| Summary: | The purpose of this qualitative study was to describe motivational factors that increased open distance learning (ODL) students’ capacity to successfully graduate with master’s and doctoral credentials. Study background revealed that Zimbabwe Open University (ZOU) persistently experiences increased levels of student dropout and competition from conventional universities that introduce ODL through “block-release” programs. We used a descriptive qualitative research approach to collect and analyze data—hence, data collection through audio-recorded open-ended semi-structured interviews helped to maintain accurate accounts of data. We presented data through themed reporting enhanced by direct quotes from participants. Our research broadly concluded that once participants registered to study, perceived attention from various social angles created immense motivational factors ranging from institution motivators, personal factors, and social-generated motivators such as fear of what society would think of them all motivated them to persist and graduate with proposed credentials.
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