Student Voices Uncover Persistent Challenges in UniVen's Mentoring Initiatives

In the landscape of South African higher education, mentoring programs play a pivotal role in supporting student transitions, particularly for first-year undergraduates from under-resourced backgrounds. At the University of Venda (UniVen), a rural institution in Limpopo province, the MenTut program—combining mentoring and tutorship—aims to foster academic confidence and well-being through peer-led tutorial sessions. However, a 2026 survey of 1,446 undergraduate mentees has exposed hidden gaps that undermine its effectiveness, despite high quantitative satisfaction scores.

The study, conducted by researchers Fhatuwani Ravhuhali and Takalani Yolanda Tshililo from UniVen's Centre for Higher Education Teaching and Learning (CHETL), utilized a mixed-methods questionnaire distributed via Microsoft Forms. Drawing on Astin's Theory of Student Involvement—which posits that student engagement drives learning outcomes—and Appreciative Inquiry, the research highlights a disconnect between surface-level metrics and deeper structural issues. While 95% of respondents agreed tutors encouraged active participation and 90.2% reported strengthened academic confidence, qualitative responses painted a different picture, revealing logistical and quality shortcomings that hinder true impact.

The Broader Context: South Africa's First-Year Dropout Crisis

South African universities grapple with alarmingly high dropout rates, with 50-60% of first-year students failing to progress beyond their initial year. This crisis is exacerbated by students' underpreparedness from quintile 1-3 schools, financial pressures, and psychosocial challenges. At UniVen, overall student success rates hover around 87% as per recent annual reports, but first-year retention remains a concern, mirroring national trends where systemic barriers lead to widespread attrition.

Mentoring programs like MenTut emerged as a response to these issues, integrated into UniVen's First Year Experience (FYE) framework under CHETL's Academic Development Unit (ADU). Senior students serve as mentors and tutors, providing academic, social, and career guidance to build community and belonging. The FYE motto, 'The Foundation for Students,' underscores its goal of ensuring timely degree completion through peer support networks.

Quantitative Satisfaction Masks Deeper Qualitative Concerns

The survey's Likert-scale items revealed strong positives: 67.8% of mentees attended tutorials weekly, indicating engagement. Yet, 22.8% attended sporadically and 0.6% never, suggesting accessibility barriers. Over 90% valued the confidence-building aspect, aligning with Astin's theory that involvement enhances persistence.

However, open-ended responses—analyzed thematically—uncovered five key shortfalls:

• Inadequate physical venues: overcrowded or poorly equipped spaces hindered learning.
• Insufficient tutorial frequency: sessions too infrequent to sustain momentum.
• Poor tutor audibility: issues with voice projection or acoustics in venues.
• Limited study materials: lack of handouts or resources left students unprepared.
• Unprofessional tutor conduct: inconsistent attitudes or delivery styles eroded trust.

These themes indicate that while the program boosts short-term confidence, structural deficiencies limit long-term academic success.

Historical Roots: Evolution of UniVen's Support Structures

UniVen launched formal mentoring in 2012 following national calls for first-year interventions amid high failure rates. The CHE's 2017 Quality Enhancement Plan (QEP) evaluation praised its peer model but noted blurring between mentoring (social/academic) and tutoring (subject-specific), ad hoc targeting of at-risk courses, and resource constraints. By 2024, MenTut integrated into FYE, with CHETL training tutors on methodologies and life skills. Despite expansions like senior mentor oversight, persistent gaps echo earlier critiques, as the 2026 survey confirms.

A 2017 impact assessment at UniVen found mentoring improved performance in high-risk modules, but scalability remained challenging due to limited staff (e.g., only two counsellors for psycho-social needs). This historical under-resourcing contributes to today's shortfalls, where infrastructure lags behind enrollment growth.

Stakeholder Perspectives: Students, Tutors, and Administrators

Student mentees, predominantly first-years (64.5% of sample), appreciate peer relatability but frustration with logistics dominates feedback. Tutors, often third-year+ students selected by lecturers, face training gaps, leading to inconsistent delivery. Administrators at CHETL recognize data's value but note resource limits hinder venue upgrades or frequency increases.

Broader SA views align: a 2024 study on peer mentoring transitions during COVID highlighted tutors' adaptation challenges, mirroring UniVen's audibility and professionalism issues. Faculty stakeholders emphasize cultural context—many students from rural Limpopo quintile 1 schools need holistic support beyond academics, including financial literacy and mental health.

Experts like those from Universities South Africa (USAf) advocate mentorship as key to equity, but warn against overburdening unpaid peers without incentives.

Impacts on Student Outcomes and Retention

Despite gaps, MenTut correlates with positives: 90.2% confidence boost aids persistence amid 50% national dropout. UniVen's 2024 report notes 87% overall success, up 4%, crediting FYE/MenTut. Yet, inconsistent attendance risks perpetuating cycles—sporadic support fails rural students facing language barriers (English not first language) and large classes.

National data shows mentoring reduces dropout by 10-20% where effective, but poor implementation widens inequities. At UniVen, unaddressed gaps could stall progress toward DHET's student success goals.

Proposed Solutions: The ARETL Framework

Ravhuhali and Tshililo propose the Academic and Reflective Enhancement Theoretical Lens (ARETL), a cyclical model: data collection → reflective analysis → stakeholder engagement → iterative evaluation. Semesterly surveys would track improvements, shifting from static to adaptive support.

Practical steps:

• Invest in venues/materials via DHET funding.
• Increase frequency, train tutors on audibility/professionalism.
• Incentivize tutors (stipends).
• Integrate tech (online sessions) for rural access.
• Early warning systems linking MenTut to retention data.

Read the full UniVen MenTut study for detailed implementation guidance.

Comparative Insights from Other SA Institutions

UniVen's challenges resonate nationally. UFS and UP use data analytics for targeted tutoring, reducing dropouts 15%. Stellenbosch's peer programs emphasize incentives, addressing professionalism. DHET's 2024/25 plan prioritizes first-year interventions, but no national mentoring policy exists—leaving gaps in coordination.

CHE recommends institutional frameworks avoiding fragmentation, as UniVen's CHETL-ADU overlap persists. Successful models like UJ's FYE National Resource Centre offer benchmarking.

Future Outlook: Policy Reforms and Tech Integration

With DHET's focus on throughput, 2026 could see national mentoring guidelines mandating evaluations like UniVen's. AI tools for matching mentors/mentees, virtual sessions addressing venues, hold promise. NSFAS integration for tutor stipends could professionalize programs.

UniVen's ARETL positions it as leader; scaling could cut national dropouts 10-15%, boosting graduate output for SA's economy.

Photo by Claudio Schwarz on Unsplash

Actionable Insights for Stakeholders

For Administrators: Implement semester surveys; allocate budgets for infrastructure.

For Tutors: Training on delivery, professionalism; request materials.

For Students: Engage actively, provide feedback; form peer groups.

For Policymakers: Fund national framework, incentives. Explore DHET resources for scaling.

UniVen's feedback exemplifies how student voices drive reform—prioritizing them ensures mentoring fulfills its promise in SA higher education.