The performance and success of postgraduare business students

Abstract

The factors that contribute to postgraduate business student performance and success within an open and distance learning (ODL) environment were investigated. An exploratory research approach was followed in three stages: a structured questionnaire, semi-structured qualitative interviews and a secondary document analysis of the student records. The contributing factors were identified to inform future teaching practices in ODL that may lead to an improvement in student performance, course pass rates and ultimately the throughput rate of qualifications. The contributing factors in this context pertain to formative assessment, student enjoyment of the course, lecturer involvement and attendance of course workshops. Students highly value proactive contact from lecturers in the form of text messages and email communications. Recommendations include a reconsideration of the assessment practices – in particular, the weighting of the contribution of assignments towards the final mark. Offering regular face-to-face sessions with the students – albeit with lecturers or appointed tutors – is recommended. The influence of regular lecturer contact and face-to-face workshops is particularly interesting, considering that the research was conducted at an ODL institution. Additional questions on student learning styles arise regarding the students’ fit with ODL, course design and teaching practices in ODL. This could lead to further research in the South African higher education environment