SEARCH ARTICLE

02 Pages : 10-20

http://dx.doi.org/10.31703/gssr.2020(V-III).02      10.31703/gssr.2020(V-III).02      Published : Sep 2020

Lived Experiences of Women Entrepreneurs Regarding Socio-Cultural Constraints in Entrepreneurship in Southern Punjab, Pakistan

    The research paper investigates the socio-cultural constraints faced by women entrepreneurs during startup and expansion of their entrepreneurial ventures in Ahmedpur East of District Bahawalpur through documenting their lived experiences. The research is primarily a multi-sited ethnography and utilizes qualitative research methods such as in-depth semi-structured interviews and focused group discussions on collecting primary data from a selective sample of 25 entrepreneurs ascertained through sampling technique. The study highlights gender-specific socio-cultural challenges such as social perceptions and biases, work-life balance, patronage of male family members, restricted mobility owing to Purdah and low recognition and payment of women's work etc. as prime reasons that hinder not only women participation as entrepreneurs but also inhibits their engagements and choices in entrepreneurship. Socio-cultural factors not only systematically impact women's social interactions and decision-making but transform into multiple other challenges that women fight and struggle with while making their space as entrepreneurs.

    Ahmedpur East, Entrepreneurship, Gender, Lived Experiences, Multi-Sited Ethnography, Socio-Cultural Challenges, Southern Punjab, Women Entrepreneur
    (1) Mehreen Raza
    M. Phil Scholar, Department of Anthropology, Quaid-e-Azam University, Islamabad, Pakistan.
    (2) Inam Ullah Leghari
    Assistant Professor, Department of Anthropology, Quaid-e-Azam University, Islamabad, Pakistan.

36 Pages : 341-350

http://dx.doi.org/10.31703/gssr.2020(V-III).36      10.31703/gssr.2020(V-III).36      Published : Sep 2020

An Exploratory Study about the Role of Experiential Learning for Developing Professional Skills at Higher Education

    This study explores the learning experiences of postgraduate students pursuing master's degree in higher education. The assessment students enrolled in the course "Application of Computer in Research" observed through semi-structured observations. These observations contained 16 weeks (4 days a week). The observation tool was validated through five experts' opinions, and a mock observation was conducted in order to ensure the reliability of the tool. The researcher deeply observed the students' learning experiences daily by tasks, activities and discussions in which they were involved by the teacher—the analysis procedures controlled through coding, memos and themes generation. The study findings revealed that experiential learning provided students with some important skills that enhance their learning in a better way. The study contributed to the field of education at a higher level than postgraduates might be handled through active learning because active learning may indulge new visions, ideas for creative work and transferring those ideas through reflection by involving students in the activities in which they do the tasks by themselves.

    Experiential Learning, Learning Experiences, Postgraduates, Active Learning, Higher Education, Practical Approach
    (1) Sidrah Ilyas
    PhD Scholar, Institute of Education & Research, University of the Punjab, Lahore, Punjab, Pakistan.
    (2) Mahvish Fatima Kashif
    Assistant Professor, Department of Education, Lahore College for Women University, Lahore, Punjab, Pakistan.
    (3) Hafiza Sadiya Iqbal
    Lecturer, Department of Education, Lahore College for Women University, Lahore, Punjab, Pakistan.

09 Pages : 61-67

http://dx.doi.org/10.31703/gssr.2019(IV-IV).09      10.31703/gssr.2019(IV-IV).09      Published : Dec 2019

Teaching Context and Students' Learning: A Case Study of a Public Sector University

    This is an exploratory research study that aimed at capturing students’ learning experience in a public sector university campus in a remote region in Pakistan. The sample included students in the last semester of their two years Master’s program in Education Data were generated through a questionnaire survey, in-depth interviews, and whole-class discussions with Master’s students of Education. Findings showed that the students saw their learning embedded inrelation to the interaction with the faculty members, availability of resources, and interactive teaching approaches. It surfaced that remoteness of the context and unavailability of the Internet, lack of relative skills, and English language deficiencies, were key challenges.

    Adult learning, Higher Education, Learning Experiences, Managing Learning, University Students
    (1) Muhammad Naeem Butt
    Assistant Professor,Institute of Education and Research,University of Peshawar, KP, Pakistan.
    (2) Haji Karim Khan
    Assistant Professor,Department of Educational Development, University of Baltistan, Skardu, Pakistan.
    (3) Wilayat Bibi
    Assistant Professor, Department of Education, Shaheed Benazir Bhutto Women University Peshawar, KP, Pakistan.

11 Pages : 77-83

http://dx.doi.org/10.31703/gssr.2019(IV-IV).11      10.31703/gssr.2019(IV-IV).11      Published : Dec 2019

An Exploration of Issues and Challenges Faced by Students in Distance Learning Environment

    This paper investigates the issues and challenges encountered by students obtaining distance education in Pakistan. We conducted interviews with students obtaining distance education and they were enrolled in different study programs. Qualitative interviews were conducted to understand the perception of the study participants regarding the issues and challenges faced by them in learning. Students from five distance learning programs were selected and five participants from each study program were interviewed in this study. The findings reveal that distance learning students encounter impediment in their learning due to their personal circumstances, teachers’ related issues, and due to assessment and evaluation issues. These factors negatively affect distance learners learning experiences. Based on the study findings, we provide recommendations to universities for enhancing distance learners experience.

    Distance education, Experiences, Learners, Challenges, University
    (1) Asaf Niwaz
    Assistant Professor, Department of Education, The University of Haripur, KP, Pakistan.
    (2) Qazi Waqas Ahmed
    PhD. Scholar, Department of Education,University of Jyvaskyla, Finland.
    (3) Sohail Kamran
    Assistant Professor,Department of Business Administration, Fatima Jinnah Women University, Rawalpindi, Punjab, Pakistan.

26 Pages : 254-264

http://dx.doi.org/10.31703/gssr.2022(VII-II).26      10.31703/gssr.2022(VII-II).26      Published : Jun 2022

Development and Validation of Students' Learning Experiences (SLE) Scale at Higher Education Level

    This study aimed at the development and validation of a research instrument for students learning experiences (SLE) at the higher education level in the public sector universities of Punjab, Pakistan. Data were collected on three constructs as students learning experiences inside the classroom,outside the classroom and on-campus. The factors in students learning experiences inside the classroom factors like teacher interaction, assessment and feedback, and peer group discussion were measured. The factors of outside classroom learning experiences as cultural diversity, library and learning resources and conferences, seminars and webinars were measured. The simple random sampling technique was applied in the department of education,psychology and sociology in six public universities in Punjab to collect data.The tryout of the instrument was conducted on 200 students' samples to measure the content validity and reliability. The expert opinion was sought from the University of Sargodha and the University of Punjab Lahore. The Cronbach alpha reliability was .95, which showed the instrument is reliable.Having pilot tested the instrument. Data were collected from 1024 male and female students. The questionnaire comprised 42 items. Structure Equation Model (SEM) was used to validate the instrument using Confirmatory Factor Analysis (CFA). The Cronbach alpha and SEM results indicated that students learning experiences resulted in fit indices as an acceptable model.

    Students Learning Experiences, Campus Experiences, Outside Classroom Learning Experiences, Higher Education. Instrument Developmen
    (1) Muhammad Ihsan
    PhD Scholar, Institute of Education and Research, University of the Punjab, Lahore, Punjab, Pakistan
    (2) Muhammad Shahid Farooq
    Professor and Chairman DASE, Institute of Education and Research, University of the Punjab, Lahore, Punjab, Pakistan.