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Using a multi-method embedded design, it combines secondary analysis of admission and enrolment data from 2016–2022 with two questionnaires for admitted and non-admitted applicants. Results show expanded access through bursaries and an upgraded Student Information System, yet enrolments among previously disadvantaged groups remain disproportionately low. 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[https://doi.org/10.4102/the](https://doi.org/10.4102/the). v11i0.615  \nCopyright:  \n© 2026. The Authors. Licensee: AOSIS. This work is licensed under the Creative Commons Attribution 4.0 International (CC BY 4 .0) license ([https://](https://)[ ](https://)[creativecommons.org/](creativecommons.org/)[ ](creativecommons.org/)[licenses/by/4.0/](licenses/by/4.0/)) .  \nRead online:  \nScan this QR code with your smart phone or mobile device to read online.  \nAgricultural Training Institute  \nThis 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.  \nContribution: 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.  \nKeywords: admissions; Elsenburg Agricultural Training Institute; diversity in higher education; disadvantaged students; transformation.  \nIntroduction  \nOver the years, the lack of diversity in higher education has been of growing concern. Despite policies promoting inclusivity, inequality at South Africa’s institutions of higher learning remains a challenge (Brown 2004:21; Gore & Botha 2022:238; Pineda & Mishra 2022:865). The participation rate of persons aged 18–29 years enrolled at institutions of higher education in the country increased from 4.3% in 2002 to 6.3% in 2022 (Statistics South Africa 2023a:15) . In 2022, black African students made up more than three-quarters of all students (76.4%), compared to 60.2% in 2002 (Statistics South Africa 2023a:15). However, concern remains that among young aged 18–29 years, the participation of black (4.7%) is still lower than their Indian or Asian (20%) and white peers (17%) (Statistics South Africa 2023b; Council on Higher Education [CHE] 2020:67; see Fig","cbCaibmFN5jez1QJ","https://ap.wps.com/l/cbCaibmFN5jez1QJ","pdf",521870,12,"English","# Introduction\n## Diversity and inclusion concerns in South Africa\n# Methodology and data\n## Multi-method embedded design\n## Admission and enrolment analysis (2016–2022)\n# Findings and barriers\n## Institutional efforts and access expansion\n## Disproportionately low enrolment among PDIs\n## Barriers: finance, accommodation, language, identity alignment\n# Contribution","[{\"question\":\"What does the study evaluate at the Elsenburg Agricultural Training Institute?\",\"answer\":\"It evaluates student recruitment, selection, and support strategies to determine how they contribute to diversity and transformation.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"It uses a multi-method, embedded research design combining secondary analysis of admission and enrolment data (2016–2022) and two questionnaires for admitted and non-admitted applicants.\"},{\"question\":\"What main barriers affect participation of previously disadvantaged individuals?\",\"answer\":\"The study identifies limited financial support, inadequate accommodation, language constraints, and weak alignment between institutional identity and student expectations.\"}]","Evaluating diversity and inclusion in higher education admissions: A case study of the Elsenburg Agricultural Training Institute - Origina | PDF",1792043002]