Does the First-Year Experience Mentorship Program for first-year students at The University of KwaZulu Natal yield positive results? an exploratory study.

Abstract

This study investigates the First-Year Experience (FYE) Mentorship Programme at the University of KwaZulu-Natal (UKZN) through the lens of Social Constructivism. The research examines the role of mentorship in facilitating first-year students' academic support, social integration, and retention within the university community. A qualitative methodology was employed, utilising semi-structured interviews with mentees to explore their experiences and needs. The findings highlight the programme's effectiveness in fostering a sense of belonging and providing academic support, consistent with Vygotsky's theory emphasising the importance of social interactions in learning. However, challenges emerged, including limited mentor engagement and inconsistent communication, which negatively impacted mentees' experiences. Participants reported a lack of emotional support and insufficient cultural competency among mentors as significant shortcomings. Recommendations include enhancing mentor training to incorporate emotional support strategies and cultural competency, structuring support sessions, and implementing feedback mechanisms for programme improvement. While the study underscores the potential of mentorship programmes to support first-year students, it acknowledges limitations such as its single-institution focus and qualitative approach, suggesting the need for broader research across multiple institutions.