The Influence of Out-of-Institution Environments on the University Schooling Project of Non-Traditional Students in Uganda

Participation and integration of non-traditional students (NTS) in university education is influenced by factors within the institution and those external to the institution, including participants' self-perceptions and dispositions. The objective of this qualitative study is to draw from the l...

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Bibliographic Details
Published in:Studies in higher education (Dorchester-on-Thames) 2018-06, Vol.43 (6), p.960-972
Main Authors: Tumuheki, Peace Buhwamatsiko, Zeelen, Jacques, Openjuru, George Ladaah
Format: Article
Language:English
Subjects:
Barriers
College students
Colleges & universities
Education
Educational Quality
Family Environment
Foreign Countries
Global Approach
Inclusive education
Interviews
Learning
Lifelong Learning
Nontraditional Students
Outcomes of Education
Perceptions
Qualitative Research
Self Concept
Social Change
Social environment
Student Attitudes
Student Employment
Undergraduate Students
Work Environment
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Summary:Participation and integration of non-traditional students (NTS) in university education is influenced by factors within the institution and those external to the institution, including participants' self-perceptions and dispositions. The objective of this qualitative study is to draw from the life-world environment component of Donaldson and Graham's model of college outcomes for adults, to discuss the out-of-institution experiences of NTS participating in university education in Uganda. Findings derive from two elements: first, the social settings of work, family and community including the roles NTS play in these settings. The second element is connected to the first but goes deeper into individual relationships NTS have with important people around them. Both elements were found to be reinforcing and deterring to the NTS' university schooling project. To this end, we argue that to achieve quality-inclusive university education for all learners, the lifelong learning frameworks must be accentuated, even outside the university.
ISSN:0307-5079
1470-174X
DOI:10.1080/03075079.2016.1201807