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.
