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International Journal of African Higher Education
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This is an Open Access Journal

Open Access journal
ISSN (Online) 2313-5069
Published by U of KwaZulu-Natal

[2 journals]

A Fourth Industrial Revolution Paradigm Shift in Teacher Education'
- Authors: Dennis Zami Atibuni, Deborah Manyiraho, Agnes Nabitula Nabitula
  Pages: 1 - 21
  Abstract: This article explores the plausibility of shifting from the instruction paradigm to the learning paradigm in order to prepare teachers to meet the needs of 21st century learners within the fourth industrial revolution (4IR). While the instruction paradigm is dominated by teacher-centred instructional strategies, a shift to the learning paradigm would require teacher training institutions to prepare teachers who will facilitate the teaching/learning process through interactive strategies, that is, teachers who are ‘meddlers in the middle’, who create puzzling situations and work alongside students to construct knowledge. Key aspects of such a shift include training institutions’ mission and purpose, criteria for the institutional and personal success of teacher trainers and trainees, teaching/learning structures within institutions, learning theory, productivity, funding, and the nature of educational stakeholders’ roles. In line with the dictates of the 4IR, training institutions should cultivate versatility to continuously identify, develop, test, implement, and assess effective learning technologies. In turn, their graduates should value learning as a continuous process for themselves, their learners, and their institutions. Key words: Fourth industrial revolution, paradigm shift, teacher training, instruction paradigm, learning paradigm
  PubDate: 2022-07-13
  DOI: 10.6017/ijahe.v9i2.15365
  Issue No: Vol. 9, No. 2 (2022)
Challenges Confronting Postgraduate Supervision at the National University
of Lesotho:
- Authors: Tebello Tlali, Julia Chere-Masopha, Edith Sebatane, Tankie Khalanyane
  Pages: 22 - 39
  Abstract: Postgraduate supervision can be a challenging form of teaching, with the challenges further compounded by context or institutional-specific factors.The Faculty of Education at the National University of Lesotho has faced numerous challenges in offering postgraduate degrees, with a few qualified supervisors for the large number of students who enroll in these programmes. This study explored the nature of the challenges confronting postgraduate supervision in this context. It was underpinned by the interpretivist paradigm and employed a qualitative approach. Fifteen supervisors participated, of whom nine (three associate professors and six senior lecturers) were individually interviewed. Six junior lecturers took part in a focus group discussion. Guidelines on postgraduate supervision were also subjected to document review. The findings revealed that while some supervisors had positive experiences, others are frustrated. This is due to a lack of training, and lack of clarity on supervisory procedures, as well as the low academic literacy and lack of commitment exhibited by some students. It is recommended that supervisors should be capacitated through training. Furthermore, supervisory guidelines should be reviewed and benchmarked against best practices in the field. Key words: Postgraduate supervision, constructivism, reflective practice, supervisory guidelines, challenges in supervisory practice
  PubDate: 2022-07-13
  DOI: 10.6017/ijahe.v9i2.15367
  Issue No: Vol. 9, No. 2 (2022)
Institutional Organisation of Distance Secondary School Teacher Training
in Malawi:
- Authors: Annie Tamara Chizengo-Thawani , Lester Brian Shawa
  Pages: 40 - 57
  Abstract: There is a paucity of research on the institutional organisation of distance education. This article stems from a larger project that explored the learning implications of distance secondary school teacher training in Malawi. Drawing on the industrial education theory, it focuses on the nature of institutional organisation of distance teacher training at Domasi College of Education and Mzuzu University. Data were collected by means of semi-structured in-depth interviews with two administrators and two instructors, as well as document analysis. This study revealed challenges relating to the one-size-fits-all approach to the institutional organisation of distance teacher training in terms of distance education systems; their functions and coordination; documentation of plans; and instructional material design. This points to a lack of lucid planning for open and distance education in Malawi. Based on the findings, recommendations are offered to improve the country’s distance education system. Key words: Institutional organisation, distance secondary school teacher training, Malawi
  PubDate: 2022-07-13
  DOI: 10.6017/ijahe.v9i2.15369
  Issue No: Vol. 9, No. 2 (2022)
Precursors and Outcomes of Perceived Value in Achieving Student Loyalty in
Open Distance Electronic Learning Institutions
- Authors: Phineas Mbango
  Pages: 58 - 79
  Abstract: The Covid-19 pandemic resulted in contact universities entering the distance learning market, creating new competition for Open Distance Electronic Learning (ODeL) institutions. To achieve a sustainable competitive advantage, these institutions need to formulate sound strategies to attract and retain students. This study investigated the precursors and outcomes of perceived value in achieving student loyalty in ODeL institutions. A quantitative approach was employed to gather data using self-administered online questionnaires, with 1430 responses. The partial least squares structural equation modeling technique was used to test the proposed model. The results indicate that an ODeL institution’s reputation and service quality positively influence student value, while the outcomes are trust, commitment, and student loyalty. However, institutional reputation was found to have more influence on student value than service quality, and commitment had more influence on loyalty than trust. While a number of studies have been conducted on the relationship between the variables/constructs, service quality and reputation as determinants of customer value and trust and commitment’s influence on loyalty, they do not show the differences in the magnitude of each variable. This study showed that although all these factors correlate and positively influence one another, there are major differences in the magnitude of influence. It is thus recommended that ODeL institutions should formulate strategies aimed at enhancing institutional reputation, value, and student commitment in order to retain student loyalty.
  Key words: Service quality, institutional reputation, open distance electronic learning, perceived value, commitment
  PubDate: 2022-07-13
  DOI: 10.6017/ijahe.v9i2.15371
  Issue No: Vol. 9, No. 2 (2022)
First-year Students’ University and Programme Selection at a South
African University:
- Authors: Nomzamo Dube, Siphamandla Nyambo, Nkosiyazi K. Kanjiri, Vongai S. Ruzungunde
  Pages: 80 - 101
  Abstract: Higher education is a tool for social and economic development as well as global competitiveness. It is thus crucial for students to make informed decisions when enrolling at university and, ultimately, deciding what career to pursue. This article offers insights into the factors that influence students’ selection of a university and programme, focusing on students at a historically disadvantaged university in the Eastern Cape, South Africa. Data was gathered by means of qualitative focus groups and convenient sampling was employed to select the sample from a population of first-year students. The findings indicate that residential proximity to the university, the university’s reputation, programme image, entry requirements, affordability and funding influence university selection. With regard to programme selection, the factors considered include background dynamics, the subjects involved, failure to meet the requirements, family, peer or the influence of others, failure to be selected for first choice programmes, a lack of career guidance and funding availability. It was thus found that university selection was principally influenced by the student’s informed choice while programme selection was largely influenced by external factors. Key words: University, programme, selection, students, higher education
  PubDate: 2022-07-13
  DOI: 10.6017/ijahe.v9i2.15373
  Issue No: Vol. 9, No. 2 (2022)
A Comparison of Staff Development Policies and Practices and Teachers’
Job Performance in Nigerian and Pakistani Universities
- Authors: Omotayo Adewale Awodiji, Nike Y. S. Ijaiya, Mansoor Ahmad
  Pages: 102 - 123
  Abstract: A university’s ability to remain competitive in a knowledge-driven world depends on the development of its teaching staff. The government and the private sector have invested in staff development in Nigerian and Pakistani universities. This article compares their staff development policies and practices as well as teachers’ job performance. An expo-facto comparative research design was adopted. We found significant differences between universities’ staff development policies and practices as well as lecturers’ job performance in the two countries (F (3, 657) = 41.879, ρ =.000). The article recommends effective implementation of staff development policies (funding, selection, performance appraisal, and promotion) to enhance staff’s skills and competencies and improve Nigerian universities’ position in global rankings. Key words: Staff development, policies, practices, teachers, performance
  PubDate: 2022-07-13
  DOI: 10.6017/ijahe.v9i2.15375
  Issue No: Vol. 9, No. 2 (2022)
Gender-Related Factors Influencing Female Students’ Participation in
Higher Education in Rwanda
- Authors: Jolly Rubagiza, Jane Umutoni, Innocent Iyakaremye
  Pages: 124 - 149
  Abstract: Rwanda is widely seen as one of the most progressive countries in the world with regard to promoting gender equality and women’s empowerment. In education, for example, girls’ access to primary and secondary education is among the highest in Africa. However, female students’ participation remains limited in public universities and they constitute only around a third of the student population at the University of Rwanda. This article explores the factors that influence female students’ participation in public higher education in the country. It draws from a study commissioned by the University of Rwanda on the causes of low female enrolment at the institution that was conducted between 2016 and 2017. The study employed a mixed methods approach, and data was gathered by means of questionnaires, in-depth interviews, and focus group discussions. The results revealed interlinked structural (such as university policies) and socio-cultural factors that contribute to the exclusion of female students from Rwanda’s top university. Given the complexities involved, this calls for a multi-pronged approach to address the issue of female representation at the University.
  Key words: Gender disparities, female students, higher education, Rwanda
  PubDate: 2022-07-13
  DOI: 10.6017/ijahe.v9i2.15377
  Issue No: Vol. 9, No. 2 (2022)
The Student Psychological Contract as a Predictor of University Brand
Evangelism in Tanzanian Higher Education:
- Authors: David Amani
  Pages: 150 - 171
  Abstract: This study sought to extend empirical and theoretical understanding of university brand evangelism as an outcome of the student psychological contract in the higher education sector. The conceptual model was developed and tested using structural equation modeling on 451 students at two colleges of higher education in Tanzania. The findings indicate that the student psychological contract influences university brand love en route to university brand evangelism. Thus, university operations should be well-defined by a social contract that stipulates the obligations of both students and staff. For students to engage in university brand evangelism, higher education institutions must fulfill their expectations as stipulated in the contract. More specifically, their staff should fulfill their obligations emanating from promises made to students. This calls for specific standard procedures to fulfill expectations and thus optimize university brand evangelism. Key words: Higher education sector, higher education institutions, university, branding strategies, student psychological contract, university brand evangelism
  PubDate: 2022-07-13
  DOI: 10.6017/ijahe.v9i2.15379
  Issue No: Vol. 9, No. 2 (2022)