Processes and functions in higher education students adjusting to a new learning environment: Applying the mmogo™-Method

This article explored the processes and functions amongst a community of students who had to adjust to new social and academic settings. Thirteen university students of a predominantly seTswana ethnic background participated in the study (males = 5, females = 8; age range = 25 to and 45 years). An inductive qualitative research approach was followed by using an expressive projective technique, called the Mmogo™-method. The Mmogo™-method involves the creation of visual representations to get a deeper understanding of the processes and functions that assisted in the adjustment to new social and academic settings. Individual and group discussions were conducted to discuss the visual presentations. Visual data were analysed by means of determining the explicit and implicit meanings elicited in the visual presentations, while the textual data were analysed using thematic content analysis. The students progressed in their construction of interpersonal relational processes for empowerment within the community. Culturally embedded meanings promoted opportunities for optimal participation and engagement in a transforming education system.