DATA ANALYSIS, PRESENTATION, AND DISCUSSION OF FINDINGS
4.2 Qualitative Data Results
4.3.1 Disparity in expectations
Data sources revealed disparity between the university and the students' expectations pre- enrolment. The sub-themes that emerged under this theme were a) the nature or life skills expected from postgraduate students and b) the nature of communication systems used.
According to data sources, there was a difference between the nature of a postgraduate student expected by the university and the nature of the students which were applying at postgraduate level. The university expected postgraduate students to be self-directed, take initiative when seeking infonnation about the programme and access the available infonnation systems, such as the university website and school of nursing's website.
... The postgraduate chair told us during orientation that the university treats as adult learner, which means we have to be self-directed and take responsibility for our education. The school is there to provide support andfacilitate our learning.
The orienlation block at the beginning of the course clearly reflected that we are in a differenl space where we are treated as grown ups, not as young learners and that scared me a lot. I am that t}pe ofa student that needs a lot ofsupport. I thought I was not going to cope..
... the university expects us to get the information ji-om the internet, whether you have IT skills or not, thatisnot considered.
The students on the other hand, expected to be treated as young students and be given information about the programme and student fees. In their view that was the task of the people responsible for the postgraduate programme. The participants from the international students' focus group made an example that the provisional acceptance letters for international students refers them to the university website for more inforn1ation about the programme and student fees, and it gives them a South African Qualifications Authority (SAQA) website to access the application forms, the Foreign Workforce website to sort our their own registration. The major challenge was that some of these students have never used a computerin their 1ives, let alone accessing the internet but the university expected them to access internet, as stated inthese extracts;
... we expect to be given information by people dealing with students but they refer us to the v,·ebsite. Some of us don't' even know what the term 'website' means.
... ... They send a letter, 'with the SAQA website and aSSlime thatyOlt know vvhat that is abolit and hmv to access the information.
... some of us phone ji-on! our countries and we are told about websites where to obtain certain information
... Those lvith limited computer skills have a challenge in this area.
After spending a year in this place, now 1 understand why they assume we know about IT.
The young undergraduate students in this university have no problem. They are the ones teaching us.
Data collected from the focus group that was formed by local students revealed that the university expected that the postgraduate students have developed a culture of reading and the students on the other hand expected to be told more about the programme rather than be made to read about it. The pm1icipants indicated that the school or faculty office gives the applicants hard copies of information brochures and pamphlets instead of explaining to them the content of these brochures and pamphlets. The university, on the other hand, gives out information with the hope that applicants will read it and refer to those documents when it is time for them to make infon11ed decisions. Data showed that this in the long run created some tension because when the students complain, the lectures refer the students to the infonnation brochures; university rules book and faculty handbooks which are given to the students before commencing the programme.
... ... We expect admission o.ffice to make time and te!! us about the programmes o.ffered but they just give us brochures with information and expect us to read that.
... ... 1 think we need to develop a culture of reading because that is what the university communicates to us by giving us iI?formation.
Regarding expectations during the teaching learning phase, it emerged from the focus group interviews that the university expects postgraduate students to be independent learners who can define their expectations and understand what they need to learn, with minimal guidance. The students, on the other hand, expected to be given infonnation and not made to look for information. Some of the participants felt that the university expected postgraduate students to know everything and provided them with very limited assistance. This emerged as a challenge to
postgraduate students because most of them were from programmes which were teacher driven not student centred like in UKZN .
... ... ... Students expect to be fed with information instead of being told to look for it.
... when I compare this class with the classes that 1 have been in my previous learning experiences, 1 found that this is quite different.
... it shows that ,re are now adults and we are treated like adult learners who have to be self- directed and play an active role in their learning.
... They make you look for the information instead ofjust giving it to you because we are here to learn; they keep telling us about 'sel.fdirected learning' and being an 'adult learner'
The study participants also pointed out that the lecturers expected the students to be computer literate as some of the modules are offered on-line. The lecturers conduct classes without considering the challenges confronting those with limited computer skills. The participants suggested that such expectations shou Id be shared with students during the pre-enrolment phase so that they can start preparing themselves.
... Some of the modules are offered on line and the lecturer assumes that "lve can manage and continues to teach, and she only provides minimal support to those who are sfl'uggling.