Mentorship Outcomes at a University in the Caribbean

Paterson, Nicola; Hutchinson, S. J.

doi:10.46425/c044101r482

Cited by 4 publications

(3 citation statements)

References 0 publications

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“…Though research on student retention in the USA can be traced back to the 1960s (Tight, 2020), other countries, such as the Caribbean, are relatively new to investigating student retention (e.g. Cheesman et al, 2006;Paterson, 2017). This global research into student retention delineates it an important priority for universities.…”

Section: Foundations Of Attrition Researchmentioning

confidence: 99%

Student Retention in Higher Education: Why Students Choose to Remain at University

Nieuwoudt

Pedler

2021

Journal of College Student Retention: Research, Theory & Pr

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This research captured the voices of 578 current university students investigating whether they have considered leaving university without completing their studies, what caused them to consider leaving their studies, and explored the reasons that led them to stay. The majority of participants had considered leaving university without completing their course. Multiple factors contributed to this consideration, with family commitments, financial strain, time management, expected study load, and work commitments cited most frequently. Similarly, multiple factors influenced participants’ decision to stay at university, with students’ commitment to achieving personal and career goals, and social support received cited most frequently. Thus, for the majority of participants there were multiple factors that caused them to consider leaving university and there were multiple factors contributing to their decision to stay. This novel research contributes to the limited amount of literature that explores the reasons students stay at university despite experiencing multiple challenges.

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Section: Foundations Of Attrition Researchmentioning

confidence: 99%

Student Retention in Higher Education: Why Students Choose to Remain at University

Nieuwoudt

Pedler

2021

Journal of College Student Retention: Research, Theory & Pr

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“…This is essential for student affairs practitioners to steer the multiple ways in which students learn effectively in a transforming HE context (Lumadi & Mampuru, 2010). It is also imperative for student affairs divisions to prepare students for citizenship (Kgosithebe & Luescher, 2015), democratic engagement (Johnson, 2019;Robiadek et al, 2019), and mentorship (Paterson & Hutchinson, 2019).…”

Section: Leadership Education and Developmentmentioning

confidence: 99%

“…The rising cognisance of the distinctive needs of postgraduate and professional student affairs students led to advocacy for support services, tailored to the more diverse and complex African student profile (McCarthy, 2019). Mentorship outcomes (Paterson & Hutchinson, 2019) and peer mentoring assessment, evaluation and research competencies (Baumgartner et al, 2019) are important in the professional preparation of student affairs practitioners (Ardoin et al, 2019). Knowledge communities drive student performance (Masehela & Mabika, 2017) and mentorship programmes.…”

Section: Postgraduate and Professional Student Programmes And Servicesmentioning

confidence: 99%

Mapping African Student Affairs Research during the Past Interlude (2008-2019) through Bronfenbrenner’s Lens

Holtzhausen

Wahl

2022

Journal for Students Affairs in Africa

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The research question we pursued was: What are the variations in the themes of research in the African higher education context that will enable researchers to promote student development? This contribution addresses three aspects of student affairs research in the African higher education context. First, it commences with tracing the African position with a document analysis of 121 student affairs research articles published in 34 peer-reviewed journals over the past interval (2008-2019). Secondly, the thematic categorization of the Council for the Advancement of Standards in Higher Education (CAS 2019) was used to determine international publication trends as derived from this document analysis. Thirdly, we applied Bronfenbrenner’s Person-Process-Context-Time (PPCT) model, as an appropriate umbrella research design and guiding framework to review the mapping of African student affairs research. From a comparison between the international CAS categorization and the African categorization, it was concluded that the CAS mapping was largely confirmed by the African analysis, with nine main themes as the foci. Additionally, it was found that four first-hand African themes have not found in the CAS categorization, and significantly limited research was conducted into post-graduate programmes and services (hereafter referred to as PGP's, despite the demands for increased enrolments. The findings suggest that more accurate and continuous mapping of the field can assist policymakers, managers and student affairs practitioners in making more informed choices on supporting growth and development in African higher education, with special emphasis on postgraduate students.

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Provoking Reflection: A Photovoice Exploration of Non-Traditional Adult Learners’ Challenges in a Jamaican Higher Education Context

Roofe¹,

Ferguson²,

Stewart³

et al. 2022

The Journal of Continuing Higher Education

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Mentorship Outcomes at a University in the Caribbean

Cited by 4 publications

References 0 publications

Student Retention in Higher Education: Why Students Choose to Remain at University

Student Retention in Higher Education: Why Students Choose to Remain at University

Mapping African Student Affairs Research during the Past Interlude (2008-2019) through Bronfenbrenner’s Lens

Provoking Reflection: A Photovoice Exploration of Non-Traditional Adult Learners’ Challenges in a Jamaican Higher Education Context

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