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In an era where data-driven approaches are increasingly shaping decision-making in higher education, a notable gap remains in the use of survey methodologies specifically designed to inform and enhance student support initiatives. Despite the growing emphasis on evidence-based practices, few studies have systematically utilized survey data to inform institutional strategies and enhance student outcomes. This survey paper employs the Theory of Student Involvement and Appreciative Inquiry (AI) as a theoretical lens to guide the exploration of student support and enhance the MenTut programme, aiming to improve student wellbeing and success within our institution. Data were primarily collected from 1,446 undergraduates (mentees) who consented to the use of the data collected. A questionnaire with five (5) closed-ended Likert scale question items and one open-ended question was shared via Microsoft Forms to explore students’ experiences with MenTut. Closed-ended questions were analysed to provide descriptive graphs, while one open-ended question was thematically analysed. Although the findings show that many undergraduate students (mentees) were satisfied with the tutorial sessions offered, some concerns were raised regarding inadequate infrastructure, venue constraints, tutor communication and delivery, engagement and active learning, as well as tutors’ attitudes and professionalism. Drawing from findings, the paper recommends administering systematic and subsequent surveys each semester to evaluate the effectiveness of student support initiatives and to facilitate ongoing, data-informed improvements to the program. This paper concludes by proposing an Academic and Reflective Enhancement Theoretical Lens (ARETL) that could be adopted to enhance any student support programme in higher education institutions.

This qualitative study explores the MenTut Programme’s role in  fostering student engagement and academic success in higher education, using Leach and Zepke’s (2011) engagement framework. Thematic analysis of Mentee feedback reveals an enhanced understanding of complex content, improved assessment preparation, and increased self-directed learning. The programme fosters collaborative and supportive environments, enhancing academic confidence and retention, particularly among underrepresented students. The proposed MenTut Engagement Framework integrates student voices into programme design, offering a model for equitable support. This study provides insights for academic practitioners to enhance student outcomes

The rising costs of higher education have placed increasing financial pressure on students, with living expenses often becoming a significant burden. Many students struggle to balance tuition fees, academic responsibilities, and personal living costs, leading to financial stress and even delayed graduation. The aim of the research was to explore how sharing living expenses through cohabitation can alleviate financial burdens for students and offer broader economic benefits. The study investigated the financial advantages of cohabitation, focusing on how shared costs, such as rent, utilities, and food, contribute to financial stability and improved quality of life for students. The study adopted qualitative approach to get an in-depth exploration of how sharing living expense alleviate the financial burdens of students.  Through interviews with students who share living spaces, the research examined how cohabitation influences the financial well-being, academic performance, and overall mental health of students. The study explored the impact of shared living arrangements on fostering social connections and emotional support, which may further enhance students' academic and personal development. The study has provided valuable insights for students, higher education institutions, and policymakers seeking to address student financial burdens and improve student well-being through more affordable housing options.  

Academic probation serves as a formal intervention for underperforming students in higher education, yet little is known about how students themselves experience this status. This qualitative study explores the personal, academic, and emotional dimensions of being placed on academic probation from the perspectives of affected university students. Drawing on in-depth interviews with undergraduate students at a public university, the research identifies key themes including isolation, withdrawal, institutional support, and self-perception. Findings suggest that while academic probation often triggers stress and shame, it can also act as a catalyst for growth and re-engagement, depending largely on the support systems available. This qualitative study employed a phenomenological design, supported by a contextual, descriptive, and explorative design aimed at obtaining an in-depth understanding of the psychosocial experiences of such students. The study population included students on academic probation. The researcher used non-probability, purposive sampling to draw a sample from the larger population. The data was analysed thematically. The study was ethically approved by the University of South Africa with Ref No 41454928_CREC_CHS_2023.

First-year students confront various difficulties when they move to higher education, especially in South African universities, which have a heterogeneous socio-economic environment. This study examined the "registration conundrum" students encounter while investigating the sociological factors affecting their experiences during this crucial beginning stage. A mixed-methods approach was used to record the depth and breadth of first-year students' experiences, integrating qualitative interviews with quantitative questionnaires. Ten first-year University of Venda students participated in the study, which provided detailed information about the participants' emotional and personal experiences during the registration procedure. Purposive sampling was used to choose the participants. Findings indicated that inadequate access to resources, bureaucratic inefficiencies, and socio-economic inequality significantly heightened stress and anxiety levels among students, leading to delayed academic engagement. The study also emphasized how race, gender, and class intersect to influence students' registration experiences and how those experiences affect their academic achievement and social integration. According to the research, to improve educational equity and accessibility, higher education institutions must implement inclusive and flexible registration procedures that consider the particular difficulties faced by first-year students. In addition to illuminating the subtleties of student experiences, this sociological viewpoint advocates for legislative changes meant to enhance South Africa's higher education system. The study complied with ethical standards for privacy, anonymity, informed consent, confidentiality, and harm avoidance.

The conception and focus of Siyaphumelela Project were on the promotion of student success through the support programmes rolled out by the university’s support units. For the past ten years of the Siyaphumelela Project’s life, academic departments were left out, and they were not involved when data was elicited from student. The primary objective of this conceptual paper was to offer a critical analysis of the impact of Siyaphumelela Project on student access and success and how caring pedagogy influenced student learning and success in one school of teacher education in South Africa. We used Caring Pedagogy as a frame of reference in reflecting on building relationships, compassionate classrooms and promoting student learning. In this study we used desktop research.  Firstly, data identified that faculties and units are operating in silos instead of building solid relationships. Secondly, the research findings identified a need to create compassionate classrooms and caring environments. As part of conclusion, the paper recommends the case Teacher Education to adopt Caring Pedagogy perspectives and holistic and inclusive and integrated and empathetic approach. Furthermore, to foster within Siyaphumelela Project compassionate classrooms and caring environment that promotes collegial and collaborative working space and fosters student learning and success.

Increasing access to quality education in South Africa has led to a rise in enrollment by students from diverse backgrounds at higher education institutions. However, first-entering students transition from secondary school to higher education, and it is hypothesized that this will affect students psychologically, socially, and financially. Financially, many higher education students in South Africa rely on the National Student Financial Aid Scheme (NSFAS). This study investigates the relationship between students’ socioeconomic backgrounds and academic success at a South African university. A mixed-methods approach surveyed 74 first-year students in the Extended Curriculum Programme at the University of Venda, South Africa. Findings from regression and correlation analyses indicate that poor and low socio-economic backgrounds among Extended Curriculum Programme students significantly affect their academic performance and success. These findings challenge the notion that disadvantaged backgrounds necessarily hinder student achievement and emphasize the importance of creating an environment that supports students from all socio-economic backgrounds. Eight policy recommendations and strategies are provided to enhance student success and support for diverse socio-economic backgrounds in higher education institutions.

The smooth transition of students into higher education is crucial for laying a strong foundation for success at the university level. This paper investigated students’ perceptions and responses to enrolling in an Extended Curriculum Programme (ECP) and lecturers’ efforts to motivate students and understand the factors that may hinder student success. To achieve this, the research utilised a mixed methods approach, incorporating both qualitative and quantitative dimensions. The researchers purposefully selected 150 ECP students enrolled in the 2024 academic year. Data collection involved the use of free listing techniques and semi-structured interviews, which allowed for a comprehensive understanding of the students' experiences. The collected research data was organised, transcribed, and analysed using thematic analysis, ensuring a systematic and in-depth exploration of the data. Additionally, the findings were statistically analysed using Microsoft Excel to compare the challenges faced based on gender and age, providing a nuanced understanding of the factors influencing student transition. The students, while enthusiastic about their university experience, also expressed feelings of being lost and overwhelmed during their transition. Many students, particularly those who linked their early academic performance to future opportunities, felt unprepared for independent study at the university, which was distressing. Ignoring such experiences and the lack of a sense of belonging can hinder students' academic success. Therefore, it is crucial for lecturers to identify students’ emotions early and implement supportive strategies, such as a well-planned orientation program, recognition, and rewards for high-achieving students. The paper recommends strategies and techniques that should be implemented to facilitate a smoother transition for students into higher education.

This paper examines the financial and psychological impacts of the current grade system in South African universities, particularly on students funded by the National Student Financial Aid Scheme (NSFAS). The system, designed to enhance the quality of education by ensuring students grasp core concepts before advancing, often extends the duration of study for student. This extension leads to significant financial burdens, including additional tuition fees, accommodation costs, and subsistence expenses. The rigid structure of grading can prevent students from progressing in their programs, as failing a core module often disqualifies them from taking multiple subsequent modules. The literature review highlights international practices and the unique socio-economic context of South Africa. Findings reveal that the system contributes to high dropout rates, increased student debt, and psychological distress. This paper argues for a reform in the grading system, suggesting a cap at 40% pass, instead of 50% pass for progression at undergraduate level, which would alleviate some of these pressures. Discussions focus on the potential benefits of such a reform, including reduced financial strain on NSFAS, improved student retention, and better mental health outcomes. The conclusion reiterates the necessity of policy changes to create a more equitable and sustainable higher education system. By addressing these challenges, South African universities can ensure that more students complete their degrees in a timely manner, benefiting both the students and the broader economy.

This study seeks to explore the factors contributing to gender disparities in academic achievement among tertiary students at an educational institution in Botswana. While academic achievement among male and female students has garnered increased attention, limited research has focused on the tertiary level. Employing a transformative qualitative research approach, the study utilized in-depth interviews and documentary analysis for data collection. Thematic Content Analysis was employed for data analysis. Results indicated that, although male students outperformed female students in all subjects, the gender gap was not significantly pronounced. Factors affecting female students included biological aspects such as menstruation, mood swings, menstrual pain, and absenteeism, along with challenges related to unplanned pregnancies, psychological stress due to financial strain, and economic difficulties. The study recommends the implementation of an Intersectional Gender Mainstreaming Framework in higher education institutions to address gender gaps in academic achievement.

This article aimed to investigate the availability and utilization of support services by undergraduate (UG) students in a nursing education institution in South Africa. The article employed a quantitative non-experimental descriptive design, using a self-administered questionnaire, to collect data from 118 participants selected through a non-probability random sampling method. The IBM SPSS software was utilized for data analysis, frequencies to illustrate the availability and utilization of student support services and Spearman’s correlation test to determine the relationship between variables. The results showed high awareness of 82.1% to 91.3% for the remedial programs, availability of lecturers for appointments, medical services, and compulsory orientation. Positive correlations were observed between service utilization, school type, place of origin, and parent employment status. The results reflected areas where student support can be improved to address this problem, from pre-enrolment to graduation. There is a need to improve awareness and utilization of the available student support programs through policy formulation and quality enhancement programs for impact and improvement.


 
 
 Academic engagement used to refer to the extent to which students identify with and value schooling outcomes, and participate in academic and non-academic school activities. This study aims to investigate the academic engagement and satisfaction from the school among the university students. The data is taken from the undergraduate students in School of Transportation & Logistics in Istanbul University. We used a questionnaire that consisted of two parts. First part of the questionnaire is about to measure the students’ academic engagement that is improved by Schaufeli et al. Second part of the questionnaire is about to measure the students’ satisfaction from the school. K-means cluster analysis is used to determine two groups of students, group the students in to two clusters based on their school satisfaction scores. We named these two groups as “satisfied” and “unsatisfied” students. Secondly we investigate the relationships between the satisfaction scores and the academic engagement. By means of T Test we investigate whether the academic engagement differs between the clusters that are determined according to the students’ satisfaction scores. Finally we found that academic engagement differs according to the identified clusters.