Returning to Study in Higher Education in Ghana: Experiences of Mature Undergraduate Women

Autor/inn/en	Adu-Yeboah, Christine; Forde, Linda Dzama
Titel	Returning to Study in Higher Education in Ghana: Experiences of Mature Undergraduate Women
Quelle	In: Research in Comparative and International Education, 6 (2011) 4, S.400-414 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.2304/rcie.2011.6.4.400
Schlagwörter	Higher Education; Qualitative Research; Maturity (Individuals); Universities; Females; Foreign Countries; Teaching Methods + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Qualitative Forschung; Reifung; University; Universität; Weibliches Geschlecht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study was based on the assumption that in Ghana, women who return late to higher education combine domestic and academic work and, in the process, experience tensions and difficulties in the face of cultural and academic prejudice. It employed an interpretive qualitative research approach via narrative interviews with eight mature undergraduate women from different socio-economic backgrounds in one public university. The intention was to explore their experiences and use the findings to make suggestions for institutional development and learning. The data was collected in May 2009 from a sample of first- and final-year women from the Departments of Sociology and Basic Education in one of the oldest public universities in the southern part of Ghana. The women students found academic work difficult and made reference to gaps in terms of their knowledge deficit, unfamiliar courses and teaching methods. Recommendations from the study include the formulation of an institutional policy on mature women students in particular, and non-traditional students in higher education generally, and the regular provision of professional development programmes for higher education practitioners. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10