Exploring first-year students' experiences of the demands and resources at a rural-based university delivery site

Abstract

The transition from high school to university can be challenging and stressful for rural first-year students and may be a factor preventing them from completing their studies successfully. These students face a wide range of demands, from personal problems, language issues, financial challenges, to accommodation. Resources should be available to support these students and help them adapt to student life at university successfully. The objective of the present research was to explore first-year students’ experiences of their demands and available resources at a rural-based university campus, as viewed from the perspective of the support structures. Thereby, the study contributed to developing a theoretical framework tailor-made for a South African university. This instrument was based on the Job Demands-resources (JD-R) theory, which is well-researched in the work context and has recently been applied to the educational environment. The study followed a qualitative approach with the research setting a rural university campus in South Africa. The participants (N = 16) were selected from psychological services, first-year lecturers, the Student Representative Council, peer mentors, the university’s Finance Department and hostel parents. The researcher conducted in-depth interview sessions in person or through video-conferencing, depending on the preference and availability of participants. The data were transcribed verbatim and coded by using the programme ATLAS. The findings of the present study identified five major themes, namely: 1) the complex lives of first-year students; 2) the nature of the academic environment; 3) the economic experiences of studying; 4) accommodation and facilities; 5) and transition to university: adjustments and expectations. Each category delivered key subthemes supporting the central themes. In correlation with the study demands, several study resources were identified that are available to first-year students in a rural-based university. The mentioned major themes delivered several subthemes for resources as well that were analysed and discussed. Finally, recommendations were made for the individual, the institution, and for future research on this topic