Reflecting on Experiences of Learning among Adult Learners with Multiple Responsibilities: A Case of Evening Programmes at a University in Tanzania

Abstract

AbstractThe focus of this paper is to report the findings of a qualitative study whose purpose was to analyse the experiences of adult learners pursuing evening postgraduate degree programmes at the university level in Tanzania. Using ethnographic research combined with multiple case research design, together with in-depth interviews and documentary review, data were generated from 20 postgraduate students from one school within a university in Tanzania. The resulting qualitative data were subjected to thematic analysis. The study found that university adult learners in these evening programmes combined learning with their full-time employment, family, and social responsibilities as well as extra income-generating activities. Inevitably, these multiple responsibilities, as the study established, adversely affected their academic performance and duration for programme completion. In fact, completion on a part-time basis depended on dispositional factors such as individual learner’s efforts and strategies adopted to cope with the situation, with many others either delaying completion or dropping out altogether. This scenario invites rethinking the modus operandi of programmes to facilitate postgraduate students’ completion rates amid widening participation in higher education.Keywords: Multiple responsibilitiesprogramme completionuniversity adult learnerswidening participation Disclosure StatementNo potential conflict of interest was reported by the authors.Additional informationNotes on contributorsPhilipo Lonati SangaPhilipo Lonati Sanga is a Senior Lecturer of Adult and Distance Education. Sanga's research interests include adult and distance education, higher education, alternative assessment for learning, research methods in education, and lifelong learning.Gennes Hendry ShirimaGennes Hendry Shirima is a lecturer of adult and non-formal education. Shirima's research interests include management of adult and non-formal education, policy issues in adult and non-formal education, and community-based research.