An Exploration of Anticipated Sources of Support for First-Year Students Transitioning into University Life: A Case Study

Description

Page: 1546-1553

Munienge Mbodila¹, Anele Bangani², Ziyanda Tyam³, and Stenford Matenda⁴ (Student Tracking and Institutional Research Institutional Research and Planning, Walter Sisulu University, South Africa^1,2,3 and Marketing Public Relations and Communications, Walter Sisulu University, South Africa⁴)

Transitioning to higher education presents significant academic, social, and emotional challenges, particularly for first-generation and rural-origin students. This study investigates the support systems first-year students expect to utilize, including academic advising, peer mentoring, mental health services, and digital resources. Through a quantitative survey of 1,975 incoming students (from a cohort of 7,300 at a South African university in 2025), the research examines preferences and unmet needs in institutional support ecosystems. Findings reveal that while formal resources (e.g., writing centres, counselling) are valued, students prioritise accessible, relational support: 78% emphasised peer networks, 65% relied on academic advisors, and 72% sought lecturer guidance. Notably, 61% frequently used online platforms (e.g., student portals) for academic and psychosocial needs, highlighting a demand for hybrid support models. The data underscores critical gaps in tailored assistance during the transition period, with rural and first-generation students disproportionately affected. The study recommends that universities: (1) strengthen proactive advising systems, (2) expand peer mentorship programs, and (3) optimise digital tools for scalable support. These strategies can foster equitable transitions and improve retention. The insights are vital for administrators, academic developers, and policymakers designing student-centered support frameworks in diverse higher education contexts.