Technology and the possibilities for access to postgraduate studies: a case study of a Namibian university

Abstract

In Sub-Saharan Africa, higher education is positioned as a key driver of economic and social development, with efforts focused on expanding access and improving quality. Despite government interventions through successive National Development Plans (NDPs), equitable access to higher and postgraduate education remains limited, while research on this issue in the Namibian context remains scarce. To address these national issues and knowledge gaps, this study examines access to postgraduate studies in Namibia, focusing on barriers to participation and evaluates online learning as a potential strategy to expand access. This study draws on the theoretical lenses of widening participation and technological affordance. The study adopted a critical realism worldview and employed a qualitative case study design. Semi-structured interviews were conducted with postgraduate students and lecturers at a Namibian university, and data were analysed using thematic analysis. The findings reveal that students are strongly motivated to pursue postgraduate studies for career advancement and professional growth. However, access is hindered by financial constraints, work and family responsibilities, and long distances to campus. Many students from low socioeconomic backgrounds struggle to afford postgraduate education due to limited funding opportunities, such as scholarships an study loans.