A Self-study of Innovation in Quality Assurance at the Zimbabwe Council for Higher Education

This paper presents a self-study of the innovative policies, practices, methods, systems and instruments that have been used by the Zimbabwe Council for Higher Education to assure quality in the constantly changing higher education environment. The aim of the paper is to provide information to countries still developing quality assurance frameworks. The author underscore the role of motivation in creating fertile ground for innovation and creativity

Does the timing of work integrated learning affect graduate employability outcomes?

Employability is a critical quality measure of student lifelong success that goes beyond grade achievement and often guides students’ choice of university and profession. Whilst studies highlighting the importance of work-integrated learning (WIL) in improving employability abound, there is a dearth of knowledge on the efficacy of timing of WIL as a variable in improving employability. The longitudinal study, carried out in a 3-year annual questionnaire-based survey, examines the effect of timing of WIL on employability status when student performance is held constant. Graduates possessing the same performance level (academic degree class 2.1) showed different levels of economic-engagement achievements depending on whether they engaged in WIL prior to their studies (Group A), throughout the learning period (Group B) or for nine months during the third year (Group C) of their studies. Although the findings revealed differences between timing of WIL and the nature of work engagement, all the graduates endorsed the critical role of WIL in building work-related competencies and thus improving employability. The findings are useful in promoting the necessary diversity in WIL curriculum design to facilitate quality and inclusive higher education

Student Voice: Embracing Student Activism as a Quality Improvement Tool in Higher Education

This chapter illustrates how student activism, taken in the context of the student voice, can be harnessed as a way of enhancing the quality of educational provision in higher education. Agenda 2063 of the African Commission recognizes equitable access to quality higher education as critical for national development. In the face of an increase in student protests and the resultant destruction of infrastructure and human life, it becomes imperative to find ways of creating positive and innovative teaching and learning environments that take full advantage of student activism. The chapter draws on existing literature on student activism and the value of student voice to inform the development of a model for incorporating the “student voice” as a way of harnessing the positive aspects of student activism

Potential of marker-assisted selection for Tobacco mosaic tobamovirus resistance in tobacco breeding

Tobacco mosaic tobamovirus (TMV) is one of the most destructive virus threatening worldwide tobacco production. Use of host resistance is the best method of control. The N-gene was introgressed into tobacco from Nicotiana glutinosa to confer hypersensitive resistance to TMV. Phenotypic selection of TMV resistant germplasm is expensive, slow and unreliable. Use of N-gene specific primers is efficient in selecting TMV resistant germplasm in marker-assisted breeding. This study aimed at assessing the utility of N-gene specific primers in flue cured and dark-fire cured tobacco breeding materials in Zimbabwe. Four specific primers namely N1/N2, AS1/AS2, E1/E2 and SD1/SD2 were used to detect the N-gene in flue cured and dark-fire cured tobacco. DNA was extracted from young leaves of tobacco plants and quantified by a spectrophotometer. Polymerase chain reaction (PCR) mix and amplifying conditions for the four specific primer pairs were optimized. Results show that out of the four sets of primers used, AS1/AS2 and SD1/SD2 did not produce expected band products, while N1/N2 and E1/E2 detected the N-gene in flue cured and dark-fire cured tobacco. Therefore, the use of N1/N2 and E1/E2 primers will be relatively cheap, effective and quick in the foreground selection of the N-gene.Keywords: N-gene, specific primers, resistance, molecular markers, Nicotiana tabacum.African Journal of Biotechnology Vol. 12(24), pp. 3783-378

The Impact of Involving Students in Managing the Quality of Higher Education Provision

This study was aimed at exploring the power of student involvement in improving quality of higher educational provision in private higher education instititions in Zimbabwe. A longitudinal approach involving two separate surveys and covering a period of three years was used. A preliminary survey aimed at assessing the issues that impact negatively on teaching and learning in five private universities was made from June 2011 to May 2012. In 2013, a follow-up survey was carried out to check whether the pertinent issues raised by students had been addressed promptly and adequately. Data collection included semi-structured self-administered questionnaires as well as focus group discussions with students and academic staff. The sample represented ten per cent of the enrolments of students at each university. The sample was representative of gender, study discipline and level of study. The issues that were prioritised as adversely affecting quality of teaching and learning were limited reading material; poorly qualified Lecturers; sub-standard teaching venues; inadequate assignments; part-time lecturers who abscond; sexual harassment and inadequate field trips and practical work. During the second survey, results showed that students were satisfied by the fact that all five higher education institutions had addressed most of the students’ concerns. However, continued increase in student enrolments perpetuated the problem of poor teaching venues. Part time lecturers continued to contribute negatively to the quality of teaching and learning. The study points to the need to continuously involve students as an effective way of improving quality of educational provision

Managing the Quality of Cross-Border Higher Education in Zimbabwe

A study on investigating the issues of quality associated with cross-border higher education was carried out using the case study approach focusing on Zimbabwe. The methodology involved document analysis of the cases of regulation and accreditation of cross-border higher education providers and assessment of qualifications acquired from foreign higher education providers as well as interviews with staff from the national quality assurance body. The findings revealed that internationalisation of higher education, does offer several prospects and advantages but it can also negatively impact on the quality of higher education provision if certain activities are left unchecked. These include sub-standard and dubious foreign higher education providers who often enrol students who do not meet the minimum entry requirements as well as degree mills who sell qualifications to clients who do not merit obtaining them. Out of all the qualifications assessed from 2009-2013, 28 percent where found not comparable with similar local qualifications in terms of curriculum content, rigor, duration of study and entry requirements. The lessons from the study include the need for higher education institutions to enrol students who meet nationally agreed entry requirements as well as introducing qualifying courses before admission of those who do not initially meet the required standards for entry. Quality assurance bodies and institutions of higher learning should continue to collaborate with similar bodies globally in order to share best practices on quality assurance issues and setting of minimum standards.

Repositioning of Africa in knowledge production: shaking off historical stigmas — introduction

Africa is recognised as the cradle of humankind with a proven record of creativity and innovation as evidenced by its great empires and kingdoms. It is thus an enigma that currently Africa contributes only 2% to global knowledge production, a situation that is widely believed to account for its underdevelopment. Even though scholarly disagreement cuts very deep here, it is mostly due to the reasons of the status quo rather than to disputing the poor showing of Africa in global knowledge production. The high quality of articles presented in this supplementary issue showcases our conviction that Africa can indeed shake off historical stigmas and reposition itself as a giant in knowledge production. This editorial introduces the contributions in the issue which interrogates the status quo and explores ways in which knowledge production can be enhanced. Three key thematic approaches are presented: a decolonial approach to legitimising African knowledge based on its needs, culture, and heritage; development of robust knowledge production and quality assurance institutions; and inclusive education and knowledge production

Leveraging academic-industry partnerships for inclusive virtual learning:

The COVID-19 pandemic has caused serious disruptions to higher education institutions across the globe, prompting even the ill-prepared ones to embrace virtual teaching and learning approaches. Academic-industry partnerships remain an underutilised and under-researched mutually beneficial way of strengthening organisational performance. This study used the case of Zimbabwe to fill the gap in the literature by exploring the types and extent of cooperation between academic institutions and industry towards inclusive virtual learning in public and private universities during the COVID-19 pandemic. The study used electronic questionnaires and virtual interviews to collect data from a sample of 100 university staff and executives in industry. The findings revealed major challenges concerning infrastructure, facilities, high cost of data and intermittent power cuts. At present, particularly in public universities, academic-industry synergies were focused on internet and data provision. However, no support was made available for infrastructure and related facilities. The study recommended the need for strong academic-industry partnerships towards funding infrastructure and facilities to enhance virtual teaching and learning

What can the African diaspora contribute to innovation and knowledge creation? The case study of Zimbabwean innovators

The importance of diaspora and transnational knowledge production, innovation, and development is of growing interest, particularly in the developing world. The phenomenal increase in high human capital migration from poor to rich countries has historically led to what is commonly known as brain drain, which has negatively impacted the capacity of such countries to innovate. Yet more recently the emergence of the phenomenon of transnationalism has demonstrated the potential to transform brain drain into brain circulation, for the mutual benefit of both sending and receiving contexts. This article uses the case of Zimbabwe to explore the role of diasporan professionals, scholars, and entrepreneurs in contributing to knowledge production, innovation, and development initiatives in their countries of origin. Zimbabwe is an example of many African countries that have experienced substantial attrition of highly qualified knowledge workers for various reasons. A qualitative approach, involving interviews and documentary evidence, enabled the researchers to engage with the Zimbabwean diaspora to capture their narratives regarding the challenges and opportunities, which were then used to develop successful transnational knowledge production initiatives.Keywords: Diaspora transnationalism, Zimbabwe, brain drain and brain circulation, country of origin

Internationalisation of Higher Education and National Development: The Case of Zimbabwe

The discourse of the internationalisation of higher education continues to grow in influence. Whilst the bulk of the IHE literature has been Northern-focused and dominated, there was an African strand a decade or so ago that has sought to understand what the discourse means in African contexts, shaped profoundly as they have been by colonialism. This debate is ripe for revisiting given the very different context of the post-2015 period and a return to debates about the decolonisation of African higher education. Through an exploration of the case of Zimbabwe, we question of whether IHE discourses and practices can be placed at the service of development alternatives in spite of their Northern neoliberal roots and whether, therefore, there may be a new notion emerging of a development university that is grounded both in local and global contexts