Presentation on theme: "UKZN INSPIRING GREATNESS The lived experiences of mature aged undergraduate students in higher education: A case study at the University of KwaZulu-Natal."— Presentation transcript:
UKZN INSPIRING GREATNESS The lived experiences of mature aged undergraduate students in higher education: A case study at the University of KwaZulu-Natal - Edgewood Campus BY LINDI NGUBANE UNIVERSITY OF KWAZULUNATAL (EDGEWOOD CAMPUS)
UKZN INSPIRING GREATNESS Introduction The case study is about the lived experiences of undergraduate mature aged students in higher education. The key focus was to highlight the learning needs and identify key factors affecting their progress in both academic and social spheres.
UKZN INSPIRING GREATNESS Problem Statement The adjustment or transition period, often involves an assessment of whether the reality of university matches with expectations. Central to the decision to embark on academic study are a student‘s internal expectations of ability to cope with academic challenges, to manage roles and responsibilities both at university and at home or work, together with expectations for career development and changes to identity (James 2001; Michie et al. 2001). Students have expectations of their ability to cope with the challenges of academic study which may or may not be realistic and this may affect their integration into university.
UKZN INSPIRING GREATNESS Aim and objectives of the study AIM: To find out the lived experiences of mature aged undergraduate students in higher education Specific Objectives: To identify the gaps on the university’s needs provision for mature aged students. To review the institution’s support services. To enhance retention and throughput of mature aged students
UKZN INSPIRING GREATNESS Methodology This was a quantitative and qualitative study. Questionnaires were administered, 65 students participated on this study. The research was placed within the interpretivist research paradigm.
UKZN INSPIRING GREATNESS Results The quantitative aspects has to do with the following items; 1= Male 2= Female
UKZN INSPIRING GREATNESS 1= incomplete high school; 2=standard 10; 3= college; 4= other Results cont…
UKZN INSPIRING GREATNESS 1= Bed; 2= Other Results cont…
UKZN INSPIRING GREATNESS 1= Year 1; 2 =yr 2; 3= yr 3; 4= yr 4; 5= +4yr Results cont…
UKZN INSPIRING GREATNESS 1= Yes; 2= No Results cont…
UKZN INSPIRING GREATNESS 1= Finances; 2= Moral support; 3= Accommodation; 4= Food; 5= other (specify); 6= Nothing Results cont…
UKZN INSPIRING GREATNESS 1= own home; 2= Campus res; 3= Private accommodation; 4= other (specify) Results cont…
UKZN INSPIRING GREATNESS Analysis Reasons for studying Support The university support: Academic and social life support Sources of support Advantages of being an adult learner Disadvantages of being an adult learner
UKZN INSPIRING GREATNESS Analysis (continue) Changes and adjustments made by adult learners Effects of studying on family and friends Coping with studies Accommodation
UKZN INSPIRING GREATNESS Discussion Donald 1999 indicated that in 1990’s was characterised by enormous reforms in various aspects of South African policies. He mentioned that there was a need to re- organise education and institutions of higher learning to redress accessibility. University received requests for access programmes to study from adults who did not fulfil the formal requirements Xiaojing L, Magjuka & Seung hee Mercer &Saunders,2004 have explored the impact of returning to school on students lives, Andreou, 2006 stated that few studies have focussed on mature undergraduate student experiences in South African context.
UKZN INSPIRING GREATNESS Discussion cont… According to Africa report(2005) some causes of student failure include personal, financial, institutional, racial and academic factors. Soudien report 2009 mentioned there was a failure of higher education to examine the relationship of residence life to the education and that residence life should be a key issue in higher education. Andresen, Boud & Cohen 1996 identified family or home related issues as one of the challenges facing adult learner’s. Accepting to study meant a reduced number of friends and social activities for some students as they were now focussing on their studies (Wynne 2005) Hill (2001) that adults are motivated by internal rather than
UKZN INSPIRING GREATNESS Conclusion Most of the mature aged students had families outside KZN province, which posed a threat to their marriages and upbringing of their children. Uncertainties about their decision to study. Accommodation and financial constraints were listed as their basic challenges. More qualified and accommodative lectures.
UKZN INSPIRING GREATNESS Conclusion cont… Increase of support, they mentioned that there was one student counsellor who had to attend all students on campus. Dissatisfaction in residences, conditions, shortage of equipment, access to internet, noise and alcohol.
UKZN INSPIRING GREATNESS Recommendations The study has identified a number of lived experiences of the mature aged undergraduate at UKZN-Edgewood campus. Recommendations are drawn from data analysis of mature aged students and they are grouped into: Academic, Social and Welfare
UKZN INSPIRING GREATNESS Academic Quality of lecturers Distance learning Scholarships which caters for adult learners Technological support /LAN assistants Internet and LAN’s in off campus residences
UKZN INSPIRING GREATNESS Social Mature aged students as part of Residence Assistants Recreational facilities which accommodates mature age students Social gatherings for students who are above 35 years old.
UKZN INSPIRING GREATNESS welfare Adequate on campus accommodation for mature aged students More student counsellors on campus More clinic staff members Motivational speakers
UKZN INSPIRING GREATNESS Acknowledgements Teaching and learning grant for funding the study Dr Saloschini Pillay for supervising the study Dr Indera Baijnath and Mr.Fru Nkwenti for data collection Ms.Angeline Stephens –Line Manager
UKZN INSPIRING GREATNESS References Andresen, L., Boud, D. & Cohen, R. (1996). Experience-based learning. In G. Foley (Ed.). Understanding adult education and training. (2nd Ed). Sydney: Allen & Unwin, pp Blondy, L. (2007). Evaluation and application of andragogical assumptions to the adult Online learning environment, Journal of Interactive Online Learning. 6 (2), 116 – 130. Hill, L. H. (2001). The brain and consciousness: Sources for information for Understanding adult learning. In S.B. Merriam (Ed.), New update on adult learning theories. New directions for adult and continuing education. San Francisco: Jossey-Bass. Soudien,C.(2009).Then and now: The significance of the legacy of June 16,1976 for youth development in South Africa. The international Journal of Learning,14(11),21-26 Wynne, R. (2005). Learner centred methodologies. Retrieved, 5th December, 2011 from: Xiaojing L., Magjuka, R., Bonk, C. J., & Seung-hee L. (2007). Does sense of community matter? Quarterly Review of Distance Education, 8, 9–24