Keywords: Mentoring, student development, university, undergraduate, students, first-year, extended programme, foundation provision, academic support, social support, underprepared, at-risk, high-risk, transition, retention, persistence, throughput, attrition, dropout. Lastly, a research proposal will validate how research should be undertaken to enable the development of a mentoring programme in which greater adherence to guidelines for the design and implementation of effective mentoring programmes should to be included. However, although higher incidence of positive outcomes associated with mentoring is found, sufficient evidence suggests that the ‘dark side’ of mentoring does exist. Research demonstrates that mentoring is associated with a wide range of favourable cognitive, conative and affective outcomes. As a result, the meaning of mentoring is explored the roles, categories, and typologies are defined and theories reinforcing mentoring impact are delineated. Thirdly, a critical review of literature is mapped out with the aim of harvesting key tenets to enable a ‘best practice’ mentoring programme capable of addressing transitional challenges of high-risk underprepared students. Secondly, the methodology for excavating secondary data sources is summarised. Firstly, an orientation to the problem is outlined. In this report the literature on this ubiquitous yet elusive concept is reviewed. Mentoring has received considerable exposure in recent decades and this is evident by the proliferation of research covering the topic. Mentoring is one mechanism used by universities to foster those outcomes. Based on these conditions universities are under increasing pressure to improve student outcomes such as retention, persistence and completion. As a result of the diversification of this sector, previously disadvantaged groupings now frequent campuses, many of whom are underprepared and therefore need additional support to enhance their chances of success. The development, implementation and perpetuation of student development programmes have become an essential strategy at South African universities, to meet the increasing massification of higher education head on.
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