Student's perspectives on the role of internal communication in students academic performance at higher learning institutions in South Africa: A case study of University of Venda

Abstract

Internal communication between lecturers and students is increasingly recognised as a key factor influencing academic performance in higher education institutions. Research suggests effective communication contributes to students' understanding of course material, motivation, and overall academic success. However, there is a limited exploration of how this dynamic operates within the South African context, particularly in historically disadvantaged institutions. The gap in the literature lies in a lack of in-depth studies that specifically examine the internal communication structures in place and their direct impact on student outcomes at institutions like the University of Venda, which faces unique socio-economic and cultural challenges. This study addresses the problem by investigating how internal communication practices between lecturers and students affect students' academic performance at the University of Venda. It seeks to fill the gap by exploring the quality, frequency, and effectiveness of communication between students and lecturers, and how these factors contribute to or hinder students’ academic success. The main objective of this study is to examine how internal communication impacts students' academic performance, focusing on the experiences and perceptions of students across various faculties at the University of Venda. The study will focus only on students’ perspectives; hence the role of internal communication can be best evaluated from students’ side as they are recipients of academic services facilitated by internal communication. Through a qualitative approach, the study draws on 20 students selected using purposive sampling. An interpretive paradigm guides the research, employing semi-structured interviews for data collection. Thematic analysis is used to interpret the findings, offering insight into the communication strategies that foster or impede academic success. The study is supported by triangulation, System Theory, stakeholder theory, and Constructivist Learning Theory to offer a comprehensive understanding of internal communication in higher education.