University Students' Perspectives and Perceptions on Gambia Government Scholarship Allocation and Management

• In Event: Civic Education in the Afrikan Context

Proposal

Abstract:
This paper examines the perspectives and perceptions of Gambian university students regarding the allocation and management of government scholarships. In The Gambia, where many students rely on financial support to pursue higher education, government scholarships are critical in ensuring access to educational opportunities. However, students often face challenges in the scholarship process, including concerns about transparency, fairness, and accessibility.
Drawing on qualitative data from interviews with scholarship recipients and applicants, this study explores how students perceive the distribution and management of these scholarships.

The research highlights key issues such as the lack of clear communication, delays in scholarship disbursement, and perceived biases in the selection process. It also sheds light on the emotional and financial strain caused by these inefficiencies.

The findings of this paper have significant implications for policymakers and higher education administrators. By comparing student experiences in The Gambia with scholarship management practices in other African countries, this study offers recommendations for improving transparency and fairness in the allocation process. Ultimately, the paper aims to provide a pathway toward more equitable and effective scholarship policies that better serve students in The Gambia.


Methodology:
This study adopted a qualitative research design, utilizing Moustakas’ transcendental phenomenology to explore Gambian university students' perspectives on government scholarship allocation. This methodology was well-suited to capturing the depth of emotional and affective experiences (Merriam & Tisdell, 2016). Moustakas’ approach, divided into three stages—Epoche, Phenomenological Reduction, and Imaginative Variation—allowed the researcher to "bracket" their own experiences to prevent bias from influencing the data. This approach helped distill the essence of participants' shared experiences.

I employed the transcendental phenomenological approach to mitigate my biases and ensure the participants’ perspectives remained central.
Participants were purposefully sampled from graduates of the University of The Gambia, particularly those in their third and final year who had yet to receive government scholarships. Ten students were interviewed to achieve data saturation (Dukes, 1984), offering a homogeneous sample of individuals with shared experiences of financial struggles.

Data collection involved semi-structured interviews lasting one hour with each participant. The interviews were recorded and transcribed for accuracy and shared with participants for member-checking to enhance trustworthiness. Data analysis followed Moustakas’ method, starting with Epoche to bracket the researcher’s views, horizontalization to identify significant statements, and theme development to create a rich description of students’ experiences.
To ensure trustworthiness, I engaged in peer reviews, maintained an audit trail, and upheld credibility, transferability, dependability, and confirmability throughout the process.

Author

• Samba Bah, Ohio University