Induction-Phase Challenges Faced by South African Higher Education Students: A Case Study of Sol Plaatje University

Abstract

This study investigated the challenges facing entry-level students at Sol Plaatje University. Research has underscored the inequalities and socio-cultural and economic disparities between students at universities. In the case of South Africa, these inequalities are particularly prevalent because of the legacy of apartheid. There is therefore a need for universities to monitor the transition of students in their academic journey from high school to university and to ensure that this transition is underpinned by social justice that ensures that no student feels excluded. It is in this context that this study sought to investigate the challenges of the induction phase of transition faced by Sol Plaatje University students, with first-year students as the target population. Through a social justice theoretical framework, the study adopted a qualitative design. Data was collected through semi-structured interviews with a sample of twenty-five students. The findings reveal that in the induction phase of their higher education journey, the students experienced environmental, social, and academic challenges. The authors, therefore, recommend that universities be aware of the various challenges faced by first-year students in order to find appropriate solutions to eliminate these challenges, and ensure the students’ ability to successfully transition through university.