Evaluating diversity and inclusion in higher education admissions: A case study of the Elsenburg Agricultural Training Institute

Abstract

This study evaluates student recruitment, selection and support strategies at the Elsenburg Agricultural Training Institute (EATI) to assess their contribution to diversity and transformation. Using a multi-method, embedded research design, the study assesses the impact of transformation policies on previously disadvantaged individuals (PDIs). A secondary analysis of EATI admission and enrolment data (2016–2022) is supplemented by two questionnaires: one for admitted applicants who enrolled and another for those who did not. Findings indicate that institutional efforts, such as bursaries and an upgraded Student Information System (SIS), have expanded access at the EATI. However, enrolments among PDIs, particularly black, coloured and Indian (BCI) students, remain disproportionately low. Key barriers include limited financial support, inadequate accommodation, language constraints and a weak alignment between institutional identity and student expectations. These issues underscore systemic inequities in higher education and the gap between official policy discourse and the realities faced by students.
Contribution: The study contributes to discussions on higher education transformation by highlighting the unique challenges confronting agricultural colleges. It underscores the importance of enhanced financial support, targeted marketing and recruitment, language inclusivity and infrastructural improvements to enable equitable participation and sustainable transformation in South African higher education.