Recommendations

The following recommendations are made based on the findings of this study and in view of facilitating a better retention and throughput rate of Master of Occupational Therapy students at Stellenbosch University.

6.5.1 Recommendations forpractice

When aiming to improve retention and throughput rates it is essential for HE institution’s Master’s programmes not only to guide but also to teach academic writing skills to students. 6.5.1.1 Recommendations to facilitate the academic writing process:

 Prospective postgraduate students need to complete or be engaged in an academic writing course/workshop offered at HE institutions as a pre-admission requirement. In this way the development of the postgraduate student’s understanding and practice of academic writing is facilitated from the outset of the M-programme.

 Supervisors’ critical feedback on academic writing to consistently be accompanied with alternative strategies that may guide the postgraduate student to develop a possible solution. This will reduce frustration experienced when transitioning from the regular practice-based writing style to the more conceptually demanding academic writing style. This in turn will impact motivation and contribute to improved retention and throughput rates.

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 Postgraduate students in the M-programmes should be made aware of and be strongly encouraged to make use of the Stellenbosch University writing centre to guide with academic writing process, from the development of the proposal to the research assignment or thesis. As academic writing takes time to develop the support of the writing centre will serve to help postgraduates to understand the process better and gain confidence in their academic writing ability. This will improve motivation and contribute to improved retention and throughput rates.

6.5.1.2 Recommendations to facilitate a better supervision process:

 Supervisors are in an ideal position to initiate a discussion to establish an understanding of the mutual responsibilities and expectations in the student-supervisor relationship at the very start of the process. It is especially important that students and supervisors clarify expectations of each other and agree upon methods of communication, particularly with regard to submission of work and turnaround time of feedback, suitable to both parties and to recognise that both are busy people.

 A good fit between supervisor and postgraduate student needs to be carefully considered as it better facilitates an amicable relationship between them and serves to facilitate the postgraduate’s success.

 Supervisors should be encouraged to mentor postgraduate students and within reasonable limits, support them emotionally as well, not only academically. The postgraduate study journey is long and arduous with fluctuations in motivation that can be influenced by the supervisor being caring and supportive.

 A faster feedback response time from supervisors is strongly recommended. This might be achieved by communication related to when work will be submitted and when feedback can be expected. Supervisors need to be warned in advance that they will have to budget time for feedback. It is however also important that supervisors at least acknowledge receipt of work submitted with an indication of when the student can expect feedback.

 Supervisor training is recommended as this would allow for a more common understanding of the supervision process in general, and the difference between the research assignment and the full thesis. Training implies HE institution support of the supervisor to better guide the postgraduate to success within the residency period.

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 Supervisors should initiate postgraduate students into the academic world by encouraging presentations of abstracts, proposals and research at local workshops, conferences or congresses to foster confidence in the postgraduate’s ability as researchers.

6.5.1.3 Recommendations to facilitate the organisation of the programme:

 For the structured M-programme the coursework could have a closer link to the research module and facilitate the development of the research proposal. In so doing more time will be available for the research process.

 In view of the enormity of the research assignment and that it is the greater obstacle (in terms of completion) in the structured M-programme, it is strongly recommended that the coursework be reduced to 40% and the research project be increased to 60%. This may facilitate a better completion and throughput rate within the residency period as more time will be allowed for the research project.

 The residency period for the completion of the Master of Occupational Therapy programme should be extended to a more realistic and achievable period of three years.  The Technical Advisory Support group for postgraduate students is an influential way for

students to learn – from each other in a supportive environment and should be continued.

 In consultation or in conjunction with the Stellenbosch University’s writing centre, to build academic writing development into the M-programmes. This would help direct academic writing development from the outset and with all tasks. This will also assist in countering the extra time that is needed for the development of academic writing skills, the frustrations experienced, as well as reduce the extra time and guidance required from supervisors to teach the process. Ultimately this will support a better retention and throughput rate. Perhaps this recommendation needs to be extended to the Occupational Therapy Undergraduate Programme Committee as well.

 The M-programme co-ordinator needs to make the supervisory relationship explicit to postgraduate students so that they are well-informed about acceptable expectations of the relationship and how and when to go about contracting these expectations of each other.

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 The M-programme co-ordinator could guide the postgraduate to understanding / raising the postgraduate student’s awareness of the extent of the sacrifice and negotiation that will need to take place within the social environment (personal, home, family and friends). This may help postgraduate students to plan more effectively and put measures in place with family and friends that would support their success.

6.5.1.4 Recommendations to Stellenbosch University and HE Institutions in general:

 Writing retreats offered to supervisors and their respective postgraduate students to facilitate the completion of the thesis or research assignment and the writing of an article for publication.

 Although HE institutions have granted postgraduate students access to further education, the HE institution’s policies need to support the part-time, female postgraduate student’s success. HE institutions need to advocate for financial support for the mature, female, postgraduate student who has family caring and / or financial responsibilities to uphold. This will assist in creating the much needed time to engage in studies.

6.5.1.5 Recommendations to government, employers and the Occupational Therapy Association of South Africa (OTASA):

 As Continuous Professional Development is compulsory for Health professionals in South Africa, government and employers could grant the postgraduate student paid time-off from work on a weekly or monthly basis. In so doing granting the postgraduate student additional time (other than the limited after-work hours) to engage in studies could facilitate better retention and throughput rates.

 Offer financial support to members who engage in postgraduate studies. It may encourage more clinicians to engage in and publish research. This will expand the theoretical base of the profession and strengthen scientific-based (evidence based) practice.

 If OTASA could encourage clinicians with postgraduate qualifications to mentor clinicians who are prospective or registered postgraduate students during the lengthy study period which is intellectually gratifying but nonetheless arduous. This may also facilitate more collaborative research projects in the future and sustain the growth of the occupational therapy profession.

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 At the Stellenbosch University Occupational Therapy Division only one male had registered for the M-programme between January 1995 and April 2008. The gender- based roles of male postgraduate students may be different to that of females and as such their experience of engaging in the M-programmes may be different. Further research is recommended to include males should they became part of the postgraduate student population in future.

 Although postgraduate success depends on good supervision, the effectiveness of overburdened supervisors needs to be investigated. It is recommended that further research be undertaken to include the supervisor’s voice in the postgraduate study experience.