McClusky’s Theory of Margin and its implications on adult learners in higher education institutions

Abstract

This paper draws on McClusky’s Theory of Margin which contains elements of life transitions. Adulthood period is one of growth, change and integration of balance between energy needed to engage in learning. There is an increasing participation of adult learners in higher education institutions. This paper determines whether learners complete degree programmes on time, or otherwise, by examining responsibilities, resources required for learning, challenges faced and margin available to learners. This qualitative case study used Accra Learning Centre and adopted homogenous, random and sequential purposive sampling procedures. Fifteen participants participated in the in-depth interview conducted. Thematic, narrative and interpretivist approaches were adapted in analysing data collected. It emerged that adult learners have limitless potentials to learn, yet poor time management, work commitments and financial challenges made it difficult to complete programmes on time. Engagement in multiplicities of responsibilities consumed adult learners’ time and energy to learn. The findings are discussed and recommendations are made.