Institutional experiences, academic integration and student persistence in a management development programme at a University of the Western Cape

Abstract

Student persistence in higher education has become a critical issue as universities strive to enhance retention rates amidst increasing academic demands and diverse student bodies. Emerging discussions emphasise the need to understand both institutional support and academic integration, moving beyond traditional approaches to include personal motivations and specific student experiences. While existing research has extensively examined persistence, there remains limited qualitative insight into the lived experiences of students, particularly within management development programmes in developing country contexts. This study explores how institutional experiences influence student persistence in a management development programme at a selected university in the Western Cape. Guided by an interpretivist research philosophy, the study adopts a qualitative, exploratory design to examine the roles of academic and social integration in shaping persistence. A purposive sample of twelve part-time students was selected, and data were collected through semi-structured interviews. The data were analysed thematically using ATLAS.ti to identify patterns and derive key themes from participants’ narratives. The findings reveal that student persistence is shaped by a complex interplay of institutional, academic, and social factors. Academic integration is influenced by the accessibility and quality of academic support, lecturer engagement, and the functionality of digital learning platforms. Social integration emerges as a significant driver of persistence, with peer support networks, collaborative learning, and informal social interactions contributing to a sense of belonging and motivation. Institutional factors, including administrative efficiency, availability of support services, and financial assistance, further influence students’ ability to remain engaged in their studies.