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Postgraduate Psychology Student Perceptions of Academic Support at A Private Higher Education Institution in South Africa 

  • Mar 25, 2026
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Abstract Book of the 8th Global Conference on Education and Teaching

Year: 2026

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Postgraduate Psychology Student Perceptions of Academic Support at A Private Higher Education Institution in South Africa 

Kubashinie Coopasamy, Jackalyn Appalsami, Greig Douglas

ABSTRACT:

Postgraduate studies impose greater academic expectations on students’ knowledge and skills than undergraduate studies. Some students described a lack of ‘mental’ preparedness for the advanced expectations when compared to their experiences in undergraduate studies and reported a noted concern with the steep learning curve. Maintaining academic success is arduous, and many are unaware of the academic support provided by the institution. Post graduate students are unnecessarily increasing their risk of poor academic performance by not seeking assistance from the Private Higher Education Institution (PHEI) despite retention programs and the availability of initiatives aimed at reducing drop-out and improving cohort throughput rates. The purpose of the study is to gain a deeper understanding of postgraduate students’ perceptions of the academic support provided by a PHEI in South Africa. To gather rich empirical data from postgraduate students on the perceived effectiveness and challenges to academic support programs and systems, a qualitative approach was adopted. Specifically, an in-person focus group with five purposively selected psychology honours students was conducted. All data was recorded, transcribed and analysed thematically, by deductively applying the self-determination theory with any ambiguity resolved through discussions between authors. The findings reveal that students who received administrative, academic, psychosocial, and technological support were reportedly academically successful students. Themes of motivation, confidence, stress and empowerment were supported by theoretical factors namely autonomy, competence and relatedness to other academics. The study highlights the need for PHEIs to strengthen awareness, accessibility, and alignment of support structures with students to enhance postgraduate success.

Keywords: Academic support; postgraduate students; private higher education institutions; psychosocial support; technological support