Conference Agenda

Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).

Please note that all times are shown in the time zone of the conference. The current conference time is: 3rd Dec 2020, 01:14:22pm SAST

Session Overview
Transition to University
Monday, 16/Nov/2020:
9:30am - 10:20am

Session Chair: Teresa Hattingh
Location: Studio 1

Show help for 'Increase or decrease the abstract text size'

Work-in-progress: Exploring the transition-to-university experiences of South African engineering students

Anita L. Campbell, Sindiswa Ndamase

University of Cape Town, South Africa

Using a narrative approach, this research will explore the factors that were influential to engineering students as they transitioned from high school to a well-resourced South African university, and how digital literacy competence influenced their transition. We define our use of the term digital literacy and draw on theories of first-generation students, intersectionality and transitions to university. This work-in-progress paper describes the theoretical framework that will be used to analyze data. A sample narrative analysis is given, based on the personal narrative of the second author, who is a final-year engineering student.

Reflecting on the success of a Peer Mentorship Programme – A scholarly personal narrative

Maraka Lefera, Arthur James Swart

Central University of Technology Free State, South Africa

Peer mentorship programmes exist where senior students offer support to first year students to help them transition from high school into a university environment. The implementation of such programmes requires extensive resources and a proper management structure. In general, both the mentor and mentee benefits, as the mentee is helped to settle into the university while the mentor develops important social skills. However, different authors have different perspectives on measuring the success of such programmes. Some measure the success based on the academic performance, decrease in dropout rates and better social integration of the mentees. What may be considered as a successful programme at one university may not be considered so at another university. Furthermore, what tangible benefits accrue to the mentors? The purpose of this paper is to present a scholarly personal perspective of the benefits and challenges of a peer mentorship programme that was introduced at a university of technology in South Africa in 2014. The author was employed as a teaching and learning assistance in the faculty of engineering and information technology for a period of one year, thereby validating her perspectives based on personal involvement with the mentors. A scholarly personal perspective is used that may be linked to a constructivist research methodology that recognizes the validity and usefulness of a researcher’s personal experiences in a specific discipline. Critical subsections on the success of this programme relates to the selection criteria for mentors, the structure and management of weekly sessions between mentors and mentees and developmental sessions for the mentors. It is recommended that universities should continue offering support to first year student through peer mentorship programmes, as it assists mentees to settle into university life, while allowing further personal development of mentors.


John Adesiji Olorunmaiye, Olalekan Joseph Ogunniyi, Taiwo Yahaya, Joshua Olanrewaju Olaoye, Ademola Ajayi-Banji

University of Ilorin, Ilorin, Nigeria.


J.A. Olorunmaiye1, O.J. Ogunniyi1, T. Yahaya2,J.O. Olaoye3 and A.A. Ajayi-Banji3

1. Department of Mechanical Engineering, University of Ilorin, Ilorin, Nigeria

2. Department of materials and Metallurgical Engineering, University of Ilorin, Ilorin, Nigeria

3. Department of Agricultural and Biosystems Engineering, University of Ilorin, Ilorin, Nigeria.


Mobile No: +234-8036000053


The four modes of entry into Faculties of Engineering in Nigerian universities are: passing the Unified Tertiary Matriculation Examination(UTME) organized by the Joint Admissions and Matriculation Board(JAMB) to gain admission into the first year of a five-year engineering degree programme; passing through a one year pre-degree programme also known as Remedial programme before writing UTME to come in as first year students; admission into the second year of the degree programme for students who have successfully completed Advanced Level or National Diploma programme in a polytechnic ( Direct Entry at 200 Level); and admission into third year for students who have successfully completed a Higher National Diploma programme in a polytechnic (Direct Entry at 300 Level).

Data on the modes of entry and Cumulative Grade Point Average (CGPA) at the time of graduation obtained from the ten engineering disciplines at University of Ilorin, for students who graduated in 2018/2019 session, were analysed.

Out of the 471 students, 24 graduated with first class honours with 22 of them being UTME students and two being Remedial students. The number of UTME, Remedial, Direct Entry students at 200 Level, and Direct Entry students at 300 level were: 377, 66, 26, and 2 and their average CGPA were: 3.58, 3.27, 3.60, and 3.52, respectively.

It is recommended that the Direct Entry candidates at 200 Level should be given a higher percentage of the admission spaces than the Remedial candidates and the UTME candidates should continue to have the highest percentage of admission spaces.

Contact and Legal Notice · Contact Address:
Conference: WEEF & GEDC 2020
Conference Software - ConfTool Pro 2.6.135
© 2001 - 2020 by Dr. H. Weinreich, Hamburg, Germany