CHAPTER FIVE
LEARNER SUPPORT SYSTEM

INTRODUCTION

P&DM’s MMP argues that an integral part of its learning and teaching approach is the provision of appropriate support to students that enables them to achieve the course outcomes and develop management competence. From programme documentation made available to us, we identified the following forms of academic support, which have been envisaged for students in addition to the normal lecture sessions:

- Syndicate or learning groups;
- Support by lecturers on request;
- Workshops to assist students to develop specific skills (for example, use of Internet) or to bridge skills gaps (for example, statistical analysis);
- Comments by lecturers on assignments; and
- Supervision support on the research project.

Our focus in this chapter, however, is on learning groups. We offer critical comment on the extent to which these forms of support are integrated within the programme as a whole, and hence, able to provide learner support to postgraduate students participating in the programme. In its broadest sense, we understand learner support to include

those activities which are individualized or delivered in interactive groups (whether face-to-face, by telephone, electronically or in some other medium), such as tutoring and counselling, in contrast with the learning materials prepared for a mass of users without any actual individual or group in mind. (Tait, A. and Mills, R. (eds.) (1997). Supporting the Learner in Open and Distance Learning. London: Routledge. p.59.)

Learner support systems are, therefore, central to effective educational delivery, not only within distance education institutions. While we focus predominantly on learning groups, we do however make reference to other forms of support that impact on the integration of learning groups within the overall MMP design.

P&DM MMP’s LEARNER SUPPORT SYSTEM

Wits P&DM MMP’s learner support system consists of several elements and strategies that are used to provide students with support during the course of their participation in the programme. Among other elements, the system consists of:

- Syndicate or learning groups;
- Support by lecturers on request that fall outside of formal lecture sessions;
- Workshops to assist students to develop specific skills (for example, use of Internet) or to bridge skills gaps (for example, statistical analysis);
- Comments by lecturers on assignments;
- Face-to-face or video conferenced sessions;
- Course packs; and
- Research supervision.

In this section of the chapter, we provide a brief description of our understanding of the purpose of specific elements before focusing in detail on certain elements of the P&DM MMP learner support system.

DEFINING LEARNING GROUPS

Distance education literature has long emphasised the importance of learner support groups, or what is also referred to as peer support groups. For example, it has been argued that peer support allows students 'to share discoveries and intellectual experiences with someone else, to exchange views and through this exchange learn confidently to work with the intellectual matter concerned.' (Holmberg, B. (1984). Guided Didactic Conversation in Distance Education. In Sewart, D. and Keegan, D. & Holmberg, B. (eds.). (1984). Distance Education: International Perspectives. London: Routledge)
In many ways, the role of the peer group is to provide additional forms of support to students above and beyond the purely academic criteria of the course or programme. These groups have a critical role to play in terms of supporting students and socialising them into a broader theoretical and practical context, than that of a postgraduate setting within a tertiary institution, for example.

THE EFFECTIVENESS OF LEARNING GROUPS

RATIONALE FOR USING LEARNING GROUPS

According to P&DM documentation, its vision is to strive to be a centre of excellence that provides management education supplemented by research and development support. To this end, it aims to (among other things):
- Develop interactive teaching and learning approaches and skills; and
- Provide a dynamic, well-run participative learning environment.(Graduate School of Public and Development Management. (1997). Teaching and Learning Policy 1997. Johannesburg: P&DM. p. 4.)
In this documentation, it outlines what functions and responsibilities are required of the various participants. With regard to students, it stipulates that students’ responsibilities include participation in syndicates, development of group process skills, respect and listening to opinions of others, and development of responsibility for own learning.

Syndicates or learning groups are the vehicles through which groups of students interact and develop team process skills:
    'Syndicates enable students to share experiences and deal with some or many of the problems of real life management in the context of group dynamics. This means that they are able to experience the frustrations of real management in a simulated context.' (Graduate School of Public and Development Management. (1997). op cit. p. 17.)

In terms of assessment of syndicate assignments, the document states that the purpose is to develop conceptual and practical skills that are required by managers. The syndicate assignment is allocated ‘an upper limit of 25% of the total course mark.’ This is considered in line with the institutional senate’s requirements regarding assessment weighting, which is heavily weighted towards examination processes.

P&DM’s STRUGGLE TO INTERGRATE LEARNING GROUPS

REVIEW AND PLANNING DECISIONS

P&DM has over the last few years, focused a significant amount of formal planning and review time, to dealing with its concerns about the functioning of syndicates in its postgraduate courses. According to recent P&DM documentation, there is among staff and management, a shared or general in-principle agreement that within the programme, learning groups exist in order to:
- Facilitate a sharing of responsibilities with regard to course work and work load;
- Provide peer support;
- Provide a space for action learning through experience;
- Enable participants to learn about conflict resolution and decision-making;
- Deepen academic learning and rigor. (Wits P&DM MMP. (1997). Notes from the Curriculum Review Meeting on 14 November and 21 November 1997. Draft (20 November 1997). Johannesburg: P&DM. p.1.)

This statement is extracted from a 1997-review process document, and is significant because it suggests that some form of resolution had been reached. This has not always been the case with regard to syndicates and learning groups. In 1993, for example, an academic development review meeting document includes a brief paper on Gender Sensitivity in P&DM. (P&DM. (1993). Gender Sensitivity in P&DM. In Graduate School of Public and Development Management: Review of Academic Development 1992-1994. Johannesburg: P&DM) With regard to gender issues, it was claimed that ‘we have fallen short on empowering our women students sufficiently on a number of levels’, which include, among others the syndicate process. In terms of syndicate process and gender, it was argued that raising awareness about gender issues, a culture of respect, and a series of workshops should be undertaken. And that issues and mechanisms of dealing with sexual harassment needed to be handled by P&DM more sensitively. Although there is no documentation available regarding what happened subsequently around the issue of gender within the P&DM, there was in 1994, more discussion about syndicates. For example, notes from an Academic Planning meeting held on 27 October 1994, contained a set of items listed under the ‘What Should Not Be Repeated in 1995’ sub-heading which included, among others:
- Lack of focus on student development and the learning process;
- Lack of focus on the development of an appropriate student ethos and culture of learning;
- Inconsistent marking; and
- Lack of understanding with regard to teaching methodologies. (P&DM. (1994). Notes from Academic Planning Meeting, 27 October 1994. Johannesburg: P&DM. p.1.)

These types of discussions continued again at the 1996/97 P&DM strategic planning meeting, which outlined that there were several problems related to group learning, namely:
- Inadequate understanding of collective work;
- No mechanisms of support/monitor syndicates;
- No way of ensuring equitable participation;
- Demoralisation if syndicate does not work out. (P&DM. (1996). P&DM’s Strategic Plan 1996/7. Draft November 1996. Johannesburg: P&DM. p.4.)

At this meeting, it was suggested that there be a systematic review of the philosophy and practice of syndicates as well as drafting of proposals for solving problems. A committee was set up to undertake these tasks and report-back by ‘early December’. (P&DM. (1996). op cit. p.4.)

At the November 1997 Curriculum Review meetings, once again, a significant portion of the discussion concerned itself with syndicates and learning groups (Wits P&DM MMP. (1997). op cit. p.1.). Notes from the meeting suggest that an attempt was made to ‘unpack the logic being syndicate’ groups, and staff members asked questions about whether or not the learning groups were ‘Mafia’s [or] are they about group learning?’ It was noted that
    'a recurring problem [was] that the individual [carried] the group load, participants passing courses on the basis of their syndicate marks, assessment of syndicates (is 25% too much, should syndicates allocate marks, etc).' (Wits P&DM MMP. (1997). op cit. p.1.)

- Terminology Change
One of the outcomes of this meeting was the decision to change the term used for group work from syndicate to learning group. It was noted that this
    'more appropriately reflects the logic behind the syndicate process. A key focus for group development would then be on skills that make individuals in groups work effectively.' (Wits P&DM MMP. (1997). op cit. p.1.)
The change of terminology from syndicate to learning group is, however, not significant in that it is not related to a significant change and re-conceptualisation of learning groups within the MMP design. It is not clear from the documentation why this name change occurred at all. For example, the Curriculum Review meeting’s notes state that staff members agreed to providing ‘additional support’ to learning groups throughout the year; to an insertion on group learning processes into P&DM’s teaching and learning policy documentation; and to a ‘need’ for developing a strategy for learning groups to manage their own conflict and resolution processes (Wits P&DM MMP. (1997). op cit. p.1.) . This however is not a significant reconceptualisation of the role of learning groups, merely a decision to ‘add’ something to the existing policy documentation.

MPUMALANGA AND PARKTOWN-BASED STAFF`S COMMENTS

In our interviews with Christo de Coning and Cathy Churchill, Mpumalanga-based academic and facilitator, they stated that learning groups had a role to play in terms of providing students with opportunities for
    'contact, debate and discussion that will go on when [they] don’t have access to Christo. [For] cross-fertilisation, people from different areas of specialization (although demographics are also important). [And for] distribution of course materials.' (de Coning, C. and Churchill, C. Based on interview, 19 August 1998)

In another interview, Christo de Coning pointed out that

'the learning groups are of critical importance in the programme. A great deal of trouble is devoted to setting them up at the beginning of the year, and once set up, students have to stick to them for the full two years. There is a group dynamics facilitator to provide an initial week’s training session at the beginning of the programme, and to monitor progress in an ongoing way. Groups do joint assignments, and study together, but the Mpumalanga students also use their group for a range of other purposes such as transport. Very swift distribution of course material and other course information also takes place via the groups.' (de Coning, C. Based on an interview with Tessa Welch, dated 31 July 1998)

In the course of an interview with Mike Muller (Muller, M. Post-observation interview conducted with Carey-Ann Jackson, dated 25 August 1998), Parktown-based lecturer, Mike pointed out that, in his opinion, some learning groups were dysfunctional because there were groups that did not work well. He said that there was an uneven distribution of labour and that one person usually ended up writing everything. He stated that the school was looking at this issue and would be revising syndicate group processes. (It might be worth contacting Wendy Coetzee of Vudec in this regard as she mentioned at a recent workshop that Vista has also been attempting to guide students towards supporting one another, in Vista’s case with reference to writing tasks.) In the course of this interview, Mike also mentioned that he offered support to students outside of the formal lecture contact or video conferenced sessions. He identified the following:
- Telephonic support at the office;
- E-mail interactions;
- Personal appointments; and
- Tutorial support.

With regard to differences between Mpumalanga and Parktown students, Mike explained that Mpumalanga students usually raised participation problems, or issues of attending sessions. He added that if any similarity existed between types of questions asked by the two groups, it was in relation to misconceptions that existed around for example, the lowest level of work required in his course, and about mistakes that the individual student had made.

It is significant that in the course of interviews with Mpumalanga and Parktown staff members, several references were made to the difference that existed between how Mpumalanga and Parktown learning groups function. According to Mpumalanga-based staff members,

'Mpumalanga groups are better at discussing for interest’s sake. If they are managed properly by the facilitator, they are incredibly rich sources of learning. In Mpumalanga, at tea-time the students actually discuss the lecture topics. In Parktown, there is a not a great interest in learning groups.' (de Coning, C. and Churchill, C. Based on interview, dated 20 August 1998.)

According to Cathy Churchill, the only way in which Parktown learning groups can be made to function effectively is if facilitators manage the groups, and transfer responsibility for learning to students. She added that in her opinion, lecturers need to draw on what learning groups do, and not simply relegate them for the attention of the Teaching and Learning Co-ordinator.

In a written progress report submitted to P&DM, Christo de Coning wrote that

'the use of Learning Groups according to the P&M teaching and learning approach has been particularly rewarding and lessons of experience in this area may be of benefit to other trainers. Following the orientation week in group dynamics which was facilitated by Cathy Churchill in June 1997, syndicates (now known as learning groups) have operated very successfully in Mpumalanga. Learning groups have proved to be of great value, not only in terms of preparation for classes but also for the purposes of communication, travel and providing other support to members. Learning Group reviews may be necessary during the latter part of 1998.' (de Coning. C. (1998). Annual Progress and Status Report of the Mpumalanga Management Programme (MMP): June 97 to May 98. Nelspruit: Graduate School of Public and Development Management (P&DM).)

The issue of the difference between Mpumalanga and Parktown learning groups appears to be an issue of serious concern for P&DM’s management. For example, Mark Swilling reported that

'an unintended consequence of the establishment of the programme at a distance has been that the syndicate groups are stronger in Mpumalanga than they are in Parktown. It appears as if students are closer to and more dependent on the lecturer, they are less dependent on the group, and vice versa' (Swilling, M. Telephonic interview with Tessa Welch, dated 6 October 1998.)

According to Mark Swilling, P&DM MMP had made a ‘serious mistake in engineering the group dynamic’. According to Mark,

'the intervention at Masters level with students from Mpumalanga was started with seven or eight students who traveled to Parktown to attend class. The Mpumalanga government delayed for six months in providing the funding for the larger group. The programme made the decision that the smaller, experienced group should move to Nelspruit to provide leadership for the new group. This was disastrous in terms of group dynamics: they fitted in neither in Parktown nor in Nelspruit.' (Swilling, M. Telephonic interview with Tessa Welch, dated 6 October 1998.)

Mark reported that he had to eventually ‘disentangle’ the small group from the new group. He added that in his opinion, it was the small group that led the discussions around the ‘distant cousin incident’ because ‘they were unhappy about being left in the middle.’

From a range of sources, such as interviews and documentation, there is a clear sense that the effectiveness of learning groups within P&DM’s various postgraduate courses has been an area of concern. Some of these issues have been addressed in evaluation research projects commissioned by P&DM.

PREVIOUS EVALUATORS` COMMENTS AND RECOMMENDETIONS

In this section, we offer a synopsis of the key findings and recommendations regarding learning groups as they are presented in a range of evaluation reports on P&DM’s postgraduate programmes, not all of which refer explicitly to the MMP.

Evaluation by Dr V.V. Moharir (July 1995)
This evaluation of the postgraduate diploma and degree programmes in management makes only partial reference to student participation in learning groups (Moharir, V.V. (1995). Evaluation of Postgraduate Diploma Programme in Management (Public Policy and Development Administration) Full and Part Time and Master’s in Management, Full and Part Time. The Hague: Institute of Social Studies. p.9.) Dr Moharir writes that

'in contrast to the normal ‘Talk & Chalk’ approach prevailing at many training institutions, P&DM programmes use a variety of teaching methods including case studies, role playing, individual problem oriented assignments, group syndicate exercises, examination, internship etc.'(Moharir, V.V. op cit.)

While noting that there was a range of methods used, he stated that there was variation between lecturers and courses. He recommended therefore that ‘it may be useful to provide tutorials as part of assessment.’ (Moharir, V.V. op cit. p.5)

Evaluation by Professor L. Picard
Professor Picard’s evaluation report on Academic Programme Development in P&DM is interesting in that it argues that student participation in various learning settings appeared to be dependent on whether or not students felt confident to speak publicly. For example, he writes:

Some students may feel shy about their ability to communicate orally in class and in a program of this nature there is the danger of a split between those who are near native speakers of English and those who are speakers of English as a second language. (Picard, L. (undated). Academic Program Development in the Graduate School of Public and Development Management. University of the Witwatersrand)

Professor Picard added that certain skills, such as note taking and materials organization, are not equally developed among all students. The report details suggestions for development of a preparatory course offered to support these students. Similarly, there was ‘evidence of some confusion’ over the standards for marking, and the need for students to be aware of their rights regarding evaluation. Specific recommendations regarding learning groups or syndicates, included, among others:
- Skills development in the areas of group participation and facilitation within syndicates should be considered;
- A clearly developed but flexible strategy for syndicate formation. Syndicate work ‘is important but should not be reified.’(Picard, L. op cit. p.10.)

Comments on Evaluators’ Recommendations
Although the evaluation reports are not specific to the Mpumalanga Master of Management Programme, they do signal indirectly, that in some postgraduate courses offered by P&DM, group learning activities need to be strengthened, in particular in relation to bridging the gap of applying theoretical knowledge to praxis. The evaluators, further, recommend a more coherent support and training system for students participating in these postgraduate courses, but do not articulate what this is in any detail.

In light of the comments made by staff members, as well as the general comments of evaluators, we offer in the next section of this chapter, a discussion of the current students’ experiences of learning groups, and suggestions regarding how best to integrate learning groups within the P&DM MMP as a whole.

STUDENTS` COMMENTS

In chapter three of this report, we offered some description of the students participating in the MMP. In this chapter, we extend this by discussing six of the learning groups that have been formed in Mpumalanga, and with whom we held focus discussions.

MPUMALANGA FIRST YEAR STUDENTS` COMMENTS

Description of Learning Groups
From the six groups interviewed by SAIDE researchers, one learning group reportedly was formed in June 1997, three in July 1997, one in 1997 (month not specified), and the sixth in July 1998. The learning groups have names such as Naledi; Bambanani; and Conquerors, and it is interesting that the second year students’ group is simply named Syndicate 9. The number of students in each group ranges from three to five, although one group commented that there were initially six members but this had declined to three. Venues, at which the groups met, ranged from students’ work places, to P&DM’s offices, to unspecified venues in Carolina, Ermelo and Middleburg. The frequency and purpose of the meeting appeared to be dependent on the members’ particular perceptions of the nature and function of the learning group. For example, one group responded that it met in the afternoons, once or twice a week. Another group, however, responded that they met on weekends or weekdays after 16h00 when it was necessary to complete an assignment.

Purpose of the Learning Groups
According to the members of the six Mpumalanga learning groups, learning groups provide members with an opportunity to work in teams, share experiences and resources, develop interpersonal relationships, and provide support to one another in terms of academic tasks such as reading and critical discussion. For example, one group stated that learning groups allowed them
    'to facilitate group learning by sharing readings, debating issues that arise from readings or lectures, motivating one another, sharing experiences.' (Based on responses to questionnaire by learning groups)

Another group stated that learning groups provided an opportunity
    'to exchange ideas and develop practical implementation of theories as well as sharing of experiences.' (Based on responses to questionnaire by learning groups)

The formation of learning groups was, in the students’ opinion, a strategy for ‘coping’ with the academic demands of the course. For example, students stated that learning group processes allowed them to ‘cope’ with, among others, the following:
- To cope with ‘massive readings’;
- Assignments were ‘less stressful’;
- Members ‘helped each other’ understand concepts taught in class;
- Members helped one another to understand statistics, and as one student explained, this was important because ‘I didn’t understand because of [my] lack of mathematical background’;
- Developing the ability to use readings for examination and assignment purposes;
- Created a better understanding where misconceptions were evident; and
- Provided insight into the way that other people think about concepts and issues. (Based on responses to questionnaire by learning groups)

Given that one of the key outcomes of the MMP is to develop managers with practical expertise, rather than only theoretical knowledge, our questions regarding whether or not the learning group helped students as managers were important for a range of reasons. Before discussing this, we provide some examples of the responses provided by students:

- Since [the] learning group situation is like a work situation, I have learnt to live with and tolerate my colleagues with their ideas.

- Adopting useful and relevant strategies of managing time, material and people.

- In a situation of organisational design, I managed to share my work experiences and problems with my group.

- I benefited through the exchange of management styles and ideas, for example, cost curtailment measures, restructuring our department. (Based on responses to questionnaire by learning groups)

These responses were important in that there appeared to be a tentative exchange and exploration of management demands facing these students in their daily lives, within the group process. Although there were not always obvious discussions of management issues – in some instances, these were rather general life skills development issues – when management issues were discussed, and when students brought to the discussion their own learning and experiences, the process appeared to be beneficial to all involved.

Difficulties and Strategies for Improvement
In terms of difficulties experienced by members of learning groups in Mpumalanga, typically difficulties such as availability, uneven distribution of labour within the group, and a lack of commitment, were typical responses; and which referred to internal group management processes. However, one group referred to the fact that the limited resources within the area impacted negatively on the nature of the research and assignments produced by the group. Again, this relates to issues of access and support, which we have continuously referred to through this report.

In terms of addressing these difficulties, learning group members made a range of suggestions that related to more effective integration of learning groups within P&DM’s MMP as a whole. With regard to this, students stated that the following strategies should be used:

1. Facilitation of learning group dynamics should not take the form of once-off support offered during the orientation phase of the MMP but rather should be an integrated and consistent form of support offered throughout the programme.

2. More learning group assignments should be used so that each learning group is compelled to meet.

3. Learning groups should be challenged to offer genuine consultative services, such as a research equivalent service, to private or public sector organizations. This will strengthen the ‘bonds’ in the group.

4. Allowing more time in class to be used for learning group work.

It is interesting that the first year students adopted a creative approach to dealing with problems related to learning groups. Their suggestions are very useful options to which P&DM MMP should give serious consideration.

MPUMALANGA SECOND YEAR STUDENTS` COMMENTS

Description of Learning Groups
The Syndicate 9 group according to MMP student records consists of nine students, and includes class representative Musa Khumalo. Linda Mwale has been appointed learning group or syndicate leader. According to Linda, the group was formed in 1995 and there are a total of six students who meet at one another’s homes as frequently as a specific task demands. (Mwale, L. Based on interview with MM(II) learning group’s leader , Tessa Welch and Christine Randell.)

Purpose of the Learning Groups
According to Linda, the purpose of the learning group is to share experiences and skills, and to encourage and support one another. The learning group has had a positive impact on members’ written assignments and shared responsibility for learning. In terms of its impact on member’s work as managers, Linda stated that it assisted with
- Being able to discipline colleagues;
- Work as a team;
- Cope with a heavy schedule; and
- Improve interpersonal relationships.

Difficulties and Strategies for Improvement
In terms of difficulties experienced by members of second year students’ learning group, Linda stated that there was a lack of commitment among members; that there was poor time management; there was reliance on too few members; leadership was not accepted; and group assignments were difficult to finish on time. (Mwale, L. op cit.)

With regard to strategies for solving these difficulties, it is interesting that there is an emphasis on punitive approaches, such as ‘laying down rules’ and ‘sanctioning members who are not pulling their weight’. He also suggested that the groups be ‘rotated’ but it is unclear with whom this group would be rotated. (Mwale, L. op cit.)

Linda stated that there had originally been seven members but ‘there are six…[because] one left to join another group because it was too far to travel.’ There appear to be some real difficulties in the group dynamic between members of Syndicate 9. Linda stated that ‘it was difficult to manage the group – some members don’t feel the contract is binding.’ But it appears as if some sense of ‘discipline’ was restored in Linda’s group after a particular incident relating to
    'two members [who] arrived very late for a weekend session in preparation for an exam. The rest of the group had already done the work, but they pretended they hadn’t and made the people work through the night to get it ready.  (Mwale, L. op cit.)

In the course of an interview with Enoch Leputu, there was reference made to the nature of the relationship between Syndicate 9 and P&DM Parktown staff members. Enoch stated that

the Mpumalanga students who attend here [the second year students] called me today about their assignment, and about previous papers. They wanted to see the type of setting, the exam question structure. I make sure that they get the information, and I help them with proposal writing or the seminars. Sometimes Parktown gets more information but I share it with Mpumalanga. Syndicate 9 is doing an elective on Resource Management. The initial agreement was that they would attend here. But now they have requested to go on Picture-Tel on Monday. It is encouraging. It was self-initiated and they can see the importance of Picture-Tel. They realised that live supervision is not frequent here. (Leputu, E. Based on interview with Carey-Ann Jackson, dated 25 August 1998. [Emphasis added].)

In some ways, Enoch’s comments about the students suggest that these students hold a set of expectations about support and contact sessions, that is quite passive and essentially geared towards receiving teaching, rather than actively participating in learning. As Enoch stated, it is interesting that the students’ decision to participate in video conferenced sessions had more to do with the realisation that face-to-face contact was not more readily available to Parktown students, than they had expected. This suggests that systems of learner support within P&DM need to be conceptualised not only in terms of structure but also in terms of attitudes. We discuss this issue in more detail in the next section of this chapter.

SUPPORT AND INTERGRATION

P&DM`S FORMAL SUPPORT FOR LEARNING GROUPS

Several of the students and staff members made reference to an initial orientation phase form of support that was offered, and in this section, we offer a brief description of this support.

GROUP DYNAMICS PROGRAMME

A three-day orientation and workshop on group dynamics was offered in July 1997, to students participating in the Mpumalanga Management Programme. Briefly, the focus of the three workshop sessions included:
- An introduction to the P&DM teaching and learning policy and participative learning approaches;
- Group dynamic processes;
- Ice-breakers and fears and expectations;
- Video viewing and analysis of the group dynamic depicted in the video;
- Group administration and syndicate allocation;
- Personalising groups;
- Effective feedback;
- Problem solving (with case studies); and
- Developing a learning contract. (Mpumalanga Management Programme. (1997). Group Dynamics 1-3 July 1997)

The theoretical and conceptual influence that runs through this formal support manual reflects a focus on generic problem solving and group dynamic processes, many of which originate from contexts of conflicts that are not universally transferable. For example, the use of Edward de Bono and Tony Buzan suggests a generic brand of support and learning conceptualisation, which is a mix of organisational and cognitive psychology theories that may not be relevant to the management dynamics that these students are meant to simulate in these learning groups. It is suggested that the nature of the learning group support workshop be evaluated in detail by MMP staff and students, to ensure that the support offered is appropriate and effective.

LEARNING GROUP ASSIGNMENT AND ACTIVITIES IN CONTACT SESSIONS

In order to support learning groups, P&DM lecturers provide some written comments on students’ assignments. This issue is described in detail in chapter six of this report, and is not discussed here.

In chapter three of this report, we provide some critical comment on the integration of learning group activities, within a collaborative learning framework, within contact and video conferenced sessions. We do not repeat our concerns here, but refer the reader to chapter three for a discussion of related issues.

SUPPORT AS ATTITUDE AND STRUCTURE

Particularly in distance education, because of the insecurity provided by distance, students often cling to received knowledge rather than building their own knowledge. Students’ confidence needs to be built in order that they might be in a position to challenge this received knowledge. Hilary Perraton argues that the pedagogical challenge for distance educators is
    'to resolve the dilemma between providing enough support to students to motivate, encourage and help them, but not so much that they rely solely on what has been provided.' (Perraton, H. (1995). Distance Education for Teacher Training: International Experience. In Distance Education for Language Teachers)

The importance of this point is that support for learners is as much an attitude as it is a structure. P&DM MMP’s outcomes state that it aims to support excellence and expertise among South African managers, and hence its teaching and learning approach reflects this. The issue, however, as is clearly evident with the Syndicate 9 group, and from Curriculum Review, Academic Development, and Strategic Planning meetings, is that P&DM appears to have struggled to find the balance between learner support as a structure and learner support as an attitude.

EXTENDING THE VISION OF LEARNING SUPPORT

In the course of an interview with Christo de Coning, it was pointed out that the notion of learner support is very broad. He articulated, however, a vision for support within the MMP, which builds on the fact that the MMP, is not only an academic entity. Using the framework provided by Christo de Coning, and including students’ suggestions, we have summarised this into a grid of support:

We believe that this forms the skeleton of an integrated and flexible system of support that provides students with enough support to ensure successful attainment of the learning outcomes of the MMP, and the ability to be actively involved in their own learning processes. It is also critical that the support system be managed effectively and resourced properly, and should not fall exclusively on the shoulders of one or two individuals based in Mpumalanga and Parktown, which appears to be the current reality.

CONCLUSION

In the course of formal and informal discussions and observations, we were impressed by the nature of the rapport between first year MMP students, Christo de Coning and Cathy Churchill. There clearly is evidence that these two academics have invested significant time and energy into their relationship with the students participating in the programme. This approach is important because it provides students with social support and demystifies a lot of the bureaucratic structures that are attached to any institutional postgraduate course.

Similarly, it is impressive that first year students appear to be tentatively exploring the types of support offered within a group learning process and structure, and as we explained in a previous section of this chapter, this appears to be a successful process. It should be supported as much as possible.

It is also significant that Christo de Coning and the first year students recognised the importance of learner support, and in fact, the students’ suggestions regarding learning groups provide an excellent starting point for improving the learner support system within the MMP.

As the previous statement suggests, there is a need to refine the learner support system within the MMP, particularly the role of learning groups. Over the last two years, for example, there were concerns that specific groups, in particular Syndicate 9, have entered into a dependency relationship with P&DM staff, which had in many ways impacted negatively on the first year students in Mpumalanga.

The difficulty has been how to intervene in the group dynamic and processes that were internal to that group, for example dealing with uneven distribution of labour among members. In many ways, given that one of the reasons for using learning groups is to provide students with simulated management opportunities, the support that is provided should be preventative in nature, rather than ‘curative’. In this sense, the system of support around learning groups requires that the support offered be aimed at anticipating specific problems, using previous learning groups as case studies (rather than video copies of contextually different films), and on-going support (rather than once-off support) and integration into the programme as a whole.

Learning groups have proven to be of critical value in support of MMP distance education delivery. A number of specific uses and benefits, as expressed by students, could be considered by the MMP and other practitioners. Students have indicated that learning groups helped students as managers in their work environment in a number of ways, such as improving interpersonal relationships and adopting useful and relevant strategies for managing time, materials and people (see discussion page 69). When evaluating in terms of output and impact of the MMP, these are clear results of successful teaching and learning.

In addition to the above comments, we note the following:

- Suggested vehicles and modes for learner support which arose from a discussion with Christo de Coning are summarized in a table on pages 75 and 76. We believe that this forms the skeleton of an integrated and flexible system of support that provides students with enough support to ensure successful attainment of the learning outcomes of the MMP, and the ability to be actively involved in their own learning processes. It is also critical that the support system be managed effectively and resourced properly.     
- It can be regarded as a lesson of experience for other distance education practitioners to consider the appointment of staff (at the point of delivery) that have a proven track record in facilitation and knowledge of teaching and learning approaches. MMP staff also have very direct contact and are in touch with participants on a daily basis.
- P&DM approaches in using Learning Groups in distance education (compared to other practices of correspondence, one way TV, the attendance of lectures, etc.) holds many lessons of experience for application by other distance education practitioners. Some specific uses of Learning Groups include:

• Academic preparation/ learning/ organising for lectures
• The use as a social support group (e.g. with the death of a member) in times of personal difficulty
• Logistical support e.g. travel arrangements and the distribution of material
• The development of skills to handle conflict in the group, to facilitate relationships and Learning Groups as a vehicle for motivation (e.g. peer pressure), discipline and the execution of work programmes.
• The use of the Learning Group leader, in improving communication with other Learning Groups, class representatives, the MMP staff and P&DM. Learning Groups handle a wide variety of issues such as seminars, complaints and social events.

- Learning Groups also have potential for life long learning and individual tutoring as these relationships are often transcended to the work place and beyond the duration of the MM course.