First year students’ experience of access and engagement at a University of Technology
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Date
2017
Journal Title
Journal ISSN
Volume Title
Publisher
Bioinfo Publications
Abstract
Universities in South Africa have opened access to a diverse population of students, which
has resulted in an increased participation of first-generation, low-income and mature
students. Concomitant to the widening access, issues relating to retention and success
continue to remain a challenge. Student engagement persists as a key concern at universities
both locally and globally. This study draws on the theoretical observations of Tinto (1975,
1993), and Leach and Zepke (2011) to explore First Year (FY) students’ pre-university nonacademic
factors and its influence on student engagement experiences with institutional
support initiatives. Data was collected from a quantitative questionnaire completed by 195
participants and from a follow up of qualitative data gathered from focus group discussions
and semi-structured interviews. The findings from this study reveal that students’ preuniversity
non-academic factors play a significant role in the way students engage with
institutional support initiatives. One such factor include students’ motivation and resilience
to succeed and the key role it plays in enhancing their engagement with peers and lecturers
at the university.
Description
Keywords
Universities, University Students, First year students, Universities in South Africa
Citation
Pather, S. et al. (2017). First year students’ experience of access and engagement at a University of Technology. Journal of Education, 69: 161-182