Title: Tutor-student relationship and its role in promoting first-year students' adaptation to university

Authors: Oncemore Mbeve; Samantha Mhlanga

Addresses: African Centre for Migration and Society, University of the Witwatersrand (Wits), P.O. Box 76, Johannesburg, 2050, South Africa ' Centre for Health Policy, Faculty of Health Sciences, University of Witwatersrand (Wits), Johannesburg, Parktown, 2193, South Africa

Abstract: The role of tutor-student relationship in supporting first-year university students' adjustment to high academic demands is not broadly studied in South Africa. This study aimed to explore tutor-student relationship and its impact in promoting first-years' social and academic adjustment to higher education. We used data from a larger study that evaluated a tutorial programme in a university, in Johannesburg. Semi-structured interviews were used to collect data in both one-on-one interviews and focus group discussions. For this paper we used data from 13 participants. Findings demonstrate that the immense workload that students encounter is their primary challenge. However, a positive tutor-student relationship was greatly supportive to students' adaptation and success. We recommend that universities continue to invest in fruitful tutor-student relationships. Further research is also required to understand the role of the type, and nature of rapport effective in enhancing students' higher learning success in South Africa.

Keywords: first-year; university adjustment; student; tutor; tutor-student relationship; South Africa.

DOI: 10.1504/IJHES.2022.128681

International Journal of Higher Education and Sustainability, 2022 Vol.4 No.2, pp.134 - 151

Received: 14 Aug 2022
Accepted: 15 Nov 2022
Published online: 01 Feb 2023 *

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