Academic Underpreparedness and the Articulation Gap in Higher Education: Implications for First-Year Student Success in South Africa

Abstract

This paper investigates the critical challenge of academic underpreparedness and the articulation gap among first-year students entering higher education in South Africa. Focusing on the interdisciplinary landscape of the built environment, specifically the building measurement module in quantity surveying, the study explores how deficiencies in secondary schooling impact student readiness, adjustment, and, ultimately, student success. A mixed-methods research design was adopted, incorporating a baseline survey and focus group discussions for first-year students and semi-structured interviews with first-year lecturers across multiple accredited South African universities. The novelty of this study lies in its integrated, multi-institutional examination of first-year student preparedness within a discipline-specific context, linking student experiences with lecturer perspectives to provide a holistic understanding of the articulation gap in built environment education. The research highlights a significant discrepancy between students’ perceived readiness and the rigorous cognitive, technical, and personal demands of university-level study. Key findings indicate that students frequently lack foundational literacy, numeracy, and critical thinking skills, while also struggling with spatial visualisation and the integration of knowledge across different modules. Furthermore, personal challenges, such as poor time management and the sudden requirement for independence, intensify the transitional challenges experienced by many entering the university environment. The study concludes that the articulation gap is a systemic issue requiring urgent attention from basic and higher education systems, as well as industry stakeholders. It calls for the development of targeted pedagogical interventions, structured support mechanisms, and alignment between education and the world of work through innovative curriculum design to bridge this gap. By addressing these shared challenges, the research seeks to enhance first-year student success and ensure the long-term sustainability and competency of graduates within built environment professions.

https://doi.org/10.26803/MyRes.2026.15