Davids, Moerida2025-09-082025-09-082024https://hdl.handle.net/10566/20844This study examines the factors that impact first-year students' social and academic integration within the Faculty of Economics and Management Sciences (EMS) at the University of the Western Cape (UWC). Understanding these factors is crucial for supporting student transition, retention, and academic performance within the faculty. The literature on first-year transitions highlights that dropout rates are notably high, particularly after the first semester and towards the end of the academic year. Students may withdraw due to academic challenges or external factors such as financial difficulties, family obligations, or personal issues. Additionally, some students leave due to misaligned programme choices or a lack of fit with the university culture. This study aims to identify specific factors influencing first-year EMS students' social and academic integration and to provide recommendations to support their successful transition, fostering a sense of belonging and promoting retention and academic success. A qualitative case study approach was employed, focusing on nine purposively selected first-year EMS students. Data were collected through three online focus groups conducted via Google Meet, using semi-structured interview questions to capture the participants' experiences. The study draws on Tinto’s (1975) Student Integration Model (SIM), which emphasizes the importance of students’ social and academic integration, their commitment to degree completion, and their affiliation with their faculty and university.enFirst-year studentsSocial integrationAcademic integrationFaculty of Economics and Management Sciences (EMS)University of the Western Cape (UWC)Thesis