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dc.contributor.authorPather, Subethraen_US
dc.contributor.authorNorodien-Fataar, Najwaen_US
dc.contributor.authorCupido, Xenaen_US
dc.contributor.authorMkonto, Nosisanaen_US
dc.description.abstractUniversities in South Africa have opened access to a diverse population of students, which has resulted in an increased participation of first-generation, low-income and mature students. Concomitant to the widening access, issues relating to retention and success continue to remain a challenge. Student engagement persists as a key concern at universities both locally and globally. This study draws on the theoretical observations of Tinto (1975, 1993), and Leach and Zepke (2011) to explore First Year (FY) students’ pre-university nonacademic factors and its influence on student engagement experiences with institutional support initiatives. Data was collected from a quantitative questionnaire completed by 195 participants and from a follow up of qualitative data gathered from focus group discussions and semi-structured interviews. The findings from this study reveal that students’ preuniversity non-academic factors play a significant role in the way students engage with institutional support initiatives. One such factor include students’ motivation and resilience to succeed and the key role it plays in enhancing their engagement with peers and lecturers at the university.en_US
dc.publisherJournal of Educationen_US
dc.relation.ispartofJournal of Educationen_US
dc.subjectUniversities in South Africaen_US
dc.subjectFirst year students’ experiencesen_US
dc.subjectPre-university nonacademic factorsen_US
dc.subjectFincial supporten_US
dc.titleFirst year students’ experience of access and engagement at a University of Technologyen_US
Appears in Collections:Edu - Journal Articles (DHET subsidised)
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