A first-year commuter student network framework for student success: a case study
| dc.contributor.advisor | Holtzhausen, S. M. | en_ZA |
| dc.contributor.advisor | Wahl, W. P. | en_ZA |
| dc.contributor.author | Macwele:, Benedict Mathole | en_ZA |
| dc.date.accessioned | 2025-01-10T14:20:01Z | |
| dc.date.available | 2025-01-10T14:20:01Z | |
| dc.date.issued | 2024 | en_ZA |
| dc.description | Thesis (Ph.D.(Higher Education Studies))--University of the Free State, 2024 | en_ZA |
| dc.description.abstract | First-year commuter students face various challenges as they transition and adjust to the academic, social, and emotional environments of university life. These challenges highlight the crucial role of peer relationships and networks, as informed by Tinto's student integration theory. Building on these conclusions, this study's primary objective was to develop a framework for a supportive peer network that addresses the academic, emotional, and social needs of first-year commuter students. To achieve this, I conducted an analysis of key documents, particularly annual reports, from seven South African universities to gain insights into their support systems for first-year commuter students. These analyses revealed that while several programmes catered to the needs of first-year commuter students (see 5.2 and 5.3), the primary focus was on academic support. The integration of social and emotional well-being for these students was notably underemphasised, with limited evidence on how these programmes influenced the adjustment of first-year commuter students. Chapter 6 of this study serves as the focal point of analysis, exploring the success stories and best practices related to the academic, social and emotional transitions of first-year commuter students. It also examines the role of peer mentor programmes in supporting their adjustment. During the empirical research, eight focus-group discussions were conducted with first-year commuter students at the University of the Free State (UFS). These discussions were organised by gender and campus, following an appreciative inquiry framework that aims to highlight and build on positive experiences and strengths. The findings underscore the critical role of peer relationships and support in addressing the challenges faced by first-year commuter students during their transition to university life. In the Discovery step of the AI 4D framework, participants highlighted various success stories and best practices that facilitated their adjustment (see 6.2). Conversely, in the Dreaming step, participants identified opportunities for growth to improve the adjustment experience for first-year commuter students (see 6.6). Building on these insights, the Designing (see 7.2) and Delivery steps (see 7.4) proposed a five-pillar mentoring framework and an implementation plan. By proposing the five-pillar mentoring framework and the accompanying implementation plan (see 7.4.1), the study offers a practical solution to enhance the effectiveness of peer mentor programmes. This framework aims to create a supportive peer network that ensures first-year commuter students receive the necessary guidance, support, and resources to thrive throughout their university journey. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/12972 | |
| dc.language.iso | en | |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Appreciative inquiry | en_ZA |
| dc.subject | Case study approach | en_ZA |
| dc.subject | First-year commuter students | en_ZA |
| dc.subject | Support | en_ZA |
| dc.subject | Peer network framework | en_ZA |
| dc.subject | Student success | en_ZA |
| dc.title | A first-year commuter student network framework for student success: a case study | en_ZA |
| dc.type | Thesis |