An Exploration of Roles and Responsibilities of First-year Experience Practitioners at Universities of Technology in South Africa

Abstract

This study explored the roles and responsibilities of first-year experience (FYE) practitioners at South African Universities of Technology (UoTs). While FYE is a relatively new initiative in South Africa’s higher education landscape, especially at UoTs, most research primarily focuses on student retention, development, and support. Few studies have examined the FYE practitioners responsible for implementing these initiatives. Therefore, this study fills a critical research gap by investigating the roles and responsibilities of FYE practitioners at six South African UoTs.

The literature review emphasised key concepts related to the first-year experience, student support, development, and the idea of a “third space”, where practitioners often operate outside formal structures. It also drew on social justice theory, particularly the dimensions of recognitive and representational injustice, to illustrate how the contributions of third-space professionals are undervalued and excluded from institutional decision-making processes. The study used a qualitative, interpretive research approach, with 20 participants, including 18 FYE practitioners across six UoTs and two FYE experts in South Africa. Data were collected through online semi-structured interviews.

Findings highlighted the inconsistencies in the employment and positioning of FYE practitioners. In most UoTs, FYE roles are not formally integrated into institutional structures, leading to precarious employment conditions. Many practitioners are employed on externally funded contracts, ranging from four months to three years, without long-term job security or clear integration into university strategy.

The study recommends that universities formalise the roles of FYE practitioners by creating clear job descriptions, ensuring job security, and aligning their contributions with the institution’s strategic goals. Collaboration with stakeholders and continuous monitoring and evaluation of FYE initiatives are also necessary. In addition, exploring alternative funding models and establishing a national coordinating body for FYE would promote sustainability and effectiveness in supporting first-year students.

Date of Award	23 Jul 2025
Original language	English
Awarding Institution	University of Bath
Supervisor	Jurgen Enders (Supervisor) & John Brennan (Supervisor)