Motives Behind University Students’ Enrolment in the Co-operative Programs in Tanzania

Abstract

This study explored cooperative education's dynamics at the Moshi Co-operative University in Tanzania, aiming to establish factors influencing students' enrolment in cooperative programs amidst challenges faced by Tanzanian cooperative societies. Utilizing Dweck's Goal Orientation Approach, the study employed a qualitative single-case design, involving 50 students selected through purposive sampling to ensure a diverse representation of perspectives and experiences. Data collection methods include semi-structured interviews and documentary reviews, facilitating insights into participants' motivations, experiences, and the contextual factors guiding their decisions. Thematic analysis guided by Dweck's approach ensured a systematic examination of the data, revealing the influential roles of parents, friends, teachers, family and role models in students' program choices. Emphasis is appears on the significance of employment opportunities and program relevance in shaping students' decisions. The study concludes that influential factors in students' enrolment include parental, peer, teacher, family and role model factors, emphasizing the significance of employment opportunities and program relevance. To strengthen cooperative education at MoCU, the study recommends collaborative initiatives, program diversification, improved career guidance, continuous professional development, systematic program evaluation, policy refinement and longitudinal impact assessments.