Transitions can be quite challenging to new students in university education. This study was located within a qualitative research paradigm and used a case study research design to explore the students' perceptions of the first-year experience at Women's University in Africa. Three objectives guided the study. Two groups viz. three categories of students (first-, second-, and third- years) and the staff members of the University who work closely with new students, comprised the study population. Non-probability sampling was used to purposively sample a total of twelve participants. Two semi-structured interview schedules were used as the primary research instruments in the study. Data were gathered using in-depth interviews from the students and key informants. The key issues from the study suggests for re-imagining university education in this manner: robust First-Year Orientation Programmes with careful follow-ups, sensitization of new students to the Office of Student Affairs, drawing lessons from the innovative coping mechanisms used by new students, and varying the teaching methods and styles used by instructors so as to improve student success and reduce attrition.

Autorentext

Raymond E. Zvavanyange, B.Sc., is a Researcher in Agricultural Sciences. He successfully completed a seven-year career in Government of Zimbabwe Rural Advisory Services. His research interests include: Re-imagining University Education, Creativity in Science and Society, Foresight in Science and Agriculture, and an African Agrarian philosophy.