Reasons for the Slow Completion of Masters and Doctoral Degrees by Adult Learners in a South African Township

Autor/in	Motseke, Masilonyana
Titel	Reasons for the Slow Completion of Masters and Doctoral Degrees by Adult Learners in a South African Township
Quelle	In: Australian Journal of Adult Learning, 56 (2016) 3, S.424-441 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1394
Schlagwörter	Time to Degree; Masters Programs; Doctoral Programs; Graduate Students; Questionnaires; Interviews; Focus Groups; Student Attitudes; Computer Literacy; Research Skills; Racial Segregation; Access to Information; Stress Variables; Supervision; Student Employment; Stress Management; Foreign Countries; Libraries; Access to Education; South Africa + Suchen Sie Ihr Suchwort? Magister course; Magisterstudiengang; Doktorandenprogramm; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fragebogen; Interviewing; Interviewtechnik; Schülerverhalten; Computerkenntnisse; Forschungsleistung; Rassentrennung; Studentenarbeit; Stressmanagement; Stressbewältigung; Ausland; Library; Bibliothek; Education; Access; Bildung; Zugang; Bildungszugang; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The aim of the study was to investigate the reasons why adult learners took longer than required to complete their Master's and Doctoral degrees. A questionnaire and focus group interviews were used to collect data. Twenty adult learners who registered for the Master's and Doctoral degrees at one township campus of a university were targeted, and 16 responded. All 16 participants lived in the townships, and obtained their primary, secondary and tertiary education from the township schools. It was found that the lack of computer skills, poor research skills, inadequate access to the internet, stress, supervision problems, as well as employer's workload contributed enormously to the adult learners' inability to complete their studies within the prescribed period. The study also highlighted the impact of apartheid education on adult learners at postgraduate level. The apartheid education system, which was characterised by poor education provision, played a major role in the slow completion of Masters and Doctoral degrees by the African adult learners. It is recommended that African adult learners who enroll for Masters or Doctoral degrees should do training in research approaches, computer skills, information search and stress management prior to their study. The study duration for both the Masters and Doctoral degrees also need to be reviewed, especially for adult learners or students who obtained their education from the township schools. (ERIC).
Anmerkungen	Adult Learning Australia. Level 1, 32 Northbourne Avenue, Canberra, ACT 2603, Australia. Tel: +61-02-6274-9515; Fax: +61-02-6274-9513; Web site: http://www.ala.asn.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01