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clarification. An online Google survey was developed to collect feedback from first-year students regarding their experience
with FYS orientation. A total of 1 010 first-year students participated in the survey out of a possible 3 210 who attended.
More than 80% of the respondents indicated that they were satisfied to very satisfied with their orientation experience at the
University.

3.2 FYS Buddies, aka How2 Buddies
The face-to-face FYS Buddy programme is implemented annually in small groups during January and February. In 2018, 205
How2 Buddies were selected and trained to conduct 190 How2@Mandela sessions while in 2020, a total of 277 FYS Buddies
were selected and trained.

Evaluation by the first years of the How2@Mandela programme showed the following results:
• 70% of first years rated the delivery of the How 2 programme as being effective
• 88% of first years rated the content covered by the How2 programme as being “just right”
• 67% of first-year attendees found the programme informative and helpful.
• Buddies indicated that 68% of the first years were receptive to the programme.
A secondary goal of the project is to develop peer leaders, namely FYS Buddies, thereby providing first-year students with
opportunities to connect with peer networks. The FYS Buddies are trained to work with a diverse range of students and to
exhibit strong communication and leadership skills. First-Year Success at Mandela also develops the FYS Buddies to progress
from “new” to “senior” FYS buddy roles/levels. Developmental tools are in place to develop the Senior Buddies to become co-
trainers and trainers, assisting in the development of future leaders. The programme uses face-to-face communication, online
platforms (WhatsApp, Facebook, email, Instagram, and Bulk SMSs) and small group learning circles. However, engagement
continues via WhatsApp well into the first semester and, in some cases, even beyond that.

3.3 Student Success Coaches
In 2020, Student Success Coaches were introduced at the University to provide a high impact individualised connection that
actively engages students in developing a personal success plan through collaborative learning experiences. The initial focus
of the Student Success Coaches was on returning students who had received warning letters from faculties or who had been
excluded but were readmitted on appeal. The focus will shift in the second quarter to first-time entering students who are
academically vulnerable to assess whether they are having difficulties adjusting to university studies. Implementation of these
interventions continue and are adapted, where applicable, to align with the lockdown regulations.

3.4 Integrated Data Tracking and Early Warning System (RADAR)
The University has developed an integrated data tracking and early warning system (RADAR) to monitor student performance
and optimise early intervention strategies to support academically vulnerable students. The system was developed as part of
the Kresge-funded Siyaphumelela project through which the University piloted academic advising in two faculties in 2018. It
is interesting to note that these were the only two faculties that demonstrated an increase in the retention rate of first-year
students by 2 and 7 percent respectively, from 2018 to 2019. This system, developed by ICT Services, has been updated to
meet new and changing requirements. This new addition to the suite of student support interventions showed much promise
and was therefore mainstreamed across all faculties. RADAR was particularly useful during 2020 when we had to keep track of
students who were completing their learning along multiple, flexible pathways.

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