Student involvement and retention in higher education: the case for academic peer mentoring programmes for first-years

Abstract

The purpose of this article is to highlight the extent to which support for first years, such as an academic peer mentoring programme can play a positive role in studying successfully. The article also focuses on the many factors influencing student success in completing their studies. Factors such as academic unpreparedness (as a pre-enrolment factor) and adjustment at university (as a post-enrolment factor) are discussed as valid reasons to implement support structures in Higher Education (HE) in order to enhance success rates. A brief profile of first year student experiences and expectations is offered against the background of a literature review. A voluntary group of students were accommodated in a peer mentoring programme with the dual purpose of academic and psychosocial support. The findings indicate that there are at least three identifiable issues that can be addressed, namely enjoying support from significant others, feelings of being academically unprepared and feelings of isolation. Findings also indicate that student performance is enhanced by peer support, fostering both academic and social integration.

Paving the Road to Success: A Framework for Implementing the Success Tutoring Approach

“…These include, but are not limited to, students' personal, social and academic circumstances, as well as the university staff and processes that determine whether students perform and progress at university (Walsh, Larsen & Parry, 2009;Karp, 2011;Maitland & Lemmer, 2011). While some consider it the responsibility of the student to adapt, others believe universities have an obligation to accommodate students (Walsh, Larsen & Parry, 2009;Rendon, 1994;Jacklin & Robinson, 2007;Loots, 2009), particularly those who are unable to integrate into university independently and require active intervention by lecturers, tutors, and/or other university staff to help them participate in activities and ultimately succeed (Karp, 2011;Rendon, 1994). This may be particularly true for non-traditional university students whose family and friends are at times sceptical of them attending university or may even discourage it (Rendon, 1994).…”

“…Whatever the case may be, it is vital that students are treated with the necessary sensitivity and helped where possible. This may simply require a lecturer to listen or refer appropriately (Hill, 1995), rather than blaming students for their shortcomings, which is often the case (Loots, 2009;Lotkowski, Robbins & Noeth, 2004).…”

“…supplementary to the lecturer in a tertiary institution), while Maitland and Lemmer (2011) underscore how holistic student support by tutors consistently yields far better outcomes for students. Consequently, students tend to gravitate to tutors because they are likely to possess the following attributes: approachability, relatability with a marginal age difference (Maitland & Lemmer, 2011), contextual insight and understanding, an awareness of what it means to be in the student's shoes (Loots, 2009;Maitland & Lemmer, 2011;Walsh, Larsen & Parry, 2009), experience succeeding at university (Maitland & Lemmer, 2011), and an appreciation for the value of student support (Loots, 2009). Subsequently, students can establish meaningful supportive relationships with individuals who influence them positively (Lotkowski, Robbins & Noeth, 2004;Maitland & Lemmer, 2011), while tutors can offer solutions to the challenges students face based on personal experience, help with academic work, and assist with finding help for both academic and non-academic concerns (Lotkowski, Robbins & Noeth, 2004).…”

“…Their expectations of university are frequently determined by their experience at school (Hill, 1995;Jacklin & Robinson, 2007), which usually sees them underestimate the demands and workload of university studies (Loots, 2009). Consequently students have high expectations for themselves based on their perceived academic competence in Grade 12 (Loots, 2009). They may thus enter university with a false sense of security and ability that makes them vulnerable to the pressures and expectations of university studies.…”

“…Many of them are underprepared (Maitland & Lemmer, 2011;Loots, 2009) first-generation students from lower socioeconomic backgrounds (Rendon, 1994;Jacklin & Robinson, 2007;Loots, 2009;Wilmer, 2008). Their expectations of university are frequently determined by their experience at school (Hill, 1995;Jacklin & Robinson, 2007), which usually sees them underestimate the demands and workload of university studies (Loots, 2009). Consequently students have high expectations for themselves based on their perceived academic competence in Grade 12 (Loots, 2009).…”