A study of the factors that influence the retention of Recognition of Prior Learning (RPL) students at a South African university.

Abstract

The issue of student retention is critical for higher education institutions as annually thousands of students drop out of university before completing their degrees. It is particularly prominent among non-traditional students and those who gain access to university through alternate pathways such as the Recognition of Prior Learning (RPL). In South Africa, RPL is a vital tool for widening access to higher education for those who do not meet traditional academic requirements but possess valuable experiential knowledge and skills. The RPL programmes are thus vital for addressing past issues of exclusion and marginalisation. However, these programmes may not resolve all social and situational difficulties that affect RPL students’ academic performance and ultimately their retention. Factors influencing the retention and throughput of undergraduate students who gained access to the University of the Western Cape through the RPL programme are explored in this qualitative study. The study aims to identify the influence of motivational factors, academic and personal responsibilities on the resilience of students within their chosen course of study. The main research objectives of this study are, namely, to identify factors that contribute to RPL student retention; learn more about the motivational factors that affect student academic performance; students readiness profiles for tertiary study; and to unpack the situational, institutional and dispositional barriers that negatively impact their academic success. This study is underpinned by Vincent Tinto’s Student Integration Theory which examines how students integrate academically and socially into university, and how this integration affects their decision to stay or depart from their studies. This study followed a qualitative research design and made use of semi-structured interviews to collect relevant information from students who gained alternative access into university courses.