Study on the Experiences of Students Enrolled in Programs Not of Their Own Choice: A Phenomenological Study

The choice of an academic program is an important educational decision that determines the students’ motivation, engagement and future career choices. However, many students enter academic programs that are not their first choice due to financial limitations, family influence, institutional constraints and program availability. This study explored the lived experiences of non-preferred course students of Monkayo College of Arts, Sciences and Technology (MonCAST). The paper examined their experiences, challenges, motivations, coping mechanisms and perceptions of engaging in programs that were not their first choice. A qualitative phenomenological research design was used. Eight college students were purposefully selected and interviewed using semi-structured interviews. Data was analysed using thematic analysis. The findings revealed five major themes: (1) emotional disruption following non-preferred enrolment, (2) academic adjustment and persistence in the face of uncertainty, (3) family as the primary source of motivation, (4) cultivating appreciation through adaptation and growth, and (5) resilience and future-oriented meaning-making. Participants began with disappointment, uncertainty and academic struggles but were able to continue with challenges through family support, personal determination and future goals. In the long term, the participants valued their programs as avenues for personal and professional development. The findings indicate that while there may be emotional and academic challenges associated with beginning enrolment in a non-preferred programme, students can successfully adapt using resilience, supportive relationships and meaningful future goals. The research contributes to the increasing literature on course incongruence and has implications for academic advising, guidance services and student support programs at higher education institutions.