Comparative Analysis of Campus Life Experiences Between Mainstream Daytime Students and their Evening-Attendance Counterparts

Abstract

This research conducts a comparative examination  between daytime and evening attendance students of the campus life experiences at a selected university of technology in South Africa. In a context marked by massification and the growing demand for equitable access to higher education, evening programmes have emerged as a strategic solution to extend institutional capacity and cater to non-traditional learners. These programs also create opportunities for out-of-classroom learning (OCL), enabling students, particularly those engaged in employment or caregiving, to pursue academic advancement while balancing work and life responsibilities. Using a mixed-methods approach involving surveys, focus groups, and observational studies, the study investigates disparities in academic performance, social involvement, student well-being, and engagement with informal learning opportunities. The findings reveal that while evening students report higher satisfaction with campus life, they face persistent barriers related to commuting, campus safety, and limited access to co-curricular programmes, internships, and professional networking opportunities. In contrast, daytime students demonstrate a broader but more uneven spectrum of engagement and well-being, often shaped by rigid academic scheduling and competing responsibilities. This investigation highlights the transformative potential of evening programmes in expanding access, supporting student mobility, and promoting inclusive forms of student success. It also reinforces the role of OCL as a critical enabler of flexibility and resilience, especially for students navigating multiple responsibilities. The study calls on institutions to develop flexible timetables, enhanced support services, and targeted interventions that address the unique needs of students learning beyond traditional classroom hours, particularly in preparing for future employability in a post-pandemic educational landscape.