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Non-cognitive Support for Postgraduate Studies: A Systematic Review.

Jose Frantz1, Jill Cupido-Masters2, Faranha Moosajee3

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|February 7, 2022
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Summary

Postgraduate student retention is enhanced by non-academic support, often termed "social support" rather than "non-cognitive skills." These skills are typically co-curricular, not integrated into core academic programs.

Keywords:
interventionsnon-cognitive skillspostgraduate studentsretentionsystematic review

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Area of Science:

  • Higher Education Studies
  • Psychology
  • Educational Research

Background:

  • Postgraduate student retention is a significant challenge in higher education.
  • Current support systems often prioritize academic assistance over psychosocial development.
  • Non-cognitive skills are crucial for academic and career success, necessitating further investigation.

Approach:

  • A systematic review was conducted to identify and consolidate literature on interventions for postgraduate students focusing on non-cognitive skills.
  • The review followed PRISMA guidelines, utilizing Covidence software for rigorous literature consolidation.
  • Research questions addressed the definition, inclusion, and integration of non-cognitive skills in postgraduate support interventions.

Key Points:

  • The term 'non-cognitive skills' was rarely used explicitly in the reviewed literature.
  • Support interventions frequently discussed 'social support' and other non-academic factors.
  • Non-cognitive skills were often positioned as co-curricular rather than integral to academic learning.

Conclusions:

  • Non-cognitive skills and factors operate at distinct levels with varying influences on student outcomes.
  • Support interventions create an intersectional space where both skills and factors are combined.
  • Integrating non-academic support more effectively could enhance postgraduate student retention and success.