ABSTRACT

This qualitative study reports on the role of university lecturers in the well-being of undergraduate students. A sample of undergraduate student participants (n = 335) at a large, urban residential university in the Gauteng Province of South Africa participated in rapid, face-to-face interviews. Interviews were conducted by student fieldworkers during multiple 4-h blocks on all weekdays. Data were analysed by means of thematic analysis. Findings indicate that university lecturers play a substantive role in the well-being of undergraduate students. These findings are significant in that they have emerged from open-ended questioning. Furthermore, the role of university lecturers is frequently unrecognised in terms of the psychological well-being of students and rather articulated in terms of the academic task. The findings present the role of lecturers in student well-being in a multi-faceted way. It is delineated as lecturer support, benevolence, lecturer competence, lecturer availability, interaction, and the lecturer’s attitude towards their work.

摘要

这项定性研究报告了大学讲师在本科生福祉中的作用。本科生参与者样本 ( n= 335）在南非豪登省的一所大型城市住宅大学参加了快速、面对面的采访。采访由学生现场工作人员在所有工作日的多个 4 小时时段内进行。通过主题分析的方式对数据进行分析。研究结果表明，大学讲师对本科生的福祉发挥着实质性作用。这些发现意义重大，因为它们是从开放式提问中得出的。此外，大学讲师的作用在学生的心理健康方面常常未被认识到，而在学术任务方面却得到了明确的体现。研究结果以多方面的方式展示了讲师在学生福祉中的作用。它被描述为讲师支持、仁慈、讲师能力、讲师可用性、互动、