Exploring staff and student challenges caused by over-enrolment at a South African higher education institution

Abstract

In South Africa, the surge in higher education enrolment has opened doors for many, but it has also brought along some unexpected challenges, with over-enrolment being a major concern. This study examines the challenges faced by both staff and students at the Mahikeng Campus of North-West University, where the rapid increase in student numbers has outpaced the available resources and infrastructure. Through semi?structured interviews with a carefully chosen group of fifteen participants, including academic and administrative staff, as well as undergraduate students, this research, guided by an interpretivist approach and a qualitative case study design, aims to capture their real-life experiences and highlight the systemic issues at play. The findings reveal that over-enrolment has led to tougher classroom conditions, diminished teaching effectiveness, and heavier workloads for faculty members. The quality of education is suffering due to insufficient resources, strained facilities, and a lack of support services for students. Staff members are feeling burnt out, and their morale is slipping, while students are experiencing lower engagement, challenges with retention, and declining academic performance. Beyond just academic issues, over?enrolment is also negatively impacting student life and overall development, threatening institutional equity and health. These challenges align with broader concerns about South Africa's ability to achieve Sustainable Development Goals 10 (Reduced Inequalities) and 4 (Quality Education) while cultivating a skilled workforce. The study concludes that over-enrolment is a systemic problem that requires urgent attention from both institutions and lawmakers. Recommendations include strategic enrolment management, investment in infrastructure, enhanced student support, and fairer distribution of resources. This research not only offers practical suggestions for long-term institutional practices and policy changes but also contributes to the vital discussion on finding a balance between access and quality in higher education.