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Academic Mentoring for Undergraduate University Students in South Africa: A Case Study of UKZN Howard College Mentoring Programme

Academic Mentoring for Undergraduate University Students in South Africa: A Case Study of UKZN Howard College Mentoring Programme

Ndwakhulu Stephen Tshishonga, Muzi Patrick Matse
Copyright: © 2023 |Pages: 26
ISBN13: 9781668450390|ISBN10: 1668450399|ISBN13 Softcover: 9781668450437|EISBN13: 9781668450406
DOI: 10.4018/978-1-6684-5039-0.ch007
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MLA

Tshishonga, Ndwakhulu Stephen, and Muzi Patrick Matse. "Academic Mentoring for Undergraduate University Students in South Africa: A Case Study of UKZN Howard College Mentoring Programme." Using Self-Efficacy for Improving Retention and Success of Diverse Student Populations, edited by Jeffrey Herron, IGI Global, 2023, pp. 112-137. https://doi.org/10.4018/978-1-6684-5039-0.ch007

APA

Tshishonga, N. S. & Matse, M. P. (2023). Academic Mentoring for Undergraduate University Students in South Africa: A Case Study of UKZN Howard College Mentoring Programme. In J. Herron (Ed.), Using Self-Efficacy for Improving Retention and Success of Diverse Student Populations (pp. 112-137). IGI Global. https://doi.org/10.4018/978-1-6684-5039-0.ch007

Chicago

Tshishonga, Ndwakhulu Stephen, and Muzi Patrick Matse. "Academic Mentoring for Undergraduate University Students in South Africa: A Case Study of UKZN Howard College Mentoring Programme." In Using Self-Efficacy for Improving Retention and Success of Diverse Student Populations, edited by Jeffrey Herron, 112-137. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-5039-0.ch007

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Abstract

This chapter interrogates the role of opportunities and challenges of an academic mentoring program for undergraduate students at Howard College Campus in the University of KwaZulu-Natal. Such programs target the first-year students especially those from the disadvantaged schooling background. In this chapter, it became apparent that students enrolled and committed to the mentoring program were able to improve their academic performance, made adaptation to university life easily, and increased their self-confidence. Although South Africa has inherited a dysfunctional education system, mentoring program offers a structured support for underground students to cope academically, emotionally, and socially. This chapter reflects the views of mentors employed by the mentoring program. This empirical study has used interviews with 10 mentors employed to facilitate mentoring programs within the Faculty of Humanities.

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