Initial Experiences of First Entering Students at the University of Limpopo: Implications for Coping with Academic Work/Studies

Autor/in	Modipane, M. C.
Titel	Initial Experiences of First Entering Students at the University of Limpopo: Implications for Coping with Academic Work/Studies
Quelle	In: South African Journal of Higher Education, 25 (2011) 8, S.1592-1607 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1011-3487
Schlagwörter	Focus Groups; Interviews; School Holding Power; Higher Education; Foreign Countries; Dropouts; Dropout Rate; Interpersonal Relationship; College Students; Academic Achievement; Language Proficiency; Language Skills; Second Language Learning; Australia; South Africa + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Collegestudent; Schulleistung; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Australien; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study reports on the initial experiences of first entering students at the University of Limpopo registered for 2010 Bachelor of Education (B.Ed.). I argue the initial experiences of first entering students at universities have implications for how they cope with studies and could lead to some dropping out. I place my argument within the literature on student retention and draw from Tinto's interactionalist theory (Braxton 2000). A qualitative study was used and the study does not seek to generalise the findings but draws from them for the development of strategies to support systems for first entering students. Data were collected through open-ended questionnaires administered to 120 students and two focus group interviews of 8 to 10 students each. Analysis indicates that experiences were: personal and related to thoughts and feelings; related to the academic context; and related to social interactions, all of which may have far reaching effects in higher education. (As Provided).
Anmerkungen	Unisa Press. Preller Street, P.O. Box 392, Muckleneuk, Pretoria 0003, South Africa. Tel: +27-24-298960; Fax: +27-24-293449; e-mail: sajhe@vodamail.co.za; Web site: http://www.sajhe.org.za
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10