Journal of Education and Human Development

March 2018, Vol. 7, No. 1, pp. 109-116

ISSN: 2334-296X (Print), 2334-2978 (Online)
Copyright © The Author(s). All Rights Reserved.
Published by American Research Institute for Policy Development
DOI: 10.15640/jehd.v7n1a13
URL: https://doi.org/10.15640/jehd.v7n1a13

Challenges Faced by Postgraduate Students: A Case Study of a Private University in

Pakistan

FarhanaYasmin1, Muhammad Saeed2, Naseer Ahmad3

Abstract

This case study explores the challenges faced by Postgraduate students at a private sector university in Lahore. It
is an attempt to come up with a model for challenges faced bythe students using Grounded Theory Approach. It
fills the gap in the studies regarding challenges faced by postgraduate students at university level in Pakistan. The
research questions focus on the challenges faced by the university students to pursue their educational degrees.
The sample of the study included 15students of final semester at the Department of English Language and
Literature in a private university in Lahore, Pakistan. The instrument of the study was semi-structured interview
of the students. The qualitative data was analysed using open, axial and selective coding. Four dimensional
challenges emerged as major themes: (a) Dispositional (b) Situational, (c) Institutional, and (d) Academic. These
challenges were categorized into further sub-themes. The findings of the study show that these challenges are
barriers in students‘ academic achievements. They need to be addressed rationally to improve students‘ academic
performance. Some recommendations are forwarded for the related authorities to address these challenges to
facilitate the students. The research recommends a mixed methods study on the topic in future.
Keywords: Academic challenges, Dispositional challenges, Institutional challenges, Grounded Theory approach,
Situational challenges.
Introduction
The world has become a global village and developments in all the fields of life have changed the trends and
styles. It is the need of hour to groom 21st century students as versatile individuals, equipped with all the skills and
attributes besides updated knowledge to keep pace with the ever changing world. It is important to facilitate the
university students in all the possible ways by developing strategies to synthesize the characteristics that would align
with the university‘s mission to develop professionals for a better world. University life is very crucial for students for
its multiple dimensions. Students get an exposure of life in different ways at personal, academic and administrative
level and they face many challenges. The mission statements of almost all the higher educational institutions claim that
universities and colleges seek to provide excellent teaching and a high quality learning environment. However, the
rules are not implemented due to certain barriers at various levels especially, administrative, academic and financial.
There has been a tremendous increase in the enrollment of Post graduate programmes at private and public
universities of Pakistan over the last decade.

1AssistantProfessor, Department of English Language & Literature,Lahore Garrison University, Lahore, Pakistan,
[email protected]
2Associate Professor, Chairman, Department of Educational Research and Evaluation, Institute of Education and Research

(IER), University of the Punjab, Lahore, Pakistan , [email protected]

3Senior Lecturer, Department of English Language & Literature,Lahore Garrison University, Lahore, Pakistan,

[email protected]
110 Journal of Education and Human Development, Vol. 7, No. 1, March 2018

The semester system includes eight semesters whereas each semester comprises of six course works including
research (optional) in the final semester. It is a hard fact that the students of English do not exhibit required
proficiency in English after the completion of their degree programmes. Incompetence in English language is a
burning issue in the perspectives of status enjoyed by English language speakers. There are multiple factors which
cause incompetence in English speaking skills of the individuals in spite of studying English as a subject in schools,
colleges and universities for many years. The students face humiliation when they are required to demonstrate their
competence in the subjects at the time of job hiring or during the job.
Literature Review
Review of the literature brings into light various challenges faced by the university students at personal,
academic and administrative levels. It is inevitable for the university students to tackle these problems smartly to be
successful at individual level presently and at professional level in future. Numerous researchers have forwarded their
models, theories and philosophies to identify the problems confronted by university students and their impact on
their academic performance with the aim of addressing the challenges for students‘ better future prospects. Cross
(1981) however, has identified three obstacles to adult learning which are applicable to the university students as well.
She has mentioned: Situational barriers, Institutional barriers and Dispositional barriers. Potter and Alderman (1992),
however supplemented one more obstacle -Academic barrier, which is regarded as the fourth barrier. Situational
barriers are related to circumstantial settings that hinder adult learners‘ capability of learning (MacKeracher, Suart&
Potter, 2006). The situational barriers comprise personal challenges and they are related to various tasks and activities
at personal level-family, children and domestic responsibilities etc. These barriers are particularly faced by married
learners.
Institutional barriers entail restrictions concerning procedures that institutions use to plan, deliver and
implement learning activities (MacKeracher, Suart & Potter, 2006). It is considered that these barriers do not take into
account adult learners‘ concerns and apprehensions. The institutional barriers include the problems related to financial
support for learners to manage resources for learning activities; pay tuition fee, lack of support services at times,
consideration of prior learning and academic credentials. Dispositional barriers, also known as attitudinal barriers are
related to learners‘ feelings and perceptions of their capabilities to complete learning activities. The dispositional
barriers take account of inferiority complexes like low self-esteem, comparatively over-age, exertion, overburden, bad
health, not simple, incompetence in communication skills etc. (MacKeracher, Suart & Potter, 2006).Academic barriers
are related to the skills that are indispensible to successful learning. They are based on the hurdles related to academics
i.e. literacy, computer-related skills, information processing, reflective approach, written communication skills,
assignments, assessments and examinations. Moreover, academic skills like written expression and oral expression that
are notgrasped and practiced in early years and adolescence persist as problems for adult learners.
The literature review revealed two more problems as Pedagogical barriers and Employment training barriers.
Pedagogical barriers are related to the hindrances due to instructors whereas employment barriers are related skills
required for employment. Carp, Peterson & and Roelfs (1973) have described some barriers in the order of
importance: cost, limited time, refusing to attend school for full-time, home responsibilities, job responsibilities and
the amount of time to finish the programme. Some studies in United Kingdom have proposed that situational and
institutional barriers are major constraints to adult learning. It was also revealed the cost of tuition, learning materials
and self-finances as major factors (Buchler, Castle, Osman & Walters, 2007).
The challenges to the university students are rather more intense in under developed and developing
countries as compared to the developed countries. In Pakistan, the university students face very serious challenges due
to multiple factors including infrastructure, instructors‘ competence, administration, funds, access to IT, shortage of
resources etc. Siddiqi (2012) emphasized that ―there are many shortcomings in these educational systems that cause a
lot of problems to the students adopting them‖.
Statement of the Problem
It is obligatory to groom the university students as dynamic and potential individuals by providing them with
the best possible facilities so they not only become refined, cultured and valuable members of the nation but they are
also able to practise and implement the knowledge and skills in their professional life effectively. To achieve the target,
it is inevitable to explore the challenges faced by Postgraduate students. Further, these problems are required to be
addressed to educate the students as professionals.
FarhanaYasmin, Muhammad Saeed & Naseer Ahmad 111

Significance of the Study

The study explores the challenges confronted by Postgraduate students at a private university in an urban
locality of Lahore district. These challenges need to be addressed to make the students proficient in English language
by developing their understanding and imparting them required skills. It is anticipated that the findings of the study
may prove a drive for further investigation in English language teaching to resolve the problems confronted by the
university students. The students will groom individually as well as professionally in the global perspective. The
findings of the study may be beneficial for the teachers teaching various courses to the students of Postgraduate
programme of the sampled university. These may be useful for the policy makers and course designers and other such
academicians at university level.
Objective of the Study
The following objectives guided the study:
1. To explore the challenges encountered by Postgraduate students in the pursuit of their degrees.
2. To find out the ways to address these challenges to enhance the academic achievements of the students.
Research Questions
1. What challenges do Postgraduate students encounter in the pursuit of their degrees?
2. How can these challenges be addressed to enhance the academic achievements of the students?
Limitations of the Study
Though present research is a contribution in the field of English Language Teaching in Pakistan, however it
has some limitations. This is a case study. The population size is limited, so the findings of the study may not be
generalized beyond this institute. It is restricted in nature due to time constraints as well. However, the students‘ in-
depth interviews are the strengths of the study as they reveal not only the genuine and true challenges faced by
Postgraduate students but also the hindrances posed by these challenges for the completion of their degree.
Research Methodology
The study falls in qualitative paradigm to collect the data for the research titled ―Challenges Faced by
Postgraduate Students: A Case Study in Private University in Pakistan‖. It is a case study and exploratory in nature,
which is the strength of a qualitative research. In this study, the researchers used semi-structured interviews to collect
the data.
Subjects of the study
The subjects of the study were 15 female students enrolled in MA English Language and Literature class, final
semester at a private sector university in an urban area in Lahore district.
Sample of the study
The researchers employed purposive sampling as the main concern in the qualitative research is to select the
participants who would provide the best information for the research. The data was collected from all the 15 female
students enrolled in MA English Language and Literature class, final semester at a private sector university in an urban
area in Lahore district.
Instrument
The tool of the study was semi-structured interviews from the participants of the study. Interviews as a tool
of the study provide a deeper understanding of social phenomena in comparison to what is obtained from quantitative
methods like questionnaires (Silverman, 2000).Two students were selected from the target population for collecting
pilot data. The semi-structured interview questions were designed in English, considering the participants‘ enrollment
in English department. The interview protocol (Appendix A) focused on the questions regarding the barriers in
understanding and practising the concepts taught in courses, instructors‘ support to overcome educational drawbacks,
time management for completing the given tasks, redesigning courses in the global perspective, teachers‘ roles in
students‘ learning behaviour, effect of peer pressure on students‘ educational performance, instructors‘ motivation to
participate in curricular and co-curricular activities, use of resources in the classrooms, library facilities and need of
Computer Assisted Teaching and Learning to improve students‘ competence.
112 Journal of Education and Human Development, Vol. 7, No. 1, March 2018

The results of pilot study were used to assess the research methodology. The designed research questions
were found appropriate to address the research problem. It brought into light some problems which were addressed
to conduct the research effectively. The pilot study revealed the problem of communication in English, faced by the
students of English language as a barrier to get first hand genuine information from them (participants). Some
students were not able to answer fluently and comfortably in English. So there was a code switching from English to
Urdu (native language) and vice versa to elicit in-depth information without making English language a barrier in oral
expression till the point of saturation. The code switching was a deviation from the planned interview design, which
was primarily planned to be conducted in English. The data from pilot study was used to develop codes for
developing themes.
Research alignment is very important as it makes research coherent, harmonious and logical. The factors
which contributed for the research alignment were research objectives, research questions, instrument of the study
and data analysis. The coordination of these factors contributed to the strength of the research. Following ethical
codes are an integral part of any research. The researchers adhered the code of conduct while conducting the research
to manage any ethical issues. The consent was sought from the participants by Consent Forms. The researchers
ensured confidentiality to the participants regarding collection of the information while interviews and the use of data
solely for the research purpose. The researchers showed the transcribed data to the respective participants to ensure
the use of information correctly to interpret the findings.
Discussion of Results
The data was analyzed by employing Grounded Theory Approach. The grounded theory approach was
feasible for this study as the experiences shared by the participants were exclusive and there was no predetermined
hypothesis for the gathered data. Corbin and Strauss (1998) emphasized that a researcher does not begin a project
with a preconceived theory in mind. Rather, the researcher begins with an area of study and allows the theory to
emerge from the data. It implies that an in-depth analysis of the data is followed by a thorough processing and the
researcher‘s thoughts and impressions emerge in the form of theoretical concepts. The collected data of the interviews
were analysed manually as the number of participants was small. The data were transcribed for objectivity. Some notes
were written to prepare a coding scheme. The concepts and themes were developed from the raw data by using the
constant comparative method and the coding paradigms of the grounded theory approach, that is, open, axial, and
selective coding (Ary, Jacobs, Razavieh, & Sorensen, 2010). The participants‘ statements were considered as the basic
units of meaning. To develop categories, the units with the same coding were collected for open coding. Various
concepts and categories emerged concerning challenges faced by the participants. Then core categories were
developed by making the connections among the different (sub) categories by applying the axial coding. Further, some
categories were integrated in selective coding to create a model for factors challenging Postgraduate students. Finally,
a model was developed with the emerged themes, and the various codes under each theme were determined. A
framework was developed from the data analysis based on the challenges confronted by the participants of the study
at their university. The themes emerged during the data collection were classified under four perspectives. The
diagram in the following shows the framework that emerged from the analysis.

Challenges faced by PostgraduateStudents

Models for challenges

Dispositional Situational Institutional Academic

challenges challenges challenges challenges

Figure 1: Model for Challenges faced by Postgraduate students

FarhanaYasmin, Muhammad Saeed & Naseer Ahmad 113

1. Dispositional Challenges
Dispositional challenges were identified as the biggest problems in the case study. Cross (1981)pointed out
that these challenges are related to the attitudes and self-perceptions about one-self as a learner. They include
students‘ perceptions and emotions related to their academic activities. The participants of the study showed their
concern and anxiety regarding cognitive skills, pressure of assignments and presentations on time, low grades in
exams, rivalry and grouping and fear of isolation and neglect. In this regard, MacKeracher, Stuart and Potter, (2006)
pointed out some attitudinal challenges in a study which include low self-esteem, negative attitudes about being an
adult learner, too busy, too tired, too sick, not smart enough, being not rich enough, don't have enough time, don't
need any more education, don't have adequate language skills, and not interested. One of the interviewees showed
apprehension for low cognitive skills; as she expressed, ―sometimes I am so worried that -- mm ------ I—I do not understand
some concepts easily like other class-fellows who understand better and quicker than me. I spend too much time in understanding new
ideas”. Another expressed apprehensions regarding pressure of meeting deadlines of assignments and presentations
during the semester: u-------- I am always under pressure. u---- I don‘t know how to complete assignments on time.
After all I have to complete the work of all subjects. I don‘t know how to prepare good presentations in short time.
And –u----I‘m not confident to give presentation. Another participant expressed anxiety regarding low grades or
CGPA in exams; as she said, ―Ah------It is very shameful to get low grade--- CGPA in exams. The class-fellows ignore and
misbehave. u ------- parents are angry that I am wasting the money and time”. One of participants stated unease regarding rivalry
and grouping in the class; “Ah-I am very afraid that some class-fellows are jealous and they are always saying negative things about
me. They are grouping and confusing me. I cannot focus on study due to their behaviour”. One of the participants showed his fear
of isolation; as he remarked;
Oh----mm--I don‘t have friends in the class. Other class-fellows have friends and they enjoy free time
together. They play games and chat together. If I try to join them, they ignore me and insult me.—mm---
student X comments and laughs on me that ―you have no friend.
2. Situational Challenges
Cross (1981) pointed out that the situational challenges arise from one‘s situation or environment at a given
point. These challenges hamper a learner‘s ability to access and pursue learning opportunities (MacKeracher, Suart &
Potter, 2006). The participants of the study confronted three challenges which include financial, family and time
management challenges.
One of the participants of the study showed her concern for financial problem. She shared her views as, “I
depend on my elder brother----m-- for all expenses since my father passed away. He is married and—mm--- it is difficult for him to fulfill
all expenses. I am depressed and don’t know how to handle the situation”. Another participant of the study talked about various
responsibilities at home- family issues and lack of moral support, asshe pointed out;Um--- I have a joint family set up.
There are a lot of things going on all the time. I cannot plan things because I have to cooperate with the family
members. There is no privacy. Sometimes I have to attend guests during tests or exams. One of the participants
mentioned time management as a major point of concern. She said that;
Uh----- it is difficult to do all things on time. If I complete one thing, other is left. Due to travelling from the
university to home and lack of facilities, a lot of time is wasted. It is embarrassing that no one is satisfied with
my performance- parents, teachers, and friends. It is difficult to prepare tests, assignments and presentations
of all the courses at the same time.
3. Institutional Challenges
Cross (1981) pointed out that these challenges arise from those practices and procedures that discourage
adults from participating in organized learning activities. Institutional barriers consist of limitations regarding methods
institutions use to design, deliver and administer learning activities (MacKeracher, Suart & Potter, 2006).The
participants of the study identified four major institutional challenges including Examination related problems,
Resources, IT facilities and Infrastructure. These four challenges are main themes which have further subthemes. The
first major theme ‗Examination related problems‘ is subcategorized as relative marking, mistakes in result and late
result. While showing his concern on Examination related problems one of the participants of the study described;
114 Journal of Education and Human Development, Vol. 7, No. 1, March 2018

Uh---- it is very irritating that students are awarded CGPA according to relative marking system. Sometimes
the GPA is less even after getting good marks. The result sheets have errors which cause confusion and
frustration among students. We are distracted from studies and waste our time visiting the examination cell
for correction in the result. Besides, the result is declared late which make us stressed.

The second major theme ‗Resources‘ is subcategorized as printing and photocopy facility. The university
students are required to get computer prints and photocopies throughout their academic programmes. In this regard,
one of the students emphasized;
Ah--- there is only one photocopier and printing shop in the university. –m--The students are forced to get
computer prints and photocopies on market rates, whereas this facility is provided on cheaper rates to the
students by the university administration. Our time is wasted as we have to wait for our turn for getting even
a few photocopies.

The third major theme ‗IT facilities‘ is subcategorized as language laboratory and multimedia facility.
Information Technology has made the world a global village. Access to information technology is indispensable for
success in 21st century as it is the fastest mean to access latest information in the minimum time. One of the
participants expressed; Multimedia is a part of the classrooms in the universities for quick and latest information. We
are provided with the facility on request and then it takes some time to fix it in class. So it is difficult to arrange for it
every time we need it, especially when we have consecutive classes. Another student complained that, “I am a student of
English department but I cannot speak in English well. If we get a chance to practice in language laboratory, we can improve English.
There must be some arrangement in the computer laboratory for practice”.
The fourth theme ‗Infrastructure‘ is subcategorized as common room, sick room and hostel. Infrastructure is
one of the basic facilities to survive and thrive. One of the students protested; “you know-- students stay in the university for
seven to eight hours. There is no common room to relax or pray during university timing. There is no sick room in case someone is unwell”.
Another one pointed out the hostel facility as a challenge in the university. She expressed her anxiety as, “Um---
university hostel has capacity for only fifty students. Facilities of generator, internet and meal are not provided”.
Academic Challenges
Academic challenges are related to the factors that are crucial to the process of teaching and learning. They
include problems in teaching and learning oral expression and written expression, computer-related skills, critical and
reflective skills, examinations and tests. The participants of the study have identified three main themes- instructors‘
role, poor communication skills and curriculum in the study. Literature review has also identified two barriers which
are pedagogical and employment training. Pedagogical barriers are due to instructors, facilitators and administrators‘
lack of understanding about learner-centered teaching, active learning, different learning style (MacKeracher, Suart &
Potter, 2006).
One of the students stated concern for instructors‘ attitude and its effect on their study. She said; ―the
instructors are good and teach well. But one instructor is very strict and students don’t understand the concepts well. Another instructor
teaches well but ---u—irregular”. Another student showed unease for poor communication skills in English, she remarked,
“everyone expects fluent English from me because I am doing MA English. But we are taught theories and concepts. There is no focus on
the development of skills”. Likewise, one of another student mentioned unease for curriculum of MA English. She said;
―Ua—the curriculum is based on theory. It has very little part for practice. We don’t learn well because we don’t apply theory”.
An analysis of the findings of the study in the light of literature review reveals the fact that the challenges
explored by this study are almost identical with the three barriers- Situational, Institutional and Dispositional as
identified by Cross (1981), and Academic barrier as identified by Potter and Alderman (1992) in their studies
respectively. The findings of the study are substantiated by the findings of the previous studies on the same problem,
though in different areas of the study and in different contexts. The intensity of these challenges vary in these studies
due to different contexts, however they exist at different levels. Moreover some subthemes based on Dispositional
challenges and Situational challenges vary from the subthemes of the same category emerged in the previous studies as
mentioned in the literature review due to the different contexts. Whereas some subthemes based on Institutional
challenges and Academic challenges overlap with the subthemes of the same category in the previous mentioned
studies.
FarhanaYasmin, Muhammad Saeed & Naseer Ahmad 115

Conclusion
Life in itself is a challenge. It is a journey with ups and downs. However, flexible attitude and adjustments in
routine life practises make the life worth living even in odd circumstances. The university students confront various
challenges throughout their academic career. These challenges are dispositional, situational, institutional and academic.
These challenges affect students learning directly or indirectly. It is mandatory to address the challenges to be
successful at academic, professional, social and personal levels.

In this study, the challenges faced by Postgraduate students at university were identified by conducing
Grounded theory approach. The themes emerged during the data collection were classified under four perspectives-
financial, institutional, dispositional and situational which were further categorized into subthemes. The ‗Dispositional
challenges‘ were categorised into subthemes- cognitive skills, pressure of assignments and presentations on time, low
grades in exams, rivalry and grouping and fear of isolation and neglect. The ‗Situational challenges, were divided into
three subthemes- financial, family and time management challenges. The ‗Institutional challenges‘ were classified into
four major themes- Examination related problems, Resources, IT facilities and Infrastructure. These four challenges
have further subthemes. The ‗Academic challenges‘ were divided into three main themes- instructors‘ role, poor
communication skills and curriculum in the study.
Almost all the researchers have a consensus that it is the need of the day to address these challenges at the
respective levels to make the universities centres of learning in the true sense. Although these challenges may not have
a direct relation to the role of university administrator, it is required to understand the students‘ fears, concerns, and
challenges. The institutions‘ administration need to take initiatives for resolving the problems faced by students.
Recommendations
There are some recommendations for the Higher Education Commission, university administration, policy
makers and academics to cope with the challenges that are emerged by deploying Grounded theory as an inductive
approach.

1. An annual survey should be conducted by the concerning authorities to identify the challenges faced by the
students and necessary measures to be taken to address the challenges to provide a congenial learning
environment.
2. A Students‘ Counseling Centre should be established in the universities to guide and advise students regarding their
challenges- personal, institutional, academic etc.
3. There should be workshops, seminars and lectures organized for the students to teach and motivate them to
develop adaptability in them. They should develop reflective skills and endeavor to find solutions to their problems
independently.
4. The subject coordinators and the instructors are supposed to be flexible and considerate to a certain limit with the
students regarding their assignments and presentations on the due dates.
5. The students‘ parents or guardians should be invited with the students on a preplanned Orientation Day in the
beginning of the session for the important briefing about the students study life and their responsibilities.
6. More scholarships should be awarded to the students, to cope with the financial challenges.
7. The language workshops should be conducted for students to improve their oral English language skills.
8. The researchers, academics and scholars need to conduct further follow-up studies to explore the university
students‘ challenges and their impact on the studies along with possible solutions.
9. The research recommends a mixed methods study on the topic in future.

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Appendix A
Students’ Interview Protocol

1. Please introduce yourself.

2. What is the strength of your class?
3. Do you comprehend and practice the concepts of your courses with ease? If ― No‖, what are the barriers in
understanding and practising these concepts?
4. In what way your instructors facilitate and support you to overcome your educational drawbacks?
5. Are you able to manage the given quizzes, assignments, presentations etc. of each course simultaneously
within the time limit? If ―No‖, what are the problems in this regard?
6. Why do you think the courses need to be redesigned to teach you the required skills according to your needs
in the global perspective?
7. How do teachers‘ roles affect students‘ learning behaviour?
8. In what way peer pressure affects students‘ educational performance?
9. To what extent your instructors and institution motivate and encourage you to participate in curricular and
co-curricular activities?
10. What resources are used during the lectures in the class to elaborate the text and practise skills?
11. Are you satisfied with the provision of the facilities in the library of the university? If ―No‖, what are your
concerns?
12. How does Computer Assisted Teaching and Learning assist students to integrate skills to improve students‘
competence?
13. What other problems are confronted by you during your stay in the university?
14. Any suggestions to face the challenges and resolve the problems related to teaching and learning at your
university.