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Returning to Study in Higher Education in Ghana: experiences of mature undergraduate women

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dc.contributor.author ADU-YEBOAH, CHRISTINE
dc.contributor.author FORDE, LINDA DZAMA
dc.date.accessioned 2023-10-12T13:37:29Z
dc.date.available 2023-10-12T13:37:29Z
dc.date.issued 2011
dc.identifier.uri http://hdl.handle.net/123456789/9370
dc.description.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. en_US
dc.language.iso en en_US
dc.publisher Research in Comparative and International Education en_US
dc.subject undergraduate women en_US
dc.subject Ghana en_US
dc.subject Higher Education en_US
dc.title Returning to Study in Higher Education in Ghana: experiences of mature undergraduate women en_US
dc.type Article en_US


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