
0
0%
0
0%
Total
10
100%
18
100%
4
100%
32
100%
0
4
40%
7
41%
0
0%
11
35%
1‐5
6
60%
7
41%
3
75%
16
52%
6‐10
0
0%
2
12%
0
0%
2
6%
11‐15
0
0%
1
6%
1
25%
2
6%
16‐20
0
0%
0
0%
0
0%
0
0%
21‐25
0
0%
0
0%
0
0%
0
0%
26‐30
0
0%
0
0%
0
0%
0
0%
More than 30 hours
0
0%
0
0%
0
0%
0
0%
Total
10
100%
17
100%
4
100%
31
100%
0
0
0%
0
0%
0
0%
0
0%
1‐5
2
18%
3
17%
0
0%
5
15%
6‐10
3
27%
7
39%
0
0%
10
30%
11‐15
3
27%
4
22%
2
50%
9
27%
16‐20
2
18%
0
0%
0
0%
2
6%
21‐25
0
0%
1
6%
2
50%
3
9%
26‐30
1
9%
2
11%
0
0%
3
9%
More than 30 hours
0
0%
1
6%
0
0%
1
3%
Total
11
100%
18
100%
4
100%
33
100%
163
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
Var. Name
f.
g.
21.
Providing care for dependents ftmcare (children, siblings, parents, etc.)
Travelling to class (driving, walking, etc.)
ftmcommute
Response Options 0
Senior Lecturers
First‐Year & Senior Lecturers
Total
Count
%
Count
%
Count
%
Count
%
1
10%
4
22%
0
0%
5
16%
1‐5
3
30%
7
39%
1
25%
11
34%
6‐10
6
60%
2
11%
0
0%
8
25%
11‐15
0
0%
2
11%
0
0%
2
6%
16‐20
0
0%
2
11%
3
75%
5
16%
21‐25
0
0%
0
0%
0
0%
0
0%
26‐30
0
0%
1
6%
0
0%
1
3%
More than 30 hours
0
0%
0
0%
0
0%
0
0%
Total
10
100%
18
100%
4
100%
32
100%
0
0
0%
0
0%
0
0%
0
0%
1‐5
5
45%
9
50%
0
0%
14
42%
6‐10
2
18%
7
39%
2
50%
11
33%
11‐15
2
18%
1
6%
1
25%
4
12%
16‐20
1
9%
1
6%
0
0%
2
6%
21‐25
0
0%
0
0%
1
25%
1
3%
26‐30
0
0%
0
0%
0
0%
0
0%
More than 30 hours
1
9%
0
0%
0
0%
1
3%
Total
11
100%
18
100%
4
100%
33
100%
In your selected module/subject, to what extent do students put forth their best work? fchallenge
Very little
0
0%
1
6%
0
0%
1
3%
Some
3
30%
6
38%
1
25%
10
33%
Quite a bit
5
50%
8
50%
3
75%
16
53%
Very much
2
20%
1
6%
0
0%
3
10%
Total
10
100%
16
100%
4
100%
30
100%
164
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
Var. Name
22. a.
b.
c.
d.
e.
Response Options
Count
%
Senior Lecturers
Count
In your selected module/subject, how important is it to you that the typical student does the following? Not important 0 0% 0 Ask questions or contribute to faskquest module/subject discussions in Somewhat important 0 0% 1 other ways Important 5 45% 4
Prepare two or more drafts of a fdrafts paper or assignment before turning it in
Come to class having completed fprepared readings or assignments
Reach conclusions based on his fQRconclude or her own analysis of numerical information (numbers, graphs, statistics, etc.) fQRproblem Use numerical information (numbers, graphs, statistics, etc.) to examine a real‐world problem or issue (unemployment, climate change, public health, etc.)
First‐Year & Senior Lecturers
Total
%
Count
%
Count
%
0%
0
0%
0
0%
6%
0
0%
1
3%
22%
1
25%
10
30%
Very important
6
55%
13
72%
3
75%
22
67%
Total
11
100%
18
100%
4
100%
33
100%
Not important
1
9%
1
6%
0
0%
2
6%
Somewhat important
2
18%
10
56%
1
25%
13
39%
Important
6
55%
4
22%
0
0%
10
30%
Very important
2
18%
3
17%
3
75%
8
24%
Total
11
100%
18
100%
4
100%
33
100%
Not important
0
0%
0
0%
0
0%
0
0%
Somewhat important
0
0%
2
11%
0
0%
2
6%
Important
4
36%
7
39%
2
50%
13
39%
Very important
7
64%
9
50%
2
50%
18
55%
Total
11
100%
18
100%
4
100%
33
100%
Not important
2
18%
1
6%
2
67%
5
16%
Somewhat important
4
36%
5
28%
0
0%
9
28%
Important
4
36%
11
61%
0
0%
15
47%
Very important
1
9%
1
6%
1
33%
3
9%
Total
11
100%
18
100%
3
100%
32
100%
Not important
1
9%
2
12%
1
33%
4
13%
Somewhat important
5
45%
7
41%
1
33%
13
42%
Important
4
36%
7
41%
1
33%
12
39%
Very important
1
9%
1
6%
0
0%
2
6%
Total
11
100%
17
100%
3
100%
31
100%
165
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
Var. Name
f.
23. a.
b.
c.
d.
fQRevaluate Evaluate what others have concluded when they used numerical information (numbers, graphs, statistics, etc.)
Response Options
Senior Lecturers
fRIsocietal
fRIdiverse Include diverse perspectives (political, religious, racial/ethnic, gender, economic, etc.) in module/subject discussions or writing assignments
Examine the strengths and weaknesses of his or her own views on a topic or issue
fRIownview
Total
Count
%
Count
%
Count
%
Count
%
Not important
1
9%
2
11%
2
67%
5
16%
Somewhat important
2
18%
7
39%
0
0%
9
28%
Important
6
55%
8
44%
1
33%
15
47%
Very important
2
18%
1
6%
0
0%
3
9%
Total
11
100%
18
100%
3
100%
32
100%
0%
0
0%
0
0%
22%
0
0%
6
18%
17%
2
50%
10
30%
2
50%
17
52%
In your selected module/subject, how important is it to you that the typical student does the following? fRIintegrate Not important 0 0% 0 Combine ideas from different modules/subjects when Somewhat important 2 18% 4 completing assignments Important 5 45% 3
Connect his or her learning to societal problems or issues
First‐Year & Senior Lecturers
Very important
4
36%
11
61%
Total
11
100%
18
100%
4
100%
33
100%
Not important
0
0%
1
6%
0
0%
1
3%
Somewhat important
3
27%
1
6%
0
0%
4
12%
Important
2
18%
7
39%
0
0%
9
27%
Very important
6
55%
9
50%
4
100%
19
58%
Total
11
100%
18
100%
4
100%
33
100%
Not important
2
18%
2
11%
0
0%
4
12%
Somewhat important
1
9%
3
17%
0
0%
4
12%
Important
4
36%
5
28%
2
50%
11
33%
Very important
4
36%
8
44%
2
50%
14
42%
Total
11
100%
18
100%
4
100%
33
100%
Not important
0
0%
1
6%
0
0%
1
3%
Somewhat important
1
9%
1
6%
0
0%
2
6%
Important
4
36%
6
33%
1
25%
11
33%
Very important
6
55%
10
56%
3
75%
19
58%
Total
11
100%
18
100%
4
100%
33
100%
166
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
e.
f.
g.
24. a.
Senior Lecturers
First‐Year & Senior Lecturers
Total
Var. Name
Response Options
Count
%
Count
%
Count
%
Count
%
Try to better understand someone else's views by imagining how an issue looks from his or her point of view
fRIperspect
Not important
0
0%
1
6%
0
0%
1
3%
Somewhat important
2
18%
1
6%
0
0%
3
9%
Important
4
36%
6
33%
1
25%
11
33%
Very important
5
45%
10
56%
3
75%
18
55%
Total
11
100%
18
100%
4
100%
33
100%
Learn something that changes the way he or she understands an issue or concept
fRInewview
Not important
0
0%
0
0%
0
0%
0
0%
Somewhat important
2
18%
0
0%
0
0%
2
6%
Important
2
18%
7
41%
1
25%
10
31%
Very important
7
64%
10
59%
3
75%
20
63%
Total
11
100%
17
100%
4
100%
32
100%
Not important
0
0%
0
0%
0
0%
0
0%
Somewhat important
1
9%
1
6%
0
0%
2
6%
fRIconnect Connect ideas from your modules/subjects to his or her prior experiences and knowledge
Important
4
36%
6
33%
0
0%
10
30%
Very important
6
55%
11
61%
4
100%
21
64%
Total
11
100%
18
100%
4
100%
33
100%
0
0%
0
0%
0
0%
18%
3
17%
0
0%
5
15%
In your selected module/subject, about what percentage of class time is spent on the following? flecture 0% 0 0% Lecture 1‐9%
2
10‐19%
1
9%
4
22%
1
25%
6
18%
20‐29%
2
18%
1
6%
0
0%
3
9%
30‐39%
2
18%
0
0%
0
0%
2
6%
40‐49%
1
9%
3
17%
0
0%
4
12%
50‐74%
2
18%
6
33%
3
75%
11
33%
75% or more
1
9%
1
6%
0
0%
2
6%
Total
11
100%
18
100%
4
100%
33
100%
167
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
b.
c.
d.
Discussion
Small‐group activities
Student presentations or performances
Senior Lecturers
First‐Year & Senior Lecturers
Total
Var. Name
Response Options
Count
%
Count
%
Count
%
Count
%
fdiscuss
0%
0
0%
0
0%
0
0%
0
0%
1‐9%
4
40%
5
28%
0
0%
9
28%
10‐19%
2
20%
2
11%
0
0%
4
13%
20‐29%
2
20%
3
17%
0
0%
5
16%
fsmgroup
fpresent
30‐39%
0
0%
2
11%
2
50%
4
13%
40‐49%
0
0%
3
17%
0
0%
3
9%
50‐74%
1
10%
2
11%
2
50%
5
16%
75% or more
1
10%
1
6%
0
0%
2
6%
Total
10
100%
18
100%
4
100%
32
100%
0%
3
27%
2
12%
0
0%
5
16%
1‐9%
1
9%
6
35%
0
0%
7
22%
10‐19%
3
27%
3
18%
0
0%
6
19%
20‐29%
0
0%
0
0%
0
0%
0
0%
30‐39%
1
9%
4
24%
3
75%
8
25%
40‐49%
1
9%
1
6%
0
0%
2
6%
50‐74%
0
0%
1
6%
1
25%
2
6%
75% or more
2
18%
0
0%
0
0%
2
6%
Total
11
100%
17
100%
4
100%
32
100%
0%
4
36%
4
24%
0
0%
8
25%
1‐9%
2
18%
5
29%
0
0%
7
22%
10‐19%
0
0%
4
24%
0
0%
4
13%
20‐29%
2
18%
0
0%
1
25%
3
9%
30‐39%
0
0%
2
12%
2
50%
4
13%
40‐49%
0
0%
1
6%
1
25%
2
6%
50‐74%
2
18%
1
6%
0
0%
3
9%
75% or more
1
9%
0
0%
0
0%
1
3%
Total
11
100%
17
100%
4
100%
32
100%
168
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
e.
f.
g.
Independent student work (writing, painting, designing, etc.)
Movies, videos, music, or other performances not involving or produced by students
Senior Lecturers
First‐Year & Senior Lecturers
Total
Var. Name
Response Options
Count
%
Count
%
Count
%
Count
%
findwork
0%
4
36%
3
20%
0
0%
7
23%
1‐9%
3
27%
6
40%
1
25%
10
33%
10‐19%
1
9%
4
27%
0
0%
5
17%
20‐29%
1
9%
0
0%
1
25%
2
7%
fperform
Assessing student learning (tests, fassess evaluations, surveys, polls, etc.)
30‐39%
0
0%
1
7%
0
0%
1
3%
40‐49%
2
18%
1
7%
1
25%
4
13%
50‐74%
0
0%
0
0%
1
25%
1
3%
75% or more
0
0%
0
0%
0
0%
0
0%
Total
11
100%
15
100%
4
100%
30
100%
0%
3
33%
5
29%
1
25%
9
30%
1‐9%
4
44%
7
41%
0
0%
11
37%
10‐19%
0
0%
1
6%
2
50%
3
10%
20‐29%
0
0%
2
12%
1
25%
3
10%
30‐39%
0
0%
1
6%
0
0%
1
3%
40‐49%
2
22%
0
0%
0
0%
2
7%
50‐74%
0
0%
1
6%
0
0%
1
3%
75% or more
0
0%
0
0%
0
0%
0
0%
Total
9
100%
17
100%
4
100%
30
100%
0%
1
9%
1
6%
0
0%
2
6%
1‐9%
4
36%
9
53%
0
0%
13
42%
10‐19%
1
9%
3
18%
2
67%
6
19%
20‐29%
1
9%
1
6%
0
0%
2
6%
30‐39%
1
9%
1
6%
1
33%
3
10%
40‐49%
2
18%
2
12%
0
0%
4
13%
50‐74%
1
9%
0
0%
0
0%
1
3%
75% or more
0
0%
0
0%
0
0%
0
0%
Total
11
100%
17
100%
3
100%
31
100%
169
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
h.
25. a.
b.
c.
Experiential activities (labs, fieldwork, clinical or field placements, etc.)
Senior Lecturers
First‐Year & Senior Lecturers
Total
Var. Name
Response Options
Count
%
Count
%
Count
%
Count
%
factivity
0%
3
27%
4
24%
1
25%
8
25%
1‐9%
2
18%
2
12%
1
25%
5
16%
10‐19%
0
0%
2
12%
1
25%
3
9%
20‐29%
1
9%
3
18%
0
0%
4
13%
30‐39%
0
0%
0
0%
0
0%
0
0%
40‐49%
1
9%
4
24%
0
0%
5
16%
50‐74%
3
27%
1
6%
0
0%
4
13%
75% or more
1
9%
1
6%
1
25%
3
9%
Total
11
100%
17
100%
4
100%
32
100%
2
11%
0
0%
3
9%
7
39%
1
25%
12
36%
6
33%
2
50%
10
30%
In your selected module/subject, how much do you encourage students to do the following? fCLaskhelp Ask other students for help Very little 1 9% understanding module/subject Some 4 36% material Quite a bit 2 18%
Explain module/subject material fCLexplain to other students
Prepare for exams by discussing fCLstudy or working through module/subject material with other students
Very much
4
36%
3
17%
1
25%
8
24%
Total
11
100%
18
100%
4
100%
33
100%
Very little
1
9%
3
17%
0
0%
4
12%
Some
4
36%
4
22%
1
25%
9
27%
Quite a bit
2
18%
7
39%
2
50%
11
33%
Very much
4
36%
4
22%
1
25%
9
27%
Total
11
100%
18
100%
4
100%
33
100%
Very little
0
0%
1
6%
0
0%
1
3%
Some
3
27%
5
28%
0
0%
8
24%
Quite a bit
4
36%
7
39%
2
50%
13
39%
Very much
4
36%
5
28%
2
50%
11
33%
Total
11
100%
18
100%
4
100%
33
100%
170
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
d.
e.
f.
g.
Work with other students on projects or assignments
Identify important information from reading assignments
Review notes after class
Summarise what has been learned from class or from module/subject materials
Var. Name
Response Options
fCLproject
Very little
fLSreading
fLSnotes
fLSsummary
Senior Lecturers
First‐Year & Senior Lecturers
Total
Count
%
Count
%
Count
%
Count
%
1
9%
2
11%
0
0%
3
9%
Some
1
9%
3
17%
0
0%
4
12%
Quite a bit
5
45%
6
33%
2
50%
13
39%
Very much
4
36%
7
39%
2
50%
13
39%
Total
11
100%
18
100%
4
100%
33
100%
Very little
0
0%
1
6%
0
0%
1
3%
Some
0
0%
4
22%
0
0%
4
12%
Quite a bit
6
55%
10
56%
2
50%
18
55%
Very much
5
45%
3
17%
2
50%
10
30%
Total
11
100%
18
100%
4
100%
33
100%
Very little
0
0%
4
22%
0
0%
4
12%
Some
1
9%
1
6%
1
25%
3
9%
Quite a bit
2
18%
8
44%
2
50%
12
36%
Very much
8
73%
5
28%
1
25%
14
42%
Total
11
100%
18
100%
4
100%
33
100%
Very little
0
0%
1
6%
0
0%
1
3%
Some
1
9%
3
17%
1
25%
5
15%
Quite a bit
3
27%
4
22%
2
50%
9
27%
Very much
7
64%
10
56%
1
25%
18
55%
Total
11
100%
18
100%
4
100%
33
100%
171
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
Var. Name
Response Options
Count
%
Senior Lecturers
Count
%
First‐Year & Senior Lecturers
Count
%
26.
In your selected module/subject, how much opportunity do students have to engage in discussions with people from the following groups?
a.
People of a race or ethnicity other than their own
b.
c.
d.
fDDrace
fDDeconomic People from an economic background other than their own
People with religious beliefs other than their own
fDDreligion
People with political views other fDDpolitical than their own
Total
Count
%
Very little
1
9%
4
22%
0
0%
5
15%
Some
1
9%
2
11%
0
0%
3
9%
Quite a bit
3
27%
4
22%
3
75%
10
30%
Very much
6
55%
8
44%
1
25%
15
45%
Total
11
100%
18
100%
4
100%
33
100%
Very little
2
18%
4
22%
0
0%
6
18%
Some
1
9%
2
11%
0
0%
3
9%
Quite a bit
3
27%
3
17%
3
75%
9
27%
Very much
5
45%
9
50%
1
25%
15
45%
Total
11
100%
18
100%
4
100%
33
100%
Very little
2
18%
3
18%
0
0%
5
16%
Some
1
9%
2
12%
0
0%
3
9%
Quite a bit
4
36%
3
18%
3
75%
10
31%
Very much
4
36%
9
53%
1
25%
14
44%
Total
11
100%
17
100%
4
100%
32
100%
Very little
1
10%
3
18%
0
0%
4
13%
Some
1
10%
3
18%
0
0%
4
13%
Quite a bit
6
60%
2
12%
3
75%
11
35%
Very much
2
20%
9
53%
1
25%
12
39%
Total
10
100%
17
100%
4
100%
31
100%
172
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
Var. Name
27. a.
Response Options
Quite a bit
b.
c.
d.
e.
Count
%
In your selected module/subject, how much does the academic work emphasise the following? fmemorize Very little 2 18% Memorising module/subject material (facts, ideas, etc.) Some 3 27%
Applying facts, theories, or methods to practical problems or new situations
fHOapply
Identifying the different parts of fHOanalyze an idea, experience, or argument in detail (analysing)
Evaluating a point of view, decision, or information source
Forming a new idea or understanding by putting together various pieces of information
fHOevaluate
fHOform
2
18%
Senior Lecturers
Count
First‐Year & Senior Lecturers
Total
%
Count
%
Count
%
1
6%
1
25%
4
13%
4
24%
2
50%
9
28%
10
59%
0
0%
12
38%
Very much
4
36%
2
12%
1
25%
7
22%
Total
11
100%
17
100%
4
100%
32
100%
Very little
0
0%
0
0%
0
0%
0
0%
Some
0
0%
1
6%
0
0%
1
3%
Quite a bit
4
36%
9
50%
2
50%
15
45%
Very much
7
64%
8
44%
2
50%
17
52%
Total
11
100%
18
100%
4
100%
33
100%
Very little
0
0%
1
6%
0
0%
1
3%
Some
2
18%
6
33%
0
0%
8
24%
Quite a bit
3
27%
7
39%
2
50%
12
36%
Very much
6
55%
4
22%
2
50%
12
36%
Total
11
100%
18
100%
4
100%
33
100%
Very little
1
10%
1
6%
0
0%
2
7%
Some
2
20%
3
19%
0
0%
5
17%
Quite a bit
5
50%
9
56%
2
50%
16
53%
Very much
2
20%
3
19%
2
50%
7
23%
Total
10
100%
16
100%
4
100%
30
100%
Very little
1
9%
2
11%
0
0%
3
9%
Some
2
18%
4
22%
0
0%
6
18%
Quite a bit
2
18%
5
28%
2
50%
9
27%
Very much
6
55%
7
39%
2
50%
15
45%
Total
11
100%
18
100%
4
100%
33
100%
173
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
Var. Name
28.
a.
Count
%
Count
%
First‐Year & Senior Lecturers
Total
Count
%
Count
%
Does your selected module/subject include assigned papers, reports, or other writing tasks? fwrwriting
29.
Response Options
Senior Lecturers
Yes
9
90%
13
76%
4
100%
26
84%
No
1
10%
4
24%
0
0%
5
16%
Total
10
100%
17
100%
4
100%
31
100%
31%
0
0%
6
23%
46%
0
0%
9
35%
If #28 is Yes: About how many papers, reports, or other writing tasks of the following lengths do you assign? fwrshort Up to 5 pages 0 2 22% 4 1
3
33%
6
2
1
11%
1
8%
1
25%
3
12%
3
0
0%
1
8%
1
25%
2
8%
4
0
0%
1
8%
1
25%
2
8%
5
1
11%
0
0%
0
0%
1
4%
6
0
0%
0
0%
0
0%
0
0%
7
0
0%
0
0%
1
25%
1
4%
8
1
11%
0
0%
0
0%
1
4%
9
0
0%
0
0%
0
0%
0
0%
10
1
11%
0
0%
0
0%
1
4%
More than 10
0
0%
0
0%
0
0%
0
0%
Total
9
100%
13
100%
4
100%
26
100%
174
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
b.
c.
From 6 to 10 pages
11 pages or more
Senior Lecturers
First‐Year & Senior Lecturers
Total
Var. Name
Response Options
Count
%
Count
%
Count
%
Count
%
fwrmed
0
4
57%
4
36%
2
50%
10
45%
1
1
14%
5
45%
0
0%
6
27%
2
2
29%
1
9%
1
25%
4
18%
3
0
0%
0
0%
1
25%
1
5%
4
0
0%
0
0%
0
0%
0
0%
5
0
0%
0
0%
0
0%
0
0%
6
0
0%
0
0%
0
0%
0
0%
7
0
0%
0
0%
0
0%
0
0%
8
0
0%
1
9%
0
0%
1
5%
9
0
0%
0
0%
0
0%
0
0%
10
0
0%
0
0%
0
0%
0
0%
More than 10
0
0%
0
0%
0
0%
0
0%
Total
7
100%
11
100%
4
100%
22
100%
0
5
71%
11
100%
2
50%
18
82%
1
2
29%
0
0%
1
25%
3
14%
2
0
0%
0
0%
1
25%
1
5%
3
0
0%
0
0%
0
0%
0
0%
4
0
0%
0
0%
0
0%
0
0%
5
0
0%
0
0%
0
0%
0
0%
6
0
0%
0
0%
0
0%
0
0%
7
0
0%
0
0%
0
0%
0
0%
8
0
0%
0
0%
0
0%
0
0%
9
0
0%
0
0%
0
0%
0
0%
10
0
0%
0
0%
0
0%
0
0%
More than 10
0
0%
0
0%
0
0%
0
0%
Total
7
100%
11
100%
4
100%
22
100%
fwrlong
175
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
Var. Name
30. a.
b.
c.
d.
e.
Response Options
Count
%
Senior Lecturers
Count
%
To what extent do you structure your selected module/subject so that students learn and develop in the following areas? fcgwrite Writing clearly and effectively Very little 0 0% 2 11%
Speaking clearly and effectively
Thinking critically and analytically
Analysing numerical and statistical information
Using computing and information technology
fcgspeak
fcgthink
fcganalyze
fcncmpts
First‐Year & Senior Lecturers
Total
Count
%
Count
%
0
0%
2
6%
Some
0
0%
4
22%
0
0%
4
12%
Quite a bit
3
27%
9
50%
2
50%
14
42%
Very much
8
73%
3
17%
2
50%
13
39%
Total
11
100%
18
100%
4
100%
33
100%
Very little
0
0%
1
6%
0
0%
1
3%
Some
2
18%
4
22%
0
0%
6
18%
Quite a bit
1
9%
9
50%
2
50%
12
36%
Very much
8
73%
4
22%
2
50%
14
42%
Total
11
100%
18
100%
4
100%
33
100%
Very little
0
0%
0
0%
0
0%
0
0%
Some
1
9%
1
6%
0
0%
2
6%
Quite a bit
4
36%
9
50%
3
75%
16
48%
Very much
6
55%
8
44%
1
25%
15
45%
Total
11
100%
18
100%
4
100%
33
100%
Very little
4
44%
9
50%
1
33%
14
47%
Some
3
33%
6
33%
0
0%
9
30%
Quite a bit
2
22%
3
17%
2
67%
7
23%
Very much
0
0%
0
0%
0
0%
0
0%
Total
9
100%
18
100%
3
100%
30
100%
Very little
0
0%
2
11%
0
0%
2
6%
Some
2
20%
7
39%
1
33%
10
32%
Quite a bit
4
40%
5
28%
1
33%
10
32%
Very much
4
40%
4
22%
1
33%
9
29%
Total
10
100%
18
100%
3
100%
31
100%
176
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
Var. Name
f.
g.
h.
i.
j.
Developing job‐ or work‐related fcgwork knowledge and skills
Working effectively with others
Developing or clarifying a personal code of values and ethics
fcgothers
fcgvalues
Understanding people of other backgrounds (economic, racial/ethnic, political, religious, nationality, etc.)
fcgdiverse
Solving complex real‐world problems
fcgprobsolve
Response Options Very little
Senior Lecturers
First‐Year & Senior Lecturers
Total
Count
%
Count
%
Count
%
Count
%
0
0%
0
0%
0
0%
0
0%
Some
1
9%
2
11%
1
25%
4
12%
Quite a bit
3
27%
4
22%
3
75%
10
30%
Very much
7
64%
12
67%
0
0%
19
58%
Total
11
100%
18
100%
4
100%
33
100%
Very little
0
0%
0
0%
0
0%
0
0%
Some
1
9%
3
17%
0
0%
4
12%
Quite a bit
3
27%
3
17%
3
75%
9
27%
Very much
7
64%
12
67%
1
25%
20
61%
Total
11
100%
18
100%
4
100%
33
100%
Very little
0
0%
2
11%
0
0%
2
6%
Some
3
27%
0
0%
0
0%
3
9%
Quite a bit
2
18%
8
44%
3
75%
13
39%
Very much
6
55%
8
44%
1
25%
15
45%
Total
11
100%
18
100%
4
100%
33
100%
Very little
0
0%
1
6%
0
0%
1
3%
Some
1
10%
3
17%
0
0%
4
13%
Quite a bit
2
20%
5
28%
3
75%
10
31%
Very much
7
70%
9
50%
1
25%
17
53%
Total
10
100%
18
100%
4
100%
32
100%
Very little
0
0%
1
6%
0
0%
1
3%
Some
2
25%
5
28%
0
0%
7
23%
Quite a bit
2
25%
4
22%
3
75%
9
30%
Very much
4
50%
8
44%
1
25%
13
43%
Total
8
100%
18
100%
4
100%
30
100%
177
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
k.
31.
Being an informed and active citizen
Var. Name
Response Options
fcgcitizen
Very little
Total
Count
%
Count
%
Count
%
Count
%
0
0%
2
11%
0
0%
2
6%
Some
1
11%
3
17%
0
0%
4
13%
Quite a bit
3
33%
4
22%
2
50%
9
29%
Very much
5
56%
9
50%
2
50%
16
52%
Total
9
100%
18
100%
4
100%
31
100%
0
2
20%
2
11%
0
0%
4
13%
1‐2
1
10%
3
17%
1
25%
5
16%
3‐4
1
10%
4
22%
2
50%
7
22%
5‐9
4
40%
4
22%
1
25%
9
28%
10 or more times
2
20%
5
28%
0
0%
7
22%
Total
10
100%
18
100%
4
100%
32
100%
0
0%
1
6%
0
0%
2
6%
1
9%
0
0%
0
0%
1
3%
To what extent are you encouraged by your … to do the following? instconsult Institution: Systematically Not at all consult literature about the Very little effectiveness of teaching Some practices Quite a bit Very much
a.
First‐Year & Senior Lecturers
Prior to the current academic year, about how many times have you taught your selected module/subject? crstimes
35.
Senior Lecturers
Department/Unit: Systematically deptconsult consult literature about the effectiveness of teaching practices
1
9%
6
33%
1
33%
9
25%
2
18%
2
11%
1
33%
5
14%
6
55%
9
50%
1
33%
18
50%
Not applicable
1
9%
0
0%
0
0%
1
3%
Total
11
100%
18
100%
3
100%
36
100%
Not at all
0
0%
0
0%
0
0%
1
3%
Very little
2
18%
1
6%
0
0%
4
11%
Some
0
0%
1
6%
1
33%
3
9%
Quite a bit
3
27%
6
38%
0
0%
11
31%
Very much
5
45%
8
50%
2
67%
15
43%
Not applicable
1
9%
0
0%
0
0%
1
3%
Total
11
100%
16
100%
3
100%
35
100%
178
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
Institution: Use student evaluations to inform possible changes to modules/courses
b.
Department/Unit: Use student evaluations to inform possible changes to modules/courses
Department/Unit: Collaborate with colleagues by means of scholarly research to improve teaching and assessment practices
First‐Year & Senior Lecturers
Total
Var. Name
Response Options
Count
%
Count
%
Count
%
Count
%
insteval
Not at all
1
9%
0
0%
0
0%
1
3%
Very little
0
0%
3
17%
0
0%
4
11%
Some
0
0%
2
11%
2
67%
5
14%
Quite a bit
2
18%
4
22%
0
0%
6
17%
Very much
8
73%
9
50%
1
33%
20
56%
Not applicable
0
0%
0
0%
0
0%
0
0%
Total
11
100%
18
100%
3
100%
36
100%
Not at all
0
0%
0
0%
0
0%
1
3%
Very little
0
0%
1
6%
0
0%
1
3%
depteval
instcollab Institution: Collaborate with colleagues by means of scholarly research to improve teaching and assessment practices
c.
Senior Lecturers
deptcollab
Some
1
9%
2
12%
0
0%
5
14%
Quite a bit
2
18%
1
6%
1
25%
5
14%
Very much
8
73%
13
76%
3
75%
25
68%
Not applicable
0
0%
0
0%
0
0%
0
0%
Total
11
100%
17
100%
4
100%
37
100%
Not at all
0
0%
2
11%
0
0%
3
8%
Very little
0
0%
3
17%
1
33%
4
11%
Some
2
18%
3
17%
0
0%
6
17%
Quite a bit
6
55%
2
11%
1
33%
9
25%
Very much
3
27%
8
44%
1
33%
14
39%
Not applicable
0
0%
0
0%
0
0%
0
0%
Total
11
100%
18
100%
3
100%
36
100%
Not at all
0
0%
2
12%
0
0%
3
8%
Very little
2
18%
1
6%
1
25%
5
14%
Some
1
9%
3
18%
0
0%
4
11%
Quite a bit
4
36%
3
18%
0
0%
8
22%
Very much
3
27%
8
47%
3
75%
15
42%
Not applicable
1
9%
0
0%
0
0%
1
3%
Total
11
100%
17
100%
4
100%
36
100%
179
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
Var. Name
Institution: Attend workshops, instattend lectures or seminars by teaching and learning experts about improving teaching practices
d.
deptattend Department/Unit: Attend workshops, lectures or seminars by teaching and learning experts about improving teaching practices
Institution: Publicly present (e.g. instpresent papers, lectures or workshops) or publish information about teaching practices or learning activities
e.
deptpresent Department/Unit: Publicly present (e.g. papers, lectures or workshops) or publish information about teaching practices or learning activities
Response Options
Senior Lecturers
First‐Year & Senior Lecturers
Total
Count
%
Count
%
Count
%
Count
%
Not at all
0
0%
0
0%
0
0%
0
0%
Very little
0
0%
1
6%
0
0%
2
6%
Some
1
9%
3
17%
0
0%
5
14%
Quite a bit
4
36%
3
17%
0
0%
7
19%
Very much
5
45%
11
61%
3
100%
21
58%
Not applicable
1
9%
0
0%
0
0%
1
3%
Total
11
100%
18
100%
3
100%
36
100%
Not at all
0
0%
1
6%
0
0%
1
3%
Very little
1
9%
0
0%
0
0%
3
8%
Some
2
18%
3
18%
0
0%
7
19%
Quite a bit
2
18%
2
12%
0
0%
5
14%
Very much
5
45%
11
65%
4
100%
20
54%
Not applicable
1
9%
0
0%
0
0%
1
3%
Total
11
100%
17
100%
4
100%
37
100%
Not at all
1
9%
0
0%
1
33%
3
8%
Very little
1
9%
4
22%
0
0%
6
17%
Some
0
0%
4
22%
1
33%
5
14%
Quite a bit
5
45%
3
17%
0
0%
8
22%
Very much
3
27%
7
39%
1
33%
13
36%
Not applicable
1
9%
0
0%
0
0%
1
3%
Total
11
100%
18
100%
3
100%
36
100%
Not at all
1
9%
1
6%
1
25%
4
11%
Very little
1
9%
3
18%
0
0%
5
14%
Some
1
9%
2
12%
1
25%
7
19%
Quite a bit
5
45%
3
18%
0
0%
8
22%
Very much
3
27%
8
47%
2
50%
13
35%
Not applicable
0
0%
0
0%
0
0%
0
0%
Total
11
100%
17
100%
4
100%
37
100%
180
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
Institution: Participate in an institutional SoTL programme
f.
Senior Lecturers
First‐Year & Senior Lecturers
Total
Var. Name
Response Options
Count
%
Count
%
Count
%
Count
%
instprogram
Not at all
1
9%
3
17%
0
0%
4
11%
Very little
1
9%
1
6%
0
0%
4
11%
Some
1
9%
2
11%
0
0%
4
11%
Quite a bit
2
18%
5
28%
0
0%
7
19%
Very much
6
55%
7
39%
3
100%
17
47%
Not applicable
0
0%
0
0%
0
0%
0
0%
Total
11
100%
18
100%
3
100%
36
100%
Not at all
1
9%
2
12%
0
0%
5
14%
Very little
0
0%
1
6%
0
0%
2
5%
Department/Unit: Participate in deptprogram an institutional SoTL programme
Some
1
9%
4
24%
1
25%
8
22%
Quite a bit
5
45%
3
18%
0
0%
8
22%
Very much
3
27%
7
41%
3
75%
13
35%
Not applicable
1
9%
0
0%
0
0%
1
3%
Total
11
100%
17
100%
4
100%
37
100%
181
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
Var. Name
36. a.
b.
c.
Response Options
Count
%
Senior Lecturers
Count
%
First‐Year & Senior Lecturers
Count
%
Total
Count
%
Which of the following Scholarship of Teaching and Learning (SoTL) initiatives have you participated in or do you plan to participate in at your institution? partprogram Have not decided 2 20% 6 35% 1 25% 10 28% Institutional SoTL programme
SoTL programme coordinated by Faculty
partfaculty
SoTL programme coordinated by partdept Department/Unit
Do not plan to do
0
0%
1
6%
0
0%
3
8%
Plan to do
3
30%
3
18%
0
0%
6
17%
Done or in progress
5
50%
6
35%
3
75%
15
42%
Not offered at my institution
0
0%
1
6%
0
0%
2
6%
Total
10
100%
17
100%
4
100%
36
100%
Have not decided
1
9%
6
35%
0
0%
9
24%
Do not plan to do
0
0%
1
6%
0
0%
3
8%
Plan to do
3
27%
3
18%
1
25%
7
19%
Done or in progress
7
64%
7
41%
3
75%
18
49%
Not offered at my institution
0
0%
0
0%
0
0%
0
0%
Total
11
100%
17
100%
4
100%
37
100%
Have not decided
1
11%
4
24%
0
0%
6
17%
Do not plan to do
0
0%
1
6%
0
0%
2
6%
Plan to do
3
33%
5
29%
1
25%
10
29%
Done or in progress
5
56%
6
35%
3
75%
15
43%
Not offered at my institution
0
0%
1
6%
0
0%
2
6%
Total
9
100%
17
100%
4
100%
35
100%
182
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
Var. Name
37. a.
b.
c.
d.
To what extent have you done the following? consult Systematically consulted literature about the effectiveness of teaching practices
present Publicly presented about teaching practices or learning activities (e.g. papers, lectures or workshops)
Published information about teaching practices or learning activities (e.g. articles, books, etc.)
publish
Collaborated with colleagues by collaborate means of scholarly research to improve teaching and assessment practices
Response Options
Senior Lecturers
First‐Year & Senior Lecturers
Total
Count
%
Count
%
Count
%
Count
%
Not at all
0
0%
1
6%
0
0%
1
3%
Very little
0
0%
0
0%
0
0%
2
5%
Some
3
27%
6
33%
0
0%
10
26%
Quite a bit
3
27%
5
28%
1
25%
9
24%
Very much
5
45%
6
33%
3
75%
16
42%
Not applicable
0
0%
0
0%
0
0%
0
0%
Total
11
100%
18
100%
4
100%
38
100%
Not at all
3
27%
5
28%
2
67%
10
27%
Very little
3
27%
2
11%
0
0%
8
22%
Some
1
9%
6
33%
1
33%
10
27%
Quite a bit
2
18%
3
17%
0
0%
5
14%
Very much
2
18%
2
11%
0
0%
4
11%
Not applicable
0
0%
0
0%
0
0%
0
0%
Total
11
100%
18
100%
3
100%
37
100%
Not at all
1
9%
7
39%
1
33%
12
32%
Very little
3
27%
3
17%
0
0%
7
19%
Some
3
27%
5
28%
2
67%
11
30%
Quite a bit
0
0%
1
6%
0
0%
1
3%
Very much
4
36%
2
11%
0
0%
6
16%
Not applicable
0
0%
0
0%
0
0%
0
0%
Total
11
100%
18
100%
3
100%
37
100%
Not at all
1
9%
4
22%
1
25%
8
21%
Very little
1
9%
2
11%
0
0%
5
13%
Some
6
55%
6
33%
1
25%
14
37%
Quite a bit
1
9%
2
11%
0
0%
3
8%
Very much
2
18%
4
22%
2
50%
8
21%
Not applicable
0
0%
0
0%
0
0%
0
0%
Total
11
100%
18
100%
4
100%
38
100%
183
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
Var. Name
38. a.
b.
c.
d.
Response Options
Count
%
Senior Lecturers
Count
%
To what extent have you used the following to inform your decisions when making a change to your modules/courses? usefeedback Not at all 0 0% 0 0% Student feedback (module/course evaluations, Very little 0 0% 0 0% etc.) Some 1 9% 2 11%
Student performance on assignments, exams, or formal assessments
Student survey results (e.g. SASSE, BUSSE, STARS, etc.)
useperf
usesurvey
useinstinfl Institutional influences (e.g. institutional policies, department‐ level influences, peer feedback, etc.)
First‐Year & Senior Lecturers
Total
Count
%
Count
%
0
0%
0
0%
0
0%
0
0%
0
0%
4
11%
Quite a bit
1
9%
4
22%
1
25%
6
16%
Very much
8
73%
11
61%
3
75%
24
65%
Not applicable
1
9%
1
6%
0
0%
3
8%
Total
11
100%
18
100%
4
100%
37
100%
Not at all
0
0%
0
0%
0
0%
0
0%
Very little
0
0%
0
0%
0
0%
1
3%
Some
1
9%
3
17%
0
0%
5
13%
Quite a bit
1
9%
5
28%
1
25%
7
18%
Very much
8
73%
9
50%
3
75%
22
58%
Not applicable
1
9%
1
6%
0
0%
3
8%
Total
11
100%
18
100%
4
100%
38
100%
Not at all
2
22%
5
28%
1
25%
9
26%
Very little
1
11%
2
11%
0
0%
3
9%
Some
1
11%
4
22%
1
25%
6
17%
Quite a bit
2
22%
1
6%
0
0%
3
9%
Very much
1
11%
3
17%
2
50%
7
20%
Not applicable
2
22%
3
17%
0
0%
7
20%
Total
9
100%
18
100%
4
100%
35
100%
Not at all
0
0%
0
0%
0
0%
0
0%
Very little
0
0%
0
0%
0
0%
1
3%
Some
2
20%
1
6%
1
25%
4
11%
Quite a bit
4
40%
11
65%
1
25%
17
49%
Very much
3
30%
4
24%
2
50%
10
29%
Not applicable
1
10%
1
6%
0
0%
3
9%
Total
10
100%
17
100%
4
100%
35
100%
184
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
e.
f.
39. a.
b.
External influences (e.g. accreditation standards, advances and trends in your disciplinary area/industry, etc.)
Other
First‐Year & Senior Lecturers
Total
Var. Name
Response Options
Count
%
Count
%
Count
%
Count
%
useextinfl
Not at all
1
9%
1
6%
0
0%
2
5%
Very little
0
0%
0
0%
0
0%
1
3%
Some
1
9%
2
11%
0
0%
3
8%
Quite a bit
4
36%
5
28%
2
50%
11
30%
Very much
4
36%
9
50%
2
50%
17
46%
Not applicable
1
9%
1
6%
0
0%
3
8%
Total
11
100%
18
100%
4
100%
37
100%
Not at all
3
33%
2
17%
0
0%
5
17%
Very little
1
11%
2
17%
0
0%
3
10%
Some
2
22%
3
25%
1
25%
7
24%
Quite a bit
0
0%
1
8%
0
0%
1
3%
Very much
1
11%
1
8%
2
50%
4
14%
Not applicable
2
22%
3
25%
1
25%
9
31%
Total
9
100%
12
100%
4
100%
29
100%
1
6%
0
0%
1
3%
1
6%
0
0%
1
3%
1
6%
0
0%
4
11%
useother
To what extent would the following encourage you to participate in the SoTL activities? enccpd Not at all 0 0% Continuing Professional Development (CPD) Very little 0 0%
Promotion possibilities
Senior Lecturers
encpromote
Some
1
10%
Quite a bit
1
10%
2
11%
0
0%
4
11%
Very much
8
80%
13
72%
4
100%
26
70%
Not applicable
0
0%
0
0%
0
0%
1
3%
Total
10
100%
18
100%
4
100%
37
100%
Not at all
0
0%
1
6%
0
0%
1
3%
Very little
0
0%
1
6%
0
0%
2
6%
Some
0
0%
1
6%
0
0%
2
6%
Quite a bit
3
33%
2
11%
0
0%
6
17%
Very much
6
67%
12
67%
4
100%
22
63%
Not applicable
0
0%
1
6%
0
0%
2
6%
Total
9
100%
18
100%
4
100%
35
100%
185
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
c.
d.
e.
f.
Teaching and Learning Awards
Funding SoTL research grants
First‐Year & Senior Lecturers
Total
Var. Name
Response Options
Count
%
Count
%
Count
%
Count
%
encaward
Not at all
0
0%
2
11%
0
0%
3
8%
Very little
1
9%
0
0%
0
0%
2
5%
Some
4
36%
4
22%
0
0%
8
22%
Quite a bit
0
0%
2
11%
0
0%
3
8%
Very much
5
45%
9
50%
4
100%
18
49%
Not applicable
1
9%
1
6%
0
0%
3
8%
Total
11
100%
18
100%
4
100%
37
100%
Not at all
1
10%
1
6%
0
0%
3
9%
Very little
0
0%
1
6%
0
0%
1
3%
encgrant
Funding national or international encpresent conference presentation possibilities
Research outputs (published articles, conference presentations, etc.)
Senior Lecturers
encoutput
Some
2
20%
5
29%
0
0%
7
20%
Quite a bit
1
10%
1
6%
0
0%
2
6%
Very much
5
50%
8
47%
4
100%
19
54%
Not applicable
1
10%
1
6%
0
0%
3
9%
Total
10
100%
17
100%
4
100%
35
100%
Not at all
0
0%
1
6%
0
0%
1
3%
Very little
2
18%
0
0%
0
0%
3
8%
Some
2
18%
3
17%
0
0%
5
14%
Quite a bit
2
18%
2
11%
0
0%
4
11%
Very much
5
45%
11
61%
3
75%
21
57%
Not applicable
0
0%
1
6%
1
25%
3
8%
Total
11
100%
18
100%
4
100%
37
100%
Not at all
0
0%
1
6%
0
0%
1
3%
Very little
0
0%
0
0%
0
0%
2
6%
Some
1
10%
3
19%
0
0%
4
11%
Quite a bit
1
10%
4
25%
0
0%
6
17%
Very much
8
80%
8
50%
4
100%
21
60%
Not applicable
0
0%
0
0%
0
0%
1
3%
Total
10
100%
16
100%
4
100%
35
100%
186
LSSE 2017 Frequency Distribution University of the Western Cape First‐Year Lecturers
g.
Other
Senior Lecturers
First‐Year & Senior Lecturers
Total
Var. Name
Response Options
Count
%
Count
%
Count
%
Count
%
encother
Not at all
4
50%
3
33%
0
0%
8
35%
Very little
1
13%
0
0%
0
0%
1
4%
Some
0
0%
1
11%
0
0%
1
4%
Quite a bit
0
0%
0
0%
1
50%
1
4%
Very much
1
13%
2
22%
0
0%
3
13%
Not applicable
2
25%
3
33%
1
50%
9
39%
Total
8
100%
9
100%
2
100%
23
100%
187
LSSE 2017 Respondent Profile About This Report The display below highlights details in the LSSE Respondent Profile report that are important to keep in mind when interpreting your results.
❶ LSSE 2017 Respondent Characteristics SASSEville University 1.
2.
Sample: The LSSE Respondent Profile report is based on information from all lecturers at your institution who responded to the survey based on their experiences teaching either first‐year or senior students or both.
Class level: Respondent characteristics are reported separately for lecturers who teach first‐year students, senior students, and equal amounts of first‐year and senior students.
❸
First‐Year Lecturers
Response options 11.
What is the broad academic discipline of your appointment?
apdiscol
Business, Commerce, and Management Education
❺
Human and Social Sciences Science, Engineering, and Technology
❹
Total 35.
During the current academic year, does your institution consider you to be employed:
empstat
Part‐time contract appointment Full‐time contract appointment Part‐time permanent appointment
3.
Full‐time permanent appointment
Item numbers: Item numbering corresponds to the survey facsimile included in your Institutional Report .
Total
Senior Lecturers
First‐Year and Senior Lecturers
Total
Count
%
Count
%
Count
%
Count
%
7
15%
10
9%
2
8%
19
10%
11
24%
12 ❷
10%
4
16%
15
14%
19
41%
61
53%
14
56%
95
50%
9
20%
33
28%
5
20%
47
25%
46
100%
116
100%
25
100%
188
100%
7
15%
4
3%
1
4%
12
6%
3
7%
6
5%
1
4%
10
5%
2
4%
7
6%
2
8%
11
6%
34
74%
98
85%
21
84%
154
82%
46
100%
115
100%
25
100%
187
100%
❻ 4.
Item wording: Survey items are in the same order and wording as they appear on the instrument.
5.
Response options: Response options are listed just as they appear on the instrument.
6.
Count and column percentage (%) : The Count column represents the number of lecturers who selected the corresponding response option. The column percentage represents the percentage of lecturers selecting the corresponding response option.
188
LSSE 2017 Respondent Profile University of the Western Cape First‐Year Lecturers Senior Lecturers Response Options At which campus do you present most of your campus modules?
11.
12.
What is the broad academic discipline of your apdiscol appointment?
What is the general discipline of your selected fcesm module?
First‐Year & Total Senior Lecturers Count % Count %
Count
%
Count
%
Main Campus
9
82%
9
50%
4
100%
26
65%
Tygerberg Campus
2
18%
9
50%
0
0%
14
35%
Total
11
100%
18
100%
4
100%
40
100%
Business, Commerce, and Management
0
0%
0
0%
0
0%
0
0%
Education
3
27%
3
17%
3
75%
9
23%
Human and Social Sciences
8
73%
13
72%
1
25%
27
69%
Science, Engineering, and Technology
0
0%
2
11%
0
0%
3
8%
Total
11
100%
18
100%
4
100%
39
100%
Arts
0
0%
0
0%
0
0%
0
0%
Community and Health Sciences
8
73%
9
50%
2
50%
19
58%
Dentistry
2
18%
9
50%
0
0%
11
33%
Economic and Management Sciences
0
0%
0
0%
0
0%
0
0%
Education
1
9%
0
0%
2
50%
3
9%
Law
0
0%
0
0%
0
0%
0
0%
Natural Sciences
0
0%
0
0%
0
0%
0
0%
Total
11
100%
18
100%
4
100%
33
100%
189
LSSE 2017 Respondent Profile University of the Western Cape First‐Year Lecturers Senior Lecturers Response Options 32.
33.
Estimate the total number of undergraduate students you have taught during the current academic year.
Indicate the total number of undergraduate modules/subjects you have taught or are scheduled to teach during the current academic year.
totugstud
totugcour
First‐Year & Total Senior Lecturers Count % Count %
Count
%
Count
%
0
0
0%
0
0%
0
0%
4
11%
1‐25
0
0%
0
0%
0
0%
0
0%
26‐50
1
9%
0
0%
0
0%
1
3%
51‐75
3
27%
3
17%
1
25%
7
19%
76‐100
2
18%
4
22%
0
0%
6
16%
101‐125
1
9%
1
6%
0
0%
2
5%
126‐150
2
18%
2
11%
0
0%
4
11%
151‐200
0
0%
4
22%
1
25%
5
14%
201‐300
0
0%
1
6%
1
25%
2
5%
More than 300 students
2
18%
3
17%
1
25%
6
16%
Total
11
100%
18
100%
4
100%
37
100%
0
0
0%
0
0%
0
0%
3
8%
1
1
9%
3
17%
1
25%
5
14%
2
4
36%
6
33%
0
0%
10
27%
3
4
36%
3
17%
2
50%
10
27%
4
2
18%
3
17%
1
25%
6
16%
5
0
0%
2
11%
0
0%
2
5%
6
0
0%
0
0%
0
0%
0
0%
7
0
0%
1
6%
0
0%
1
3%
8
0
0%
0
0%
0
0%
0
0%
9 or more modules/subjects
0
0%
0
0%
0
0%
0
0%
Total
11
100%
18
100%
4
100%
37
100%
190
LSSE 2017 Respondent Profile University of the Western Cape First‐Year Lecturers Senior Lecturers Response Options 34.
40.
41.
Indicate the total number of postgraduate modules/subjects you have taught or are scheduled to teach during the current academic year.
During the current academic year, does your institution consider you to be employed:
Which of the following best describes your academic rank, title, or current position?
totpgcour
empstat
rank
First‐Year & Total Senior Lecturers Count % Count %
Count
%
Count
%
0
7
64%
9
50%
1
33%
18
49%
1
2
18%
4
22%
1
33%
7
19%
2
2
18%
3
17%
1
33%
8
22%
3
0
0%
2
11%
0
0%
4
11%
4 or more modules/subjects
0
0%
0
0%
0
0%
0
0%
Total
11
100%
18
100%
3
100%
37
100%
Part‐time contract appointment
0
0%
0
0%
0
0%
0
0%
Full‐time contract appointment
2
18%
2
11%
1
25%
6
16%
Part‐time permanent appointment
0
0%
0
0%
0
0%
0
0%
Full‐time permanent appointment
9
82%
16
89%
3
75%
32
84%
Total
11
100%
18
100%
4
100%
38
100%
Professor
0
0%
1
6%
0
0%
1
3%
Associate professor
2
18%
2
11%
0
0%
4
11%
Senior lecturer
0
0%
3
17%
0
0%
4
11%
Lecturer
6
55%
11
61%
3
75%
23
61%
Junior lecturer
3
27%
0
0%
1
25%
4
11%
Other
0
0%
1
6%
4
100%
2
5%
Total
11
100%
18
100%
1
25%
38
100%
191
LSSE 2017 Respondent Profile University of the Western Cape First‐Year Lecturers Senior Lecturers Response Options 42.
Number of years teaching at any university
Derived from 'Indicate the year that you began teaching at any university.' by LSSE.
43.
44.
Derived from 'Select your year of birth.' by LSSE.
45.
Please indicate your gender.
%
Count
%
begintch_recode
4 or less
2
18%
5
31%
1
25%
8
23%
(Recoded from begintch created by LSSE)
5‐9
3
27%
2
13%
2
50%
9
26%
10‐19
4
36%
5
31%
0
0%
12
34%
20‐29
2
18%
2
13%
0
0%
4
11%
30 or more
0
0%
2
13%
4
100%
2
6%
Total
11
100%
16
100%
0
0%
35
100%
Doctoral
3
27%
5
28%
0
0%
10
26%
Masters
6
55%
10
56%
4
100%
22
58%
Honours
0
0%
0
0%
0
0%
0
0%
Postgraduate Bachelor
0
0%
1
6%
0
0%
1
3%
Postgraduate diploma or certificate
2
18%
1
6%
0
0%
3
8%
Professional first Bachelor
0
0%
1
6%
0
0%
1
3%
General academic Bachelor
0
0%
0
0%
0
0%
0
0%
Undergraduate diploma
0
0%
0
0%
0
0%
0
0%
Other
0
0%
0
0%
0
0%
1
3%
Total
11
100%
18
100%
4
100%
38
100%
34 or younger
What is the highest degree you have earned? degree
Age recoded from year of birth
Count
First‐Year & Total Senior Lecturers Count % Count %
fbirthyr_recode
2
18%
3
17%
2
50%
10
26%
(Recoded from 35‐44 fbirthyr created by 45‐54 LSSE)
4
36%
7
39%
0
0%
12
31%
2
18%
4
22%
1
25%
8
21%
55‐64
3
27%
4
22%
1
25%
9
23%
65 or older
0
0%
0
0%
0
0%
0
0%
Total
11
100%
18
100%
4
100%
39
100%
Male
2
22%
7
41%
1
25%
12
32%
Female
7
78%
10
59%
3
75%
25
68%
Total
9
100%
17
100%
4
100%
37
100%
fgender
192
LSSE 2017 Respondent Profile University of the Western Cape First‐Year Lecturers Senior Lecturers Response Options 46.
47.
What is your citizenship status?
What is your racial or ethnic identification? (Mark only one.)
finterna
frace
First‐Year & Total Senior Lecturers Count % Count %
Count
%
Count
%
South African
8
80%
14
82%
4
100%
32
84%
SADC (excluding South Africa)
0
0%
0
0%
0
0%
0
0%
African (excluding SADC)
2
20%
2
12%
0
0%
4
11%
International (outside of Africa)
0
0%
1
6%
0
0%
2
5%
Total
10
100%
17
100%
4
100%
38
100%
Black African
4
36%
1
6%
0
0%
5
13%
Coloured
3
27%
7
39%
3
75%
15
38%
Indian
0
0%
3
17%
0
0%
5
13%
Asian
0
0%
0
0%
0
0%
0
0%
White
3
27%
5
28%
1
25%
11
28%
Multiracial
0
0%
0
0%
0
0%
0
0%
Other
0
0%
1
6%
0
0%
1
3%
I prefer not to answer
1
9%
1
6%
0
0%
3
8%
Total
11
100%
18
100%
4
100%
40
100%
193
LSSE 2017 Respondent Profile University of the Western Cape First‐Year Lecturers Senior Lecturers Response Options 48.
49.
What is your home language or mother tongue? (Mark only one.)
tmothton
During 2017, in which language do you mostly tchlang teach?
First‐Year & Total Senior Lecturers Count % Count %
Count
%
Count
%
English
5
45%
13
72%
3
75%
23
58%
Afrikaans
3
27%
4
22%
1
25%
12
30%
IsiXhosa
2
18%
0
0%
0
0%
2
5%
IsiZulu
0
0%
0
0%
0
0%
0
0%
IsiNdebele
0
0%
0
0%
0
0%
0
0%
North Sotho
0
0%
0
0%
0
0%
0
0%
Sesotho
0
0%
0
0%
0
0%
0
0%
Setswana
0
0%
0
0%
0
0%
0
0%
Tshivenda
0
0%
0
0%
0
0%
0
0%
SiSwati
0
0%
0
0%
0
0%
0
0%
Xitsonga
0
0%
0
0%
0
0%
0
0%
Other
1
9%
1
6%
0
0%
3
8%
Total
11
100%
18
100%
4
100%
40
100%
Mostly English
11
100%
18
100%
3
100%
39
100%
Mostly Afrikaans
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
11
100%
18
100%
3
100%
39
100%
Approximately equal teaching time in English and Afrikaans Other Total
194
LSSE 2017 Respondent Profile University of the Western Cape First‐Year Lecturers Senior Lecturers Response Options 50.
Do you have any disabilities? (Mark all that apply.)
First‐Year & Total Senior Lecturers Count % Count %
Count
%
Count
%
11
100%
18
100%
4
100%
39
100%
fdis_none
No, I do not have any disabilities
fdis_sense
0
0%
0
0%
0
0%
0
0%
fdis_mobility
Yes, I have a sensory impairment (vision or hearing) Yes, I have a mobility impairment
0
0%
0
0%
0
0%
0
0%
fdis_learning
Yes, I have a learning disability
0
0%
0
0%
0
0%
0
0%
fdis_mental
Yes, I have a mental health disorder
0
0%
0
0%
0
0%
0
0%
fdis_other
Yes, I have another disability
0
0%
0
0%
0
0%
0
0%
fdis_notansw
I prefer not to answer
0
0%
0
0%
0
0%
0
0%
Total
11
100%
18
100%
4
100%
39
100%
195
LSSE 2017 Codebook UWC Item #
Variable
campus
Variable Label
On which campus do you present most of your modules?
Values and Labels
9401 = Main Campus 9402 = Tygerberg Campus
Question 1. How important is it to you that undergraduates at your institution do the following before they graduate? 1a.
fintern
Practical work related to their studies (internship, work integrated learning, clinical placement, field experience, etc.) as a compulsory part of their degrees
1b.
fleader
Hold a formal leadership position in a student organisation or group on campus (societies, political organisations, residence committees, etc.)
1c.
flearncom
Participate in student societies (law, psychology, etc.) where students engage in topics related to their subjects
1d.
fabroad
Develop an international perspective through campus initiatives and interacting with international students
1e
fresearch
Work with a lecturer on a research project as part of a module/subject, or part of their degrees
1f.
fFyexperience
Participate in first‐year experience seminars, including orientation and student learning groups
1g.
facadlit
Register for an academic literacy or language development course
1h.
fgroupproject
Work with other students on a group project or assignment
1i.
facadadvise
Consult with an academic advisor (staff member) who helps students to plan their studies and education
1j.
fusepeer
Make use of peer learning support (e.g. tutors, mentors, facilitators)
1k.
fexptutor
Explain module/subject material to other students as a tutor or learning facilitator
1l.
fmathdevel
1m.
fservice
1n.
fcapstone
1 = Not important 2 = Somewhat important 3 = Important 4 = Very important 5 = Not offered at my institution
Register for a mathematics or numeracy development course Participate in a community‐based/community‐engagement project (service‐learning) as part of a regular course Develop a community project which requires them to use their university knowledge to address a problem in the community
196
LSSE 2017 Codebook UWC Item #
Variable
Variable Label
Values and Labels
Question 2. How important is it to you that your institution increases its emphasis on each of the following? Students spending significant amounts of time studying and on academic work
2a.
fempstudy
2b.
fSEacademic
Providing support to help students succeed academically
2c.
fSElearnsup
Students using learning support services (tutoring services, peer mentoring, writing centre, library, etc.)
2d.
fSEdiverse
Encouraging contact among students from different backgrounds (social, racial/ethnic, religious, economic, etc.)
2e.
fSEsocial
Providing opportunities to be involved socially (not related to academic work)
2f.
fSEwellness
Providing support for students' overall well‐being (recreation, health care, counselling, etc.)
2g.
fSEnonacad
Helping students manage their non‐academic responsibilities (family, work, etc.)
2h.
fSEactivities
Students attending campus activities and events (artistic/cultural performances, sports events, etc.)
2i.
fSEevents
1 = Not important 2 = Somewhat important 3 = Important 4 = Very important
Students attending events that address important economic, political, or societal issues
Question 3. Indicate your perception of the quality of student interactions with the following people at your institution. 3a.
fQIstudent
Other students
3b.
fQIadvisor
Peer learning support (e.g. tutors, mentors, facilitators)
3c.
fQIfaculty
Lecturers and academic staff
3d.
fQIstaff
Student support services (e.g. counselling, health, disability, career)
3e.
fQIadmin
Other administrative services (e.g. registration, financial aid)
1 = Poor 2 = Fair 3 = Good 4 = Excellent
197
LSSE 2017 Codebook UWC Item #
Variable
Variable Label
Values and Labels
Question 4. In a typical 7‐day week, about how many hours do you spend on each of the following? 4a.
ftmteach
4b.
ftmadvise
4c.
ftmresearch
4d.
ftmserviceacts
Teaching activities (preparing, teaching class sessions, marking, 1 = 0 meeting with students outside of class, etc.) 2 = 1‐4 3 = 5‐8 Advising undergraduate students 4 = 9‐12 5 = 13‐16 6 = 17‐20 Research and scholarly activities 7 = 21‐30 8 = More than 30 Conducting institutional service activities (membership of institutional committees, reviewer for external journals, etc.) hours
Question 5. In a typical 7‐day week, about how many hours do you spend on each of the following teaching‐ related activities? 5a.
ftmprepclass
Preparing class sessions
5b.
ftmteachclass
Teaching undergraduate students in class
5c.
ftmpgteach
Teaching postgraduate students
5d.
ftmgrade
Marking papers and exams
5e.
ftmmeet
Meeting with students outside of class
5f.
ftmadmin
Course administration (emailing students, maintaining course website, etc.)
5g.
ftmimprove
1 = 0 2 = 1‐4 3 = 5‐8 4 = 9‐12 5 = 13‐16 6 = 17‐20 7 = More than 20 hours
Working to improve your teaching (self‐reflection, meeting with teaching consultants, attending teaching workshops, conducting research on your own modules/subjects, etc.)
Question 6. In a typical 7‐day week, do you participate in the following activities? 6a.
fdresearch
Working with undergraduates on research Supervising undergraduate internships or other field experiences
6b.
fdintern
6c.
fdsuperpg
Supervising postgraduate students
teaunder
During the current academic year, have you taught an undergraduate module/subject? [Programming note: if "No" was selected for this item, respondents skipped to item 11 and then to demographic and SOTL items 32‐50]
7.
1 = Yes 2 = No
1 = Yes 2 = No
198
LSSE 2017 Codebook UWC Item #
Variable
Variable Label
Values and Labels
Question 8. During the current academic year, about how often have you done each of the following with the undergraduate students you teach or advise? 8a.
fSFcareer
8b.
fSFotherwork
8c.
fSFdiscuss
8d.
fSFperform
Discussed their academic performance
fservcourse
About how many of your undergraduate modules/subjects at this institution have included a community‐based project (service‐learning)?
9.
Talked about their career plans 1 = Never 2 = Sometimes 3 = Often Discussed module/subject topics, ideas, or concepts outside of 4 = Very often class
Worked on activities other than academic work (committees, projects, student groups, etc.)
1 = None 2 = Some 3 = Most 4 = All
Question 10. In your undergraduate modules/subjects, to what extent do you do the following? 10a.
fetgoals
10b.
fetorganize
Present module/subject sessions in an organised way
10c.
fetexample
Use examples or illustrations to explain difficult points
10d.
fetvariety
10e.
fetreview
10f.
fetstandards
10g.
fetdraftfb
Provide feedback to students on a draft or work in progress
10h.
fetfeedback
Provide detailed feedback shortly after students completed tests or assignments
11.
apdiscol
Clearly explain module/subject outcomes and requirements
Use a variety of teaching techniques to accommodate diversity 1 = Very little 2 = Some in student learning styles 3 = Quite a bit 4 = Very much Review and summarise material for students Provide standards for satisfactory completion of assignments (rubrics, detailed outlines, etc.)
What is the broad academic discipline of your appointment?
1 = Business, Commerce, and Management 2 = Education 3 = Human and Social Sciences 4 = Science, Engineering, and Technology
199
LSSE 2017 Codebook UWC Item #
Variable
Variable Label
Values and Labels
Please respond to the following questions based on one particular module/subject you are teaching or have taught during this academic year.
12.
fcesm
94901 = Arts 94902 = Community and Health Sciences 94903 = Dentistry 94904 = Economic and What is the general discipline of your selected module/subject? Management Sciences 94905 = Education 94906 = Law 94907 = Natural Sciences
13.
crslevel
During the current academic year, have you taught more first‐ year or more senior modules?
14.
crssize
Estimate the total number of students in your selected module/subject.
1 = More first‐year modules than senior modules (second year or later) 2 = More senior modules (second year or later) than first‐ year modules 3 = Equal number of first‐year and senior modules 1 = 20 or fewer 2 = 21‐30 3 = 31‐40 4 = 41‐50 5 = 51‐100 6 = More than 100
Question 15. What percentage of your teaching activities is: 15a.
teach_cam
15b.
teach_sat
15c.
teach_dis
Classroom instruction, on campus (including different campuses in a multicampus institution)
1 = None 2 = 0‐25% 3 = 26‐50% Classroom instruction, on a satellite campus (excluding 4 = 51‐75% different campuses in a multicampus institution) 5 = 76‐100% Distance education (live or prerecorded video/audio, internet, 6 = All CD‐ROM, correspondence, etc.)
200
LSSE 2017 Codebook UWC Item #
Variable
16.
ftmprepexpect
17.
ftmprepactual
18.
ftmreadasg
19.
ftmread
Variable Label
Values and Labels
In an average 7‐day week, about how many hours do you 1 = 0 expect the typical student to spend preparing for your selected 2 = 1 module/subject (studying, reading, writing, doing homework or 3 = 2 lab work, analysing data, rehearsing, and other academic 4 = 3 activities)? 5 = 4 In an average 7‐day week, about how many hours do you think 6 = 5 the typical student actually spends preparing for your selected 7 = 6 module/subject (studying, reading, writing, doing homework or 8 = 7 lab work, analysing data, rehearsing, and other academic 9 = 8 activities)? 10 = 9 11 = 10 In an average 7‐day week, of the time students spend preparing for your selected module/subject, about how many 12 = More than 10 hours hours do you expect students to spend on assigned reading? About how much of the assigned reading for your selected module/subject do you think the typical student completes? [Note: item was only given if respondents selected a response greater than 0 for item 18.]
1 = None 2 = Some 3 = Most 4 = All
Question 20. About how many hours do you think the typical student actually spends in a typical 7‐day week doing each of the following? 20a.
ftmcocurr
Participating in other university activities (organisations, campus publications, involvement in SRC projects, residence duties, inter‐residence sport, community service, etc.)
20b.
ftmworkon
Working for pay on campus (student assistant, tutor, etc.)
20c.
ftmworkoff
20d.
ftmservice
20e.
ftmrelax
20f.
ftmcare
20g.
ftmcommute
21
fchallenge
1 = 0 2 = 1‐5 3 = 6‐10 Working for pay off campus (being a waiter, casual work in 4 = 11‐15 shops, etc.) 5 = 16‐20 Doing community service or volunteer work 6 = 21‐25 7 = 26‐30 Relaxing and socialising (time with friends, video games, 8 = More than 30 watching TV or movies, sport, mobile and online chatting, etc.) hours Providing care for dependents (children, siblings, parents, etc.) Travelling to class (driving, walking, etc.)
In your selected module/subject, to what extent do students put forth their best work?
1 = Very little 2 = Some 3 = Quite a bit 4 = Very much
201
LSSE 2017 Codebook UWC Item #
Variable
Variable Label
Values and Labels
Question 22. In your selected module/subject, how important is it to you that the typical student does the following? 22a.
faskquest
Ask questions or contribute to module/subject discussions in other ways
22b.
fdrafts
Prepare two or more drafts of a paper or assignment before turning it in
22c.
fprepared
Come to class having completed readings or assignments
22d.
fQRconclude
Reach conclusions based on his or her own analysis of numerical information (numbers, graphs, statistics, etc.)
22e.
fQRproblem
Use numerical information (numbers, graphs, statistics, etc.) to examine a real‐world problem or issue (unemployment, climate change, public health, etc.)
22f.
fQRevaluate
Evaluate what others have concluded when they used numerical information (numbers, graphs, statistics, etc.)
1 = Not important 2 = Somewhat important 3 = Important 4 = Very important
Question 23. In your selected module/subject, how important is it to you that the typical student does the following? 23a.
fRIintegrate
Combine ideas from different modules/subjects when completing assignments
23b.
fRIsocietal
Connect his or her learning to societal problems or issues
23c.
fRIdiverse
Include diverse perspectives (political, religious, racial/ethnic, gender, economic, etc.) in module/subject discussions or writing assignments
23d.
fRIownview
23e.
fRIperspect
Try to better understand someone else's views by imagining how an issue looks from his or her point of view
23f.
fRInewview
Learn something that changes the way he or she understands an issue or concept
23g.
fRIconnect
Connect ideas from your modules/subjects to his or her prior experiences and knowledge
1 = Not important 2 = Somewhat important Examine the strengths and weaknesses of his or her own views 3 = Important on a topic or issue 4 = Very important
202
LSSE 2017 Codebook UWC Item #
Variable
Variable Label
Values and Labels
Question 24. In your selected module/subject, about what percentage of class time is spent on the following? 24a.
flecture
Lecture
24b.
fdiscuss
Discussion
24c.
fsmgroup
24d.
fpresent
24e.
findwork
24f.
fperform
24g.
fassess
Assessing student learning (tests, evaluations, surveys, polls, etc.)
24h.
factivity
Experiential activities (labs, fieldwork, clinical or field placements, etc.)
1 = 0% 2 = 1‐9% 3 = 10‐19% Student presentations or performances 4 = 20‐29% 5 = 30‐39% 6 = 40‐49% Independent student work (writing, painting, designing, etc.) 7 = 50‐74% Movies, videos, music, or other performances not involving or 8 = 75% or more produced by students
Small‐group activities
Question 25. In your selected module/subject, how much do you encourage students to do the following? 25a.
fCLaskhelp
Ask other students for help understanding module/subject material
25b.
fCLexplain
Explain module/subject material to other students
25c.
fCLstudy
Prepare for exams by discussing or working through module/subject material with other students
25d.
fCLproject
Work with other students on projects or assignments
25e.
fLSreading
Identify important information from reading assignments
25f.
fLSnotes
25g.
fLSsummary
1 = Very little 2 = Some 3 = Quite a bit 4 = Very much
Review notes after class Summarise what has been learned from class or from module/subject materials
203
LSSE 2017 Codebook UWC Item #
Variable
Variable Label
Values and Labels
Question 26. In your selected module/subject, how much opportunity do students have to engage in discussions with people from the following groups? 26a.
fDDrace
People of a race or ethnicity other than their own
26b.
fDDeconomic
26c.
fDDreligion
People with religious beliefs other than their own
26d.
fDDpolitical
People with political views other than their own
People from an economic background other than their own
1 = Very little 2 = Some 3 = Quite a bit 4 = Very much
Question 27. In your selected module/subject, how much does the academic work emphasise the following? 27a.
fmemorize
27b.
fHOapply
Memorising module/subject material (facts, ideas, etc.) Applying facts, theories, or methods to practical problems or new situations
27c.
fHOanalyze
Identifying the different parts of an idea, experience, or argument in detail (analysing)
27d.
fHOevaluate
Evaluating a point of view, decision, or information source
27e.
fHOform
Forming a new idea or understanding by putting together various pieces of information
28.
fwrwriting
Does your selected module/subject include assigned papers, reports, or other writing tasks?
1 = Very little 2 = Some 3 = Quite a bit 4 = Very much
1 = Yes 2 = No
Question 29. About how many papers, reports, or other writing tasks of the following lengths do you assign? [Note: items 29a‐29c were only given if respondents selected "Yes" for item 28.]
29a.
fwrshort
Up to 5 pages
29b.
fwrmed
From 6 to 10 pages
29c.
fwrlong
11 pages or more
1 = 0 2 = 1 3 = 2 4 = 3 5 = 4 6 = 5 7 = 6 8 = 7 9 = 8 10 = 9 11 = 10 12 = More than 10
204
LSSE 2017 Codebook UWC Item #
Variable
Variable Label
Values and Labels
Question 30. To what extent do you structure your selected module/subject so that students learn and develop in the following areas? 30a.
fcgwrite
Writing clearly and effectively
30b.
fcgspeak
Speaking clearly and effectively
30c.
fcgthink
Thinking critically and analytically
30d.
fcganalyze
Analysing numerical and statistical information
30e.
fcncmpts
Using computing and information technology
30f.
fcgwork
Developing job‐ or work‐related knowledge and skills
30g.
fcgothers
Working effectively with others
30h.
fcgvalues
Developing or clarifying a personal code of values and ethics
30i.
fcgdiverse
Understanding people of other backgrounds (economic, racial/ethnic, political, religious, nationality, etc.)
30j.
fcgprobsolve
Solving complex real‐world problems
30k.
fcgcitizen
Being an informed and active citizen
31.
32.
1 = Very little 2 = Some 3 = Quite a bit 4 = Very much
1 = 0 2 = 1‐2 3 = 3‐4 4 = 5‐9 5 = 10 or more times
crstimes
Prior to the current academic year, about how many times have you taught your selected module/subject?
totugstud
1 = 0 2 = 1‐25 3 = 26‐50 4 = 51‐75 5 = 76‐100 Estimate the total number of undergraduate students you have 6 = 101‐125 taught during the current academic year. 7 = 126‐150 8 = 151‐200 9 = 201‐300 10 = More than 300 students
205
LSSE 2017 Codebook UWC Item #
33.
34.
Variable
Variable Label
Values and Labels
totugcour
1 = 0 2 = 1 3 = 2 4 = 3 Indicate the total number of undergraduate modules/subjects 5 = 4 you have taught or are scheduled to teach during the current 6 = 5 7 = 6 academic year. 8 = 7 9 = 8 10 = 9 or more modules/subjects
totpgcour
1 = 0 2 = 1 3 = 2 4 = 3 5 = 4 or more modules/subjects
Indicate the total number of postgraduate modules/subjects you have taught or are scheduled to teach during the current academic year.
Question 35. To what extent are you encouraged by your institution and department/unit to do the following? 35a.
instconsult deptconsult
35b.
insteval depteval
35c.
instcollab deptcollab
35d.
instattend deptattend
35e.
instpresent deptpresent
35f.
instprogram deptprogram
Systematically consult literature about the effectiveness of teaching practices Use student evaluations to inform possible changes to modules/courses
1 = Not at all Collaborate with colleagues by means of scholarly research to 2 = Very little improve teaching and assessment practices 3 = Some 4 = Quite a bit Attend workshops, lectures or seminars by teaching and 5 = Very much learning experts about improving teaching practices 6 = Not applicable Publicly present (e.g. papers, lectures or workshops) or publish information about teaching practices or learning activities Participate in an institutional SoTL programme
Question 36. Which of the following Scholarship of Teaching and Learning (SoTL) initiatives have you participated in or do you plan to participate in at your institution? 36a.
partprogram
36b.
partfaculty
36c.
partdept
Institutional SoTL programme SoTL programme coordinated by Faculty SoTL programme coordinated by Department/Unit
1 = Have not decided 2 = Do not plan to do 3 = Plan to do 4 = Done or in progress 5 = Not offered at my institution
206
LSSE 2017 Codebook UWC Item #
Variable
Variable Label
Values and Labels
Question 37. To what extent have you done the following? consult
Systematically consulted literature about the effectiveness of teaching practices
37b.
present
Publicly presented about teaching practices or learning activities (e.g. papers, lectures or workshops)
37c.
publish
Published information about teaching practices or learning activities (e.g. articles, books, etc.)
37d.
collaborate
37a.
Collaborated with colleagues by means of scholarly research to improve teaching and assessment practices
1 = Not at all 2 = Very little 3 = Some 4 = Quite a bit 5 = Very much 6 = Not applicable
Question 38. To what extent have you used the following to inform your decisions when making a change to your modules/courses? 38a.
usefeedback
38b.
useperf
38c.
usesurvey
38d.
useinstinfl
38e.
useextinfl
Student feedback (module/course evaluations, etc.) Student performance on assignments, exams, or formal assessments 1 = Not at all 2 = Very little Institutional influences (e.g. institutional policies, department‐ 3 = Some 4 = Quite a bit level influences, peer feedback, etc.) 5 = Very much External influences (e.g. accreditation standards, advances and 6 = Not applicable trends in your disciplinary area/industry, etc.) Student survey results (e.g. SASSE, BUSSE, STARS, etc.)
useother 38f.
Other, specify useother_spec
207
LSSE 2017 Codebook UWC Item #
Variable
Variable Label
Values and Labels
Question 39. To what extent would the following encourage you to participate in the SoTL activities? 39a.
enccpd
39b.
encpromote
39c.
encaward
Continuing Professional Development (CPD) Promotion possibilities Teaching and Learning Awards
39d.
encgrant
Funding SoTL research grants
39e.
encpresent
Funding national or international conference presentation possibilities
39f.
encoutput
Research outputs (published articles, conference presentations, etc.)
1 = Not at all 2 = Very little 3 = Some 4 = Quite a bit 5 = Very much 6 = Not applicable
encother 39g.
Other, specify encother_spec
40.
empstat
rank 41. rnkother
42.
‐
begintch
begintch_recode
1 = Part‐time contract appointment 2 = Full‐time contract appointment During the current academic year, does your institution 3 = Part‐time consider you to be employed: permanent appointment 4 = Full‐time permanent appointment 1 = Professor 2 = Associate professor Which of the following best describes your academic rank, title, 3 = Senior lecturer or current position? 4 = Lecturer 5 = Junior lecturer 6 = Other, specify Indicate the year that you began teaching at any university.
Select year [From 2017 ‐ Before 1980]
Number of years teaching at any university
1 = 4 or less 2 = 5‐9 3 = 10‐19 4 = 20‐29 5 = 30 or more
208
LSSE 2017 Codebook UWC Item #
Variable
Variable Label
What is the highest degree you have earned?
1 = Doctoral 2 = Masters 3 = Honours 4 = Postgraduate Bachelor 5 = Postgraduate diploma or certificate 6 = Professional first Bachelor 7 = General academic Bachelor 8 = Undergraduate diploma 9 = Other, specify
Select your year of birth.
Select year [From 1996 – Before 1950]
Age recoded from year of birth
1 = 34 or younger 2 = 35‐44 3 = 45‐54 4 = 55‐64 5 = 65 or older
Please indicate your gender.
1 = Male 2 = Female
What is your citizenship status?
1 = South African 2 = SADC (excluding South Africa) 3 = African (excluding SADC) 4 = International (outside of Africa)
What is your racial or ethnic identification? (Mark only one.)
1 = Black African 2 = Coloured 3 = Indian 4 = Asian 5 = White 6 = Multiracial 7 = Other 8 = I prefer not to answer
degree
43.
degother
44.
fbirthyr
‐
fbirthyr_recode
45.
fgender
46.
47.
finterna
frace
Values and Labels
209
LSSE 2017 Codebook UWC Item #
48.
49.
Variable
tmothton
tchlang
Variable Label
Values and Labels
What is your home language or mother tongue? (Mark only one.)
1 = English 2 = Afrikaans 3 = IsiXhosa 4 = IsiZulu 5 = IsiNdebele 6 = North Sotho 7 = Sesotho 8 = Setswana 9 = Tshivenda 10 = SiSwati 11 = Xitsonga 12 = Other
During 2017, in which language do you mostly teach?
1 = Mostly English 2 = Mostly Afrikaans 3 = Approximately equal teaching time in English and Afrikaans 4 = Other
Question 50. Do you have any disabilities? (Mark all that apply.) fdis_none
No, I do not have any disabilities
fdis_sense
Yes, I have a sensory impairment (vision or hearing)
fdis_mobility
Yes, I have a mobility impairment
fdis_learning
Yes, I have a learning disability
fdis_mental
Yes, I have a mental health disorder
fdis_other fdis_notansw
1 = True
Yes, I have another disability I prefer not to answer
210