Investigating the well-being of non-traditional students at a University in Cape Town

Abstract

Well-being is very important for successful participation in higher education and is increasingly prioritized in support of students within post-school education and training. Well-being has also been associated with improved health, social engagement, and resilience in the face of external challenges. Given the barriers faced by non-traditional students, well-being is even more crucial to their successful participation. While some non-traditional students re-enter higher education for career advancement, others do so to attain economic sustainability. This research study focused on the well-being of non-traditional students at a higher education institution in Cape Town. Semi-structured interviews were conducted with non-traditional students as the primary data collection method. A purposive sampling method was applied, using convenience and criterionbased sampling techniques to select participants. Andragogy provides the theoretical lens through which data is analysed. Key findings of this study show that non-traditional students are resilient and use their lived experiences to foster well-being; however, universities need to provide transparent, accessible well-being resources and support for non-traditional students. Higher education institutions also need to foster the kinds of resources and well-being support that address the barriers experienced by non-traditional students as they access and participate in higher education.