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Developing Alumni Competencies

Ethical Considerations
The study adhered to established ethical standards for qualitative research,
particularly in relation to informed consent, confidentiality, non-maleficence
and the right to opt out (Nii Laryeafio & Ogbewe, 2023). Before data col-
lection began, all participants were informed in detail about the purpose
of the study, the procedures involved and their rights as participants. Writ-
ten informed consent was obtained from each participant. All identifiable
information provided by participants, including names or institutions, was
anonymised during data processing and reporting to ensure confidentiality
and protect participants’ privacy. Participants were informed that their de-
cision to participate or not would not affect them in any way and that they
could skip any question they did not wish to answer. The researchers were
aware of their ethical responsibility to create a safe and respectful interview
environment that encouraged honest and voluntary participation.

Findings
Throughthematicanalysis,fiveoverarchingthemeswereidentified:(1)Alum-
ni needs for lifelong learning, (2) Key areas of lifelong learning, (3) Formats
and delivery modes of lifelong learning, (4) The role of the Alumni Club in life-
long learning, and (5) Suggestions for improving lifelong learning (Table 1).

Alumni Needs for Lifelong Learning
The participants emphasised that they clearly recognised the importance of
lifelong learning for both their personal and professional development. Their
motivation to continue their education was based on a positive attitude to-
wardscontinuouslearning,adesireforpersonalandprofessionalgrowthand
the need to develop both professional and social skills. Many participants re-
ported that they proactively sought out learning opportunities, while some
stated that employers often acted as initiators for upskilling. The prevailing
view among participants was that learning should be both self-directed and
supported by the workplace. As one participant said:

I think it’s good that everyone has the desire to learn continuously and
continue their education outside of formal education. [FG_Manage-
ment]

The types and forms of learning needs varied. Participants mentioned
mandatory on-the-job training but also emphasised their preference for in-
dependently selecting learning topics that aligned with their interests and
career aspirations. They valued the practical, hands-on training provided in
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