This study sought to investigate demographical challenges confronting part time management studies students at the Ho Technical University of Ghana and also ascertain how these demographical challenges affect these adult students. Coffield & Moseley (2022) indicated that now many educators want to create equal opportunities for adult learners in every social setting but stated that, despite this paradigm shift, much has not been achieved in policy formulation and implementation to include adult learners with demographical demands in the plans of tertiary institutions. The findings of the study will significantly, help stakeholders such as faculty, administrative and technical supporting staff in the development and implementation of the part time management studies programme of the Ho Technical University of Ghana once they have a better understanding of the demographical challenges of adult learners. The descriptive survey design was used for this study to gather information from a large sample of people relatively quickly and inexpensively. The design takes cognizance of both qualitative and quantitative data. The qualitative data were collected through the interview which was categorized and organized thematically in NVivo version 12 by QRS International. The quantitative data were generated by a questionnaire, summarized, and analyzed using the XLSTAT package. The findings of the study on the demographical challenges confirmed characteristics that played roles in either the participation or the success of adult learning activities. The result of the study showed that demographical challenges impeded the progress of adult learners How to cite this paper: Damalie, I. F.,

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Research article (RA) abstracts constitute an important genre in higher education. Previous research on the RA abstract has often combined abstracts from journals from the same discipline, with the view of revealing possible intra/inter-disciplinary, cross-linguistic, cross-cultural, etc. variations. The present study analysed empirical RA abstracts from TESOL Quarterly, a well-recognised journal in Applied Linguistics, with the view of revealing their rhetorical structure and linguistic peculiarities. Hundred (100) empirical RA abstracts collected from the website of the journal constituted the data for the study. The data were analysed, with attention to the move structure (kinds, frequency, and sequencing of moves) as well as the linguistics realisation of moves. The study revealed that TESOL Quarterly empirical RA abstracts feature a five-move structure, with the Purpose and Product moves being Obligatory and the Introduction, Method, and Conclusion moves being core moves. It was also revealed that the abstracts were characterised by nine move sequences, with the five-move sequence (M1>M2>M3>M4>M5) dominating. The study also revealed that each move was characterised by unique configurations of linguistic features, particularly tense, voice, and grammatical subject roles. This study contributes to scholarship on RA abstracts. It also has implications for pedagogy and practice, and serves as a trigger for further studies.