Towards an Enhanced Settling-in-System For Fresh Students in C. K. Tedam University of Technology And Applied Sciences (Ckt-Utas)

Abstract

This study sought to draw attention to the settling-in-system and respond to observed settling-in challenges among the First-Year Students in Ghana-based universities taking particular interest in C. K. Tedam University of Technology and Applied Sciences (CKT-UTAS). Informed by Tinto’s (1987) Student Adjustment and Retention Theory, the study was underpinned by the positivist paradigm. A descriptive survey design was employed to understudy the settling-in-system. A self-developed validated questionnaire was used to collect quantitative data from a sample size of 140 respondents from five (5) Schools in CKT-UTAS whereas supplementary information was gathered from the Dean of Student Affairs and the University Counsellor on the settling-in experiences of first-year students. For the cultural, social and academic experiences of first-year students, it was revealed that students had difficulty in interacting with community members where the university was located due to some language barrier. Also, it was revealed that some places were designated for some religious denominations to practice their faith while others struggled for places to worship. The study further revealed that the services of academic advisers were least patronized by students. In addition, it was revealed that socialization processes that shaped the cultural, social and academic experiences of students was for them to strike a balance concerning their attitudes towards their colleagues due to their different cultural backgrounds. In addition, first-year students understanding of some university jargons posed a challenge to them as well as making meaning out of their lecture timetables. The lecture method employed by lecturers in the university also posed a challenge to some of the students. Furthermore, it came to light that, student employed both negative and positive coping strategies to enhance their settling-in experiences in the university. While some interacted with their friends/family/roommates and engaged in some extracurricular activities such as listening to music/watching TV, walking/jogging others abused alcohol, illicit drugs and involved in inappropriate sexual behaviors as coping strategies. The study further revealed that orientation, counselling and the services of academic advisers were some of the supportive systems put in place to assist students. It is therefore concluded that the University's Management develops a policy to annually and officially engage community members in the catchment areas where the university is located about the admission of new students and the likelihood of these students staying in hostels in their communities. The study further concluded that Lecturers have to vary their teaching methods to stimulate the interests of their students. It is therefore recommended that there should be a policy guide for university-wide orientation as well as School/Department orientation programmes for all fresh students periodically. It is also recommended that the Counselling Unit should be at the forefront in the organization of seminars, workshops on topics such as study skills, time management, healthy relationships, and how to prepare for examinations for these students. In addition, it is recommended that higher education institutions should vote resources to stock their libraries with up to date reading resources and electronic services to facilitate research work of students. Lastly, students are encouraged to seek information from the right source in their new learning environment to enhance their settling-in experiences.