Navigating higher education student success: Reflective narrative lessons from a South African university
DOI:
https://doi.org/10.17159/h88zmn79Keywords:
Higher education, Student success, Learner-centred teaching and assessment, Throughput and pass rate, Reflective narrative inquiryAbstract
Student success is vital to higher education (HE) stakeholders, regardless of how it is measured or defined, highlighting the need for efficient pedagogic practices to successfully achieve intended educational and student outcomes. This research comprises examples of sound pedagogical practices from the success stories of teaching academics in a Humanities Faculty. It explores characteristics of practices that could enhance academic performance and foster student success by analysing eight (n=8) Humanities lecturers' successes in university teaching experiences. The qualitative narrative inquiry used semi-structured interviews, narrative analysis methods, and a reflective narrative analysis lens to unpack some distinctive features of impactful higher education pedagogies from South African higher education settings. Theories of reflection frame the study, permitting reflection, narration, and sharing of instructive approaches based on critical reflection. Findings suggest that the purposeful, selective use of learning tools and integration into apt working student-centred practices positively impact undergraduate learning, academic performance and success.
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