The Mismatch between First-Year Students’ Expectations and Experience alongside University Access and Success: A South African University Case Study

Abstract

The widening of access into higher education institutions in South Africa has rapidly transformed the student population to become more diverse. Students vary in age, race, culture, backgrounds, educational experiences, academic potential and university expectations. Widening university access with the commensurate need for success requires intervention mechanisms to ensure university management addresses student challenges, especially at first-year undergraduate level. Access and success cannot be achieved without understanding students' university expectations and experiences, as these are critical factors that are integrated with retention and success. This paper examines the gap between students' expectation and experience and argues that the intensity of such a gap can negatively impact the goal of achieving access and success amongst students from diverse backgrounds. The study utilised a pre-and post-survey to collect quantitative data from 95 first-year teacher education students at a university of technology in South Africa. The results indicate that there is a significant gap between students' expectations and their actual university experience with regard to the following indicators: social engagement, academic engagement and seeking academic support. It is posited that such a mismatch between students' university expectations and experience can result in students feeling disconnected to the institution, which could lead to academic failure and high drop-out rates. This study recommends that an intentionally planned first-year experience programme is required to entrench a more inclusive and sustainable first-year experience for 'all students' which could close the gap between students' expectation and experience and access and success.

Learner engagement as social justice practice in undergraduate emergency care education: An exploration of expectations, impediments and enablers for academic success

“…This study was aimed at providing direct, primary evidence of student diversity in terms of age groups, self-identified ethnicity, cultural affiliation, social background, prior educational experience, academic potential and university expectations. These elements, among others, are thought to be indicative of student diversity, [4,17] and prominent findings are reported here.…”

“…[3] In a South African (SA) study on the gap between students' expectations and experience, it emerged that the intensity of such a gap can negatively affect the goal of achieving access and success among learners from diverse backgrounds. [4] On the assumption that all learners may experience varying levels of under-preparedness at some time, the identification of educational approaches that lessen the negative impact of under-preparedness on learning [5] is a worthwhile endeavour for all.Notwithstanding social gains (e.g. youth solidarity in an emerging constitutional democracy), HEI disruptions and consequent 'underpreparedness' resulting from recent student protests (2015 -2017) during the 'fees-must-fall' and 'decolonisation of curriculum' campaign, may have been seen as acceptable or unacceptable struggle opportunity-costs.…”

“…Access and success cannot be achieved without understanding learners' university expectations and experiences, as these are critical factors that are integrated with retention and success.' [4] Background. It is uncertain how descriptions of learner experiences and expectations can influence learner engagement in prehospital emergency care education in South Africa (SA).…”

“…[3] In a South African (SA) study on the gap between students' expectations and experience, it emerged that the intensity of such a gap can negatively affect the goal of achieving access and success among learners from diverse backgrounds. [4] On the assumption that all learners may experience varying levels of under-preparedness at some time, the identification of educational approaches that lessen the negative impact of under-preparedness on learning [5] is a worthwhile endeavour for all.…”

The role of a university in support of first-year students

“…Some universities have resisted and continue to resist the need to change and adapt to this newly formed student body's learning needs (CHE, 2013). Pather and Dorasamy (2018), Mkonto (2018a), and Paideya and Dunpath (2018) all highlight the need to support students from diverse backgrounds.…”