Abstract:

Numerous studies have been done regarding the difficulty that students experience in transitioning from high school to university. Some of the challenges include the fact that there is very little personal attention given to students at universities and a lack of time management skills. One of the ways in which South African universities have attempted to ease this transition, is through the introduction of First Year Experience (FYE) programmes. FYE programmes aim, inter alia, to create a sense of belonging. The peer mentorship programme in the Faculty of Commerce, Administration and Law (FCAL) at the University of Zululand plays an integral part in creating a sense of belonging for first-time university entrants. Peer mentorship in higher education is a system by which more experienced students assist new students to "find their feet" in the institution.

The peer mentorship programme within FCAL at the University of Zululand follows a co-operative learning approach. Sharing knowledge, skills, and experiences – at all levels – is encouraged and forms an integral part of the manner in which this programme is managed. This, in turn, allows all participants in this programme (regardless of whether they are mentors or mentees) to expand their knowledge and skills by building on the knowledge and skills that they already possess.

In this paper, the author will reflect on the role, purpose, and management of the peer mentorship programme in FCAL. Challenges that were experienced will be highlighted and suggestions for improvement will be offered. Furthermore, this paper will provide a reflection on the use of co-operative learning as learning practice within the context of peer mentorship

Keywords:

Peer mentorship, first year experience, co-operative learning, higher education.