Rurality and student transitioning in higher education: an exploration of views of university of Zambia students
Date
2020
Authors
Masaiti, Gift
Journal Title
Journal ISSN
Volume Title
Publisher
Zambian Journal of Educational Management, Administration and Leadership
Abstract
The University of Zambia, located in Lusaka, the capital city of Zambia, has an enrolment system
which is open to all deserving candidates. Cognisant of the degree-attainment gap between rural and
urban areas of the country, the university introduced a Rural Affirmative Policy that is envisioned
at augmenting enrolments of rural applicants. This article investigated the scopes of rurality and
its influence on the transition to higher education amongst students with rural backgrounds. Using
unstructured interviews, sixteen conveniently sampled students were probed in order to obtain the
most in-depth lived experience information on how their rural backgrounds influenced their settling
down and learning at the University of Zambia. A categorical analysis of the data collected in the
study resulted in five emerging themes: context of rurality among students, students’ transitioning,
challenges faced by students, coping strategies adopted by students and established support
systems for students with rural backgrounds and their progression and completion rates. Results
of this study suggest that students from rural communities face additional challenges in order to
adjust to the university compared to students from urban and sub-urban areas. Apart from the
affirmative policy on admission, there are no mechanisms put in place to cushion the cultural shock
such students face once on campus.
Key words: Rurality, Orientation, Academic Performance, Remoteness, Transitioning, Higher
Education
Description
Thesis
Keywords
Education, Higher--Academic performance--Zambia , Education, Higher