“They all offered different support”: Integrated support systems for academic resilience among engineering students

Abstract

A critical area of debate in an era of evolving university support systems is how best to offer support to students in challenging  disciplines. This study examines the effectiveness of current frameworks in addressing the needs of engineering students. This research  employs a mixed-methods approach to identify the experiences of final-year students undertaking bachelor studies in engineering technology at Nelson Mandela University, as well as those of their lecturers and relevant support staff. The study finds a direct  relationship between students’ stress levels and their resilience, highlighting the importance of well-structured support systems,  including orientation programmes and subjectspecific tutoring. This article introduces a novel perspective on fostering academic  resilience in engineering education, advocating for a comprehensive approach that integrates personal, academic and socio-ecological  forms of support. Challenging conventional views of interventions for student success, it proposes a new, holistic framework for the  provision of support in higher education institutions. This approach could contribute to enhancing student resilience and success and  provide a fresh lens to address student dropout in higher education in South Africa and beyond.