The role of self-management in postgraduate studies at the University of Kwazulu-Natal.

Abstract

Self-management has historically been viewed as a crucial success factor in postgraduate studies. There was a combination of both a positive and negative state in respect of self-management as some students displayed the required self-management skills for academic success, whilst others lacked these fundamental elements. The problem lies in the fact that most students have experienced a lack of self-management during their tertiary studies and there was a need to develop or suggest a theoretical framework or solution to their challenge. In addition to affecting the throughput rates of postgraduate students, a lack of self-management also affected the self-confidence of students, as they may have felt a lack of motivation to achieve their goals. A mixed-methods study was conducted with postgraduate students at the University of KwaZulu-Natal to examine the various aspects that contributed towards self-management. Students were required to answer a survey via Survey Monkey to determine their self-management patterns. Twenty-three students completed the surveys, and the findings confirmed that whilst students were self-motivated and had a reasonable degree of self-confidence, there was still a huge reliance on the University and supervisors to provide additional support. Students believed that there would have been a significant increase in the throughput rates had such support been made available. Students were goal orientated and focused; however, they still required assistance from their lecturers, and the University as a whole. It can be deduced that the students had high expectations from both the lecturers and the University in terms of their studies. Therefore, the University needed to introduce extensive support mechanisms for postgraduate students, which included a Master’s tutor as well as a dedicated librarian.