Chapter 4: This chapter presents the research findings starting with sample realization, demographic data, teaching strategies used at postgraduate nursing programme, methods that
5.6 Factors Facilitating Learning
5.7.2 Work Related Barriers
The discussion of work related barriers focused on three factors that hindered adult learning. These were: lack of support from work, unplanned change of time schedule, and lack of financial support from employers.
150 5.7.2.1 Lack of Support from Work
Findings from this study revealed that substantial differences in working conditions for participants existed in the workplace. Working conditions were not conducive to the needs of the part-time student; rather, many participants felt overwhelmed by their workload. This had a negative effect on the learning process of the participants. Employers should ideally have provided support for participants at times and places congruent with work schedules including school hours, so as to establish support. This finding echoed the findings of Sewell (2006) who elaborated that effective job performance requires a balance of professional demands, family responsibilities, and personal issues. Failure to acknowledge and accept the relationship between each aspect can result in conflict, frustration, and anger that spills over into all areas of a person‟s life. Further also findings also revealed that learners were full-time employees and part-time learners which made them overloaded with work.
This is in line with the study conducted by Biggs (2003 and Gibbs (1989) who indicated that any student doing a part-time course will have a formidable workload during the semester if they are to conscientiously keep up with class attendance, reading and with the requirements of continuous assessment. Furthermore, Biggs (2003) added that when the student has a full-time job of some sort it becomes quite likely that the learner will say that he is overloaded, and will adopt surface approaches to learning in order to cope with all the requirements of the various subjects. Working while studying at a university may influence the students' academic performance. Learners may sometimes not have time enough to do the assignments and they may feel exhausted after work, having no energy left to study, however, this is a challenge that the learners have to face. They have to learn to balance working with studying and they must
151 form new habits of living. In order to keep up in both their studies and work they have to be more self-motivated. Once the students achieve this they also gain a sense of accomplishment.
They become more self-confident and more courageous for the challenges that the future holds in store.
5.7.2.2 Unplanned Change of Work Time Schedule
In this study, the findings revealed that the participants were working full time, having dependents and family responsibilities to juggle, returning to school after an extended time out.
These participants were at great risk of not achieving their post -secondary educational goals.
Some of the participants suggested that classes could be conducted in the evenings or during weekends so that they would be able to attend when they were not at work. Most of these participants reported that working hampered their ability to schedule classes. The participants who worked full time tended to be older, worked longer hours and attended school less; had family responsibilities as their priority over being a student. They tended to be more likely not to attend class owing to pressure of work and family responsibilities. These findings echoed the findings of Berker (2003) who reported that indeed, adults who are working full time and studying part time have trouble in completing their programmes. These findings were consistent with those of the NCES (2004) study of non-traditional students that found that non-traditional students are considerably less likely to complete their programmes.
5.7.2.3 Lack of Financial Support from Employers
The finding in this study revealed that financial flexibility was the most commonly acknowledged problem in adult learning. The participants were financially independent, working
152 full time, having dependents and family responsibilities to juggle after being back in school after an extended time out. This finding echoed the findings of Berker, Horn, and Caroll (2003) with that employees who study tend to be older, they work more, attend school less, and have more family responsibilities compared with peers whose primary activity was being a student. They tend, therefore to be more likely to have multiple-risk factors owing to financial burdens. These findings were also supported by Choy (2002) that financial burdens harm adult learners‟ ability to register for the number of classes they desired. The National Centre for Education Statistics (NCES) (2002) show that only about seven per cent of all postgraduate and professional degree students receive employer aid, yet postgraduate students are self-supporting adult students.
This finding echoed the findings of Study Kaunas (2009) that the main barrier preoccupying the international students was the financial burden. They were not being well supported by their country of origin. The financial barrier was frequently cited by the international students who considered it a major obstacle to enrolling abroad. The findings revealed that there is very little financial aid for international students available from private sources, such as foundations and individual sponsors. Fin Aid (2010) stipulates that international students who intend to enrol in a postgraduate programme should contact the schools that interest them.