Exploring stakeholders' experiences in student support at selected technical vocational education and training college in Mpumalanga Province

Abstract

This study aimed to explore stakeholders’ experiences in student support at a Technical and Vocational Education and Training (TVET) college in Mpumalanga Province, South Africa. The interpretive paradigm was chosen for this research as it provides the interpretation that reality is manifold and procedures are tailored for each case to strengthen the credibility of the research information. This approach also assisted the researcher in exploring stakeholders’ experiences in student support from their subjective perspectives and in natural settings within a short period. A qualitative approach was used to make sense of stakeholders’ experiences, understandings, theories, perspectives, and behaviour in specific college settings. This qualitative study was shaped within the interpretive research paradigm. For this study, a single-case study research design was employed. The population of the study included campus managers, Heads of Departments (HODs), lecturers and students. Purposive sampling was used to select four campus managers, seven HODs, seven lecturers and seven students, totalling 25 participants. Semi-structured interviews were the primary method of data collection, which was then triangulated with observation and documentation. A thematic data analysis process was utilised to categorise themes from the collected data. Findings revealed multiple challenges faced at the college, including dropouts, absenteeism, lack of resources, lack of training, NSFAS issues and academic challenges, as well as strategies for improvement. It was ascertained that student support played a crucial role in the academic performance of students in TVET colleges and that students need adequate support. The outcomes also suggested that TVET colleges should implement various approaches to enhance student support. Additionally, this study served as a source of information for the management of TVET colleges, and recommends that campus managers ensure effective college management by providing clear daily directions for all stakeholders (HODs, lecturers and students). The researcher also recommends that lecturers further their studies to provide new content to students, boost their confidence, and improve students’ academic performance. The study will benefit students by reducing the high dropout rate in TVET colleges, ultimately producing students who are well-equipped for the working environment. The goal is to recognise the available support to students at TVET colleges.