What question did this study set out to answer?

This study aims to explore the perspectives of bursary students and lecturer-mentors on the effectiveness of mentorship programs in higher education.

June 18, 2026Open Access

Mentoring of Bursary Students by Academic Staff: An Empirical Mixed-Methods Analysis of Student and Lecturer-Mentor Perspectives

Key Points

This study aims to explore the perspectives of bursary students and lecturer-mentors on the effectiveness of mentorship programs in higher education.
Mixed-methods design including questionnaires and focus group interviews
Participants included previously disadvantaged accounting students and their academic mentors
Analysis of perceptions related to mentorship characteristics and outcomes
Respondents highlighted emotional support and academic advising as key aspects of mentoring
Mentorship was viewed as crucial for accountability, monitoring, and role modeling
Findings indicate mentorship contributes significantly to student retention and success in higher education

Abstract

Previously disadvantaged accounting students in South Africa on Thuthuka (meaning “to develop” in isiZulu) bursaries receive one-on-one mentoring from academic staff throughout their studies. This study gathers the perceptions of students and lecturer-mentors regarding the efficacy of the mentorship through questionnaires and focus group interviews. Respondents associated mentorship with emotional support, academic advising, accountability and monitoring, as well as role modeling. The study contributes to the literature on mentoring in higher education, specifically for bursary, first-generation, or at-risk students. It identifies mentoring as a crucial enabler of transformation and social justice in higher education, contributing to student success and retention.

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