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CAUSES OF LOW STUDENT ENROLMENT AT THE ZIMBABWE OPEN UNIVERSITY’S HARARE-CHITUNGWIZA REGION FOR THE PERIOD 2008-2013

Year 2015, Volume: 16 Issue: 2, 94 - 110, 03.04.2015
https://doi.org/10.17718/tojde.00843

Abstract

The focus on Open and Distance Learning (ODL) has given people an alternative to acquiring
and developing skills in areas of their choice especially those related to their jobs. While its
introduction was met with different responses, it could be noted that in some cases ODL has
been viewed with scepticism and in others it has been received with excitement and hope.
Such euphoria and hope has in some instances contributed to an increase in enrolment in
higher institutions of higher learning that offer the ODL model. However, these high
enrolments have not been sustained in the case of the Zimbabwe Open University, Harare-
Chitungwiza Region. There has been a decline in enrolments over the past five years.
This study sought to identify the causes of low student enrolment at the Zimbabwe Open
University’s (ZOU) Harare- Chitungwiza Region was conducted. The study used the
qualitative research methodology, guided by the grounded theory paradigm as it sought to
answer the questions about ‘why’. Data were collected through open-ended questionnaires,
interviews, participant observation and through the social medium. The data were collected
from current students, inactive students and alumni. Data were analysed through open
coding and axial coding. The study concluded that there was a causal relationship between
student enrolments at the Zimbabwe Open University’s Harare-Chitungwiza Region and a
number of causal factors and conditions. The main causal factors were knowledge about
ZOU and the Region, the ODL mode of delivery, the ZOU image, policy changes on payment
of fees and negative media reports about ZOU. The study recommends strategies that would
help improve the ZOU image.

References

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  • Burrell, G. and G. Morgan (1979). Sociological Paradigms and Organisational Analysis
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  • International Journal of Education vol. 2 no. 2. Creswell, J. W. (2003), Research Design, Qualitative, Quantitative, and Mixed Methods
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  • Approaches Fourth edition. Thousand Oaks, CA: SAGE. Czerniewwicz, L. And C. Brown (2009). ‘A Virtual Wheel of Fortune Enablers and Constrains of ICTs in Higher Education in South Africa,’ in S. Marshall et.al. (eds.). Bridging the Knowledge Divide. Charlotte, NC: Information Age Publishing. pp. 57-76.
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  • Gulati, S. (2008). ‘Technology – Enhanced Learning in Developing Nations A Review,’
  • International Review of Research in Open and distance Learning, 9(1), 1-16. Harwell, M. R. (2011). ‘Research design: Qualitative, quantitative, and mixed methods,’ in C. Conrad &
  • R. C. Serlin (Eds.), The Sage handbook for research in education: Pursuing ideas as the keystone of exemplary inquiry (Second Edition). Thousand Oaks, CA: SAGE. pp. 147-163. Letseka, M. And S. Maile (2008). Human Sciences research Council Brief High University
  • Drop-Out Rates: A Threat to South Africa’s Future. Cape Town: HSRC Press. Mokgosi, T. G. (2011). Communication Research Methods ACOM 261 Study Guide. Richards
  • Bay: University of Zululand Richards Bay Campus. Numan, S., A. Islam and A. Sadat (2007). ‘Analytic Views of Student Enrolment Trend of
  • Different Programs of Bangladesh Open University and its Projection,’ Turkish Online Journal of Distance Education, Volume 8 Number 2 Article 4. Oppenheim, A. (1992). Questionnaire Design, Interviewing and Attitude Measurement.
  • London: Pinter Publishers. Perraton, H. (2007a). Higher Education: Beyond the Courtyard Wall in Open and Distance
  • Learning in the Developing World. Second edition. New York: Routledge. Prentice Hall. Rye, S. A. (2009). ‘Negotiating the Symbolic Power of Information and Communication
  • Technology (ICT): the Spread of Internet-Supported Distance Education,’ Information Technology for Development, 15 (1). 17-31. Saint, W., T., Harnet and E. Strassner (2003). ‘Higher Education in Nigeria: A Status Report,’
  • Higher Education Policy 16. 259-281. Schatzman, L. And A. L. Strauss (1973). Field Research: Strategies for a Natural Sociology.
  • Englewood Cliffs, N.J: Prentice-Hall. Sharma, R., M. S., Ekundayo and E. Ng. (2009). ‘Beyond the Digital Divide: Policy Analysis for
  • Knowledge Societies,’ Journal of Knowledge Management, 13 (5). 373-386. Online and Other References Chapter 25:20 Zimbabwe Open University Act: read concurrently with previous Acts 12/1998, 14/2002; SI 61A of 1999. http://www.universityworldnewa.com/article.php
  • Latif, L. A. and M. Fadzil. (2007). ‘Retention Initiatives at Open University Malaysia: Past, Present and Future,’ http://eprints.oum.edu.my/14/1/Retention_initiatives.pdf
  • Mtshali Nontobeko (2013). ‘Only 15% of SA university students graduate,’ http://www.iol.co.za/lifestyle/family/kids/only-15-of-sa-universities-students
  • University of North Carolina Fall 2010 and 2012 Enrolment Reports.
  • Zimbabwe Open University General Information and Regulations for 2007.
Year 2015, Volume: 16 Issue: 2, 94 - 110, 03.04.2015
https://doi.org/10.17718/tojde.00843

Abstract

References

  • Aligia, M. & B. Gunderson (1999). Interactive Statistics. New Jersey: Prentice Hall.
  • Blumer, H. (1969). Symbolic Interactionism: Perspective and Method. New Jersey.
  • Burrell, G. and G. Morgan (1979). Sociological Paradigms and Organisational Analysis
  • Elements of the Sociology of Corporate Life. Portsmouth: Heinemann Educational Books. Caruth, G. D. (2013). ‘Demystifying Mixed Research Design: A Review of the Literature,’
  • Mevlan International Journal of education Vol. 3 (2). 112-122. Castellan, C. M. (2010). ‘Quantitative and Qualitative research: A View for Clarity,’
  • International Journal of Education vol. 2 no. 2. Creswell, J. W. (2003), Research Design, Qualitative, Quantitative, and Mixed Methods
  • Approaches Second edition. Thousand Oaks, CA: SAGE. Creswell, J. W. (2009), Research Design, Qualitative, Quantitative, and Mixed Methods
  • Approaches Third edition. Thousand Oaks, CA: SAGE. Creswell, J. W. (2013). Research Design, Qualitative, Quantitative, and Mixed Methods
  • Approaches Fourth edition. Thousand Oaks, CA: SAGE. Czerniewwicz, L. And C. Brown (2009). ‘A Virtual Wheel of Fortune Enablers and Constrains of ICTs in Higher Education in South Africa,’ in S. Marshall et.al. (eds.). Bridging the Knowledge Divide. Charlotte, NC: Information Age Publishing. pp. 57-76.
  • Evans, G. L. (2013). ‘A Novice Researcher’s First Walk Through the Maze of Grounded
  • Theory: Rationalization of Classical Grounded Theory,’ The Grounded Theory Review, Volume 12, Issue 1. 37-55. Fassinger, R. and S.L. Morrow (2013). ‘Towards Best Practices in Quantitative, Qualitative and Mixed Methods Research: A Social Justice Perspective,’ Journal of Social Action in
  • Counselling and Psychology Volume 5, Number 2. Glaser, B. G. (1978). Theoretical Sensitivity: Advances in the Methodology of Grounded
  • Theory. Mill Valley, CA: Sociology Press. Green, D. (1994). ‘What is Quality in Higher Education? Concepts, Policy and Practice,’ in D.
  • Green (ed). What is Quality in Higher Education? Buckingham: The Society for Research into Higher Education and Open University Press. pp. 1-20. Green, J. C. (2007). Mixed Methods in Social Inquiry. San Francisco: Jossy-Basi.
  • Gulati, S. (2008). ‘Technology – Enhanced Learning in Developing Nations A Review,’
  • International Review of Research in Open and distance Learning, 9(1), 1-16. Harwell, M. R. (2011). ‘Research design: Qualitative, quantitative, and mixed methods,’ in C. Conrad &
  • R. C. Serlin (Eds.), The Sage handbook for research in education: Pursuing ideas as the keystone of exemplary inquiry (Second Edition). Thousand Oaks, CA: SAGE. pp. 147-163. Letseka, M. And S. Maile (2008). Human Sciences research Council Brief High University
  • Drop-Out Rates: A Threat to South Africa’s Future. Cape Town: HSRC Press. Mokgosi, T. G. (2011). Communication Research Methods ACOM 261 Study Guide. Richards
  • Bay: University of Zululand Richards Bay Campus. Numan, S., A. Islam and A. Sadat (2007). ‘Analytic Views of Student Enrolment Trend of
  • Different Programs of Bangladesh Open University and its Projection,’ Turkish Online Journal of Distance Education, Volume 8 Number 2 Article 4. Oppenheim, A. (1992). Questionnaire Design, Interviewing and Attitude Measurement.
  • London: Pinter Publishers. Perraton, H. (2007a). Higher Education: Beyond the Courtyard Wall in Open and Distance
  • Learning in the Developing World. Second edition. New York: Routledge. Prentice Hall. Rye, S. A. (2009). ‘Negotiating the Symbolic Power of Information and Communication
  • Technology (ICT): the Spread of Internet-Supported Distance Education,’ Information Technology for Development, 15 (1). 17-31. Saint, W., T., Harnet and E. Strassner (2003). ‘Higher Education in Nigeria: A Status Report,’
  • Higher Education Policy 16. 259-281. Schatzman, L. And A. L. Strauss (1973). Field Research: Strategies for a Natural Sociology.
  • Englewood Cliffs, N.J: Prentice-Hall. Sharma, R., M. S., Ekundayo and E. Ng. (2009). ‘Beyond the Digital Divide: Policy Analysis for
  • Knowledge Societies,’ Journal of Knowledge Management, 13 (5). 373-386. Online and Other References Chapter 25:20 Zimbabwe Open University Act: read concurrently with previous Acts 12/1998, 14/2002; SI 61A of 1999. http://www.universityworldnewa.com/article.php
  • Latif, L. A. and M. Fadzil. (2007). ‘Retention Initiatives at Open University Malaysia: Past, Present and Future,’ http://eprints.oum.edu.my/14/1/Retention_initiatives.pdf
  • Mtshali Nontobeko (2013). ‘Only 15% of SA university students graduate,’ http://www.iol.co.za/lifestyle/family/kids/only-15-of-sa-universities-students
  • University of North Carolina Fall 2010 and 2012 Enrolment Reports.
  • Zimbabwe Open University General Information and Regulations for 2007.
There are 30 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

David Bıshau This is me

Wellington Samkange This is me

Publication Date April 3, 2015
Submission Date April 3, 2015
Published in Issue Year 2015 Volume: 16 Issue: 2

Cite

APA Bıshau, D., & Samkange, W. (2015). CAUSES OF LOW STUDENT ENROLMENT AT THE ZIMBABWE OPEN UNIVERSITY’S HARARE-CHITUNGWIZA REGION FOR THE PERIOD 2008-2013. Turkish Online Journal of Distance Education, 16(2), 94-110. https://doi.org/10.17718/tojde.00843