First-Year students’ experiences of ‘transition as induction’ at a South African University
The emergence of the global pandemic has had devastating effects on institutions of higher learning. In South Africa, many universities had to swiftly switch to online teaching and learning in a bid to mitigate the effects of the pandemic without considerable repercussion on the academic project. Th...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2024
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| Online Access: | http://journalarticle.ukm.my/24275/ http://journalarticle.ukm.my/24275/1/51_66%20698792553141PB.pdf |
| _version_ | 1848816056614780928 |
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| author | Fru, Raymond Botes, Wiets Felix, Alan Awung, Felix Wepener, Tiani Moloele, Richard |
| author_facet | Fru, Raymond Botes, Wiets Felix, Alan Awung, Felix Wepener, Tiani Moloele, Richard |
| author_sort | Fru, Raymond |
| building | UKM Institutional Repository |
| collection | Online Access |
| description | The emergence of the global pandemic has had devastating effects on institutions of higher learning. In South Africa, many universities had to swiftly switch to online teaching and learning in a bid to mitigate the effects of the pandemic without considerable repercussion on the academic project. The paper investigates first-year undergraduate students’ experiences of induction as a critical phase of university transition at a South African university. The focus was to investigate how first-year undergraduate students transition into the unknown university environment as they come from various backgrounds. A case study research design was employed in the study. The population included first-year students across all schools in various areas of specialisation at the South African University. Given this population, a purposive sampling technique was employed in the study from which selected students to the tune of forty were interviewed. The findings revealed that the students had varying experiences of transition. Nuanced with the theory of resilience, these experiences were then interpreted following the constructions of deterioration, adaptation, and recovery. The study serves as valuable feedback on how South African universities can go about transforming their cultures, systems, and policies to better support first-year students during a phase of induction. |
| first_indexed | 2025-11-15T00:59:48Z |
| format | Article |
| id | oai:generic.eprints.org:24275 |
| institution | Universiti Kebangasaan Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T00:59:48Z |
| publishDate | 2024 |
| publisher | Penerbit Universiti Kebangsaan Malaysia |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | oai:generic.eprints.org:242752024-10-17T02:49:47Z http://journalarticle.ukm.my/24275/ First-Year students’ experiences of ‘transition as induction’ at a South African University Fru, Raymond Botes, Wiets Felix, Alan Awung, Felix Wepener, Tiani Moloele, Richard The emergence of the global pandemic has had devastating effects on institutions of higher learning. In South Africa, many universities had to swiftly switch to online teaching and learning in a bid to mitigate the effects of the pandemic without considerable repercussion on the academic project. The paper investigates first-year undergraduate students’ experiences of induction as a critical phase of university transition at a South African university. The focus was to investigate how first-year undergraduate students transition into the unknown university environment as they come from various backgrounds. A case study research design was employed in the study. The population included first-year students across all schools in various areas of specialisation at the South African University. Given this population, a purposive sampling technique was employed in the study from which selected students to the tune of forty were interviewed. The findings revealed that the students had varying experiences of transition. Nuanced with the theory of resilience, these experiences were then interpreted following the constructions of deterioration, adaptation, and recovery. The study serves as valuable feedback on how South African universities can go about transforming their cultures, systems, and policies to better support first-year students during a phase of induction. Penerbit Universiti Kebangsaan Malaysia 2024-07 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/24275/1/51_66%20698792553141PB.pdf Fru, Raymond and Botes, Wiets and Felix, Alan and Awung, Felix and Wepener, Tiani and Moloele, Richard (2024) First-Year students’ experiences of ‘transition as induction’ at a South African University. e-Bangi Journal of Social Sciences and Humanities, 21 (3). pp. 51-66. ISSN 1823-884x http://ejournal.ukm.my/ebangi/index |
| spellingShingle | Fru, Raymond Botes, Wiets Felix, Alan Awung, Felix Wepener, Tiani Moloele, Richard First-Year students’ experiences of ‘transition as induction’ at a South African University |
| title | First-Year students’ experiences of ‘transition as induction’ at a South African University |
| title_full | First-Year students’ experiences of ‘transition as induction’ at a South African University |
| title_fullStr | First-Year students’ experiences of ‘transition as induction’ at a South African University |
| title_full_unstemmed | First-Year students’ experiences of ‘transition as induction’ at a South African University |
| title_short | First-Year students’ experiences of ‘transition as induction’ at a South African University |
| title_sort | first-year students’ experiences of ‘transition as induction’ at a south african university |
| url | http://journalarticle.ukm.my/24275/ http://journalarticle.ukm.my/24275/ http://journalarticle.ukm.my/24275/1/51_66%20698792553141PB.pdf |