Publication

Towards a conceptual framework for developing capabilities of ‘new’ types of students participating in higher education in Sub-Saharan Africa

Tumuheki, P., Zeelen, J. & Openjuru, G. L., 14-Jan-2016, In : International Journal of Educational Development. 47, p. 54-62 9 p.

Research output: Contribution to journalArticleAcademicpeer-review

APA

Tumuheki, P., Zeelen, J., & Openjuru, G. L. (2016). Towards a conceptual framework for developing capabilities of ‘new’ types of students participating in higher education in Sub-Saharan Africa. International Journal of Educational Development, 47, 54-62.

Author

Tumuheki, Peace ; Zeelen, Jacobus ; Openjuru, George L. / Towards a conceptual framework for developing capabilities of ‘new’ types of students participating in higher education in Sub-Saharan Africa. In: International Journal of Educational Development. 2016 ; Vol. 47. pp. 54-62.

Harvard

Tumuheki, P, Zeelen, J & Openjuru, GL 2016, 'Towards a conceptual framework for developing capabilities of ‘new’ types of students participating in higher education in Sub-Saharan Africa', International Journal of Educational Development, vol. 47, pp. 54-62.

Standard

Towards a conceptual framework for developing capabilities of ‘new’ types of students participating in higher education in Sub-Saharan Africa. / Tumuheki, Peace; Zeelen, Jacobus; Openjuru, George L.

In: International Journal of Educational Development, Vol. 47, 14.01.2016, p. 54-62.

Research output: Contribution to journalArticleAcademicpeer-review

Vancouver

Tumuheki P, Zeelen J, Openjuru GL. Towards a conceptual framework for developing capabilities of ‘new’ types of students participating in higher education in Sub-Saharan Africa. International Journal of Educational Development. 2016 Jan 14;47:54-62.


BibTeX

@article{7d8281f3683745279722650b32ec0e53,
title = "Towards a conceptual framework for developing capabilities of {\textquoteleft}new{\textquoteright} types of students participating in higher education in Sub-Saharan Africa",
abstract = "Building on the participation model of Schuetze and Slowey, this study contributes to the public discourse on theoretical considerations for guidance of empirical research on participation of non-traditional students (NTS) in higher education in Sub-Saharan Africa (SSA). Drawing from empirical work at Makerere University Uganda, we found that improving only the institution environment cannot suffice as there are also other factors affecting participation outside the institutional structures. These include family and work environments and context specific factors like perceptions and socio-cultural environment of the Ugandan society. A conceptual model specific to SSA is thus proposed, and the capability approach presented as the most insightful in elucidating the participation realities of NTS in SSA.",
keywords = "higher education, non-traditional students, lifelong learning, Sub-Saharan Africa, capability approach ",
author = "Peace Tumuheki and Jacobus Zeelen and Openjuru, {George L.}",
year = "2016",
month = jan,
day = "14",
language = "English",
volume = "47",
pages = "54--62",
journal = "International Journal of Educational Development",
issn = "0738-0593",
publisher = "PERGAMON-ELSEVIER SCIENCE LTD",

}

RIS

TY - JOUR

T1 - Towards a conceptual framework for developing capabilities of ‘new’ types of students participating in higher education in Sub-Saharan Africa

AU - Tumuheki, Peace

AU - Zeelen, Jacobus

AU - Openjuru, George L.

PY - 2016/1/14

Y1 - 2016/1/14

N2 - Building on the participation model of Schuetze and Slowey, this study contributes to the public discourse on theoretical considerations for guidance of empirical research on participation of non-traditional students (NTS) in higher education in Sub-Saharan Africa (SSA). Drawing from empirical work at Makerere University Uganda, we found that improving only the institution environment cannot suffice as there are also other factors affecting participation outside the institutional structures. These include family and work environments and context specific factors like perceptions and socio-cultural environment of the Ugandan society. A conceptual model specific to SSA is thus proposed, and the capability approach presented as the most insightful in elucidating the participation realities of NTS in SSA.

AB - Building on the participation model of Schuetze and Slowey, this study contributes to the public discourse on theoretical considerations for guidance of empirical research on participation of non-traditional students (NTS) in higher education in Sub-Saharan Africa (SSA). Drawing from empirical work at Makerere University Uganda, we found that improving only the institution environment cannot suffice as there are also other factors affecting participation outside the institutional structures. These include family and work environments and context specific factors like perceptions and socio-cultural environment of the Ugandan society. A conceptual model specific to SSA is thus proposed, and the capability approach presented as the most insightful in elucidating the participation realities of NTS in SSA.

KW - higher education, non-traditional students, lifelong learning, Sub-Saharan Africa, capability approach

M3 - Article

VL - 47

SP - 54

EP - 62

JO - International Journal of Educational Development

JF - International Journal of Educational Development

SN - 0738-0593

ER -

ID: 30956800