Student Perceptions vs. Institutional Actions: Analysing Discrepancies in Academically At-Risk Follow-Up Survey Responses at a University in South Africa

Abstract

This study examines the discrepancies between student perceptions and institutional actions regarding at-risk student follow-up processes in higher education. Underpinned by the Self-Efficacy Theory, data were collected from 230 conveniently selected academically at-risk students at a South African university through a semi-structured questionnaire comprising closed-ended and open-ended items. Quantitative data were analysed using descriptive statistics, while qualitative responses were subjected to thematic analysis. The research highlights gaps in communication, support delivery, and perceived effectiveness of interventions. Findings reveal that 72.41% reported not being identified, while 27.59% reported being identified as needing support. Further, 59.38% of those contacted show a positive level of engagement, and the 40.63% who reported receiving no contact points show inconsistent numbers of support interventions. In addition, findings reveal that while institutions report structured follow-up protocols, students often experience inconsistent or unclear engagement, leading to dissatisfaction and disengagement. The study underscores the need for improved transparency, tailored support, and proactive communication to align institutional efforts with student expectations. Recommendations include enhanced feedback mechanisms, staff training, and student-centred intervention strategies to bridge the perception-action divide and improve academic outcomes.