Enhancing international student experience through student support initiatives: A case study of a comprehensive university

Abstract

This study investigates how various student support mechanisms, such as orientation programmes, initiatives that promote social integration, administrative assistance, and psychosocial support, shape the academic and social experiences of international students at the University of Venda, a rural comprehensive institution in South Africa. Guided by Tinto’s Theory of Student Integration and Astin’s Theory of Student Involvement, the study examines the extent to which academic and social integration contribute to international students’ retention, wellbeing, and overall success. A qualitative case study design was employed, drawing on data collected from 25 participants, including current international students, international student alumni, International Relations Office staff, and an international student representative member. Data were gathered through open-ended questionnaires and semi-structured interviews which were analysed thematically. Findings reveal that, although several support initiatives exist at the University of Venda, their delivery is inconsistent, poorly coordinated, and insufficiently evaluated. While students valued social cohesion activities, peer networks, counselling services, and assistance from the International Relations Office (particularly regarding visa processing and registration), they also reported significant challenges. These included visa delays, financial exclusion, language barriers linked to the dominant use of Tshivenda, discrimination, limited access to funding, inadequate accommodation support, and malfunctioning Information and Communication Technology (ICT) systems. Such challenges hinder academic adjustment, social belonging, and overall student satisfaction, contributing to declining international student enrolment. The study concludes that international student support at the University of Venda remains fragmented and requires a structured, integrated approach. To address this gap, a comprehensive Holistic International Student Support framework is proposed that outlines governance structures, coordinated support mechanisms, language-inclusive practices, digitised administrative systems, enhanced psychosocial support, and systematic monitoring and evaluation processes. The framework aims to strengthen institutional capacity to foster an inclusive, supportive, and globally competitive university environment. Ultimately, the study contributes to scholarship on internationalisation in historically disadvantaged institutions and offers actionable recommendations to enhance international student wellbeing, engagement, and academic success.