Undergraduate Students’ Experiences of Academic Probation and Suspension

Abstract

This study involved case studies of the lived experiences of six undergraduate students who received notice of academic probation/suspension at a large university. The students participated in a voluntary academic retention program, and all returned to good academic standing. Two interviews with each student explored their backgrounds, high school experiences and challenges in first year university that resulted in notice of academic probation/suspension. The interviews also covered the students’ participation in an academic retention program and the actions they took to regain good academic standing.The interviews revealed a link between students’ assumptions from high school and lack of information at university that hindered their acquisition of needed knowledge and skills to succeed in first year. The mostly first-generation students encountered challenges in a system that expects students to have a baseline of knowledge, interactional skills to self-advocate and academic skills to manage their time and commitments effectively. The concepts of cultural capital, habitus and field were valuable for understanding how students handled academic probation and suspension, gained knowledge of the institution and obtained advice from trusted knowledgeable individuals. The students demonstrated determination and resilience which helped them return to good academic standing. Individual student profiles and cross-case analysis revealed areas of knowledge and understanding that were vital for students’ timely progress through university and provided insight into the kinds of advice and guidance that were most beneficial to them. The students’ completion of an academic retention program boosted their confidence, enhanced their academic skills for university and enabled them to interact more effectively with staff, mentors, academic advisors, faculty and peers. In addition, with guidance from academic advisors, they made strategic course choices that helped them improve their marks and return to good academic standing. Their university experience was transformative as they developed their interests, gained academic self-efficacy and even took on leadership roles. This study adds to our understanding of students’ experiences of academic probation and suspension, raises awareness of the challenges involved that merit the attention of administrators and hopefully encourages further work to understand and support the talents and needs of underrepresented students.