Enterprise Risk Management (ERM) Practices of Private Higher Education Institutions in Botswana: A Critical Analysis

The primary objective of this study was to investigate how enterprise risk is understood and managed in private higher education institutions in Botswana. A number of authorities in the field of enterprise risk management (ERM) have consistently shown that higher education institutions in general show very little commitment to the implementation of ERM despite numerous enterprise risks these institutions fall victim to in their operations on a day to day basis. Private higher education institutions (PHEIs) are especially susceptible to a myriad of enterprise risks which include unreliable sources of revenue, low enrollments, high staff turnover, a highly regulated higher education environment, ad stiff competition for students and staff among higher education institutions among others. This paper therefore investigated how effectively private higher education institutions in Botswana are in the implementation of ERM practices with regards to how these institutions assess, respond to and monitor enterprise risk. A reviewed of some of the theoretical underpinnings of enterprise risk management including examples of best practice was done. In the final argument the paper concluded that against best practice, ERM practices of private higher education institutions are ineffective and need a thorough relook at in terms of implementation processes and procedures. The quantitative research approach that employed a questionnaire as a tool for data collection was used and also convenience sampling technique was used to select respondents from a population of board members, school advisory council, and executive management of the five private higher education institutions in Botswana. Keywords: Risk, Enterprise risk, Enterprise risk management, private higher education, best practice, systematic risk, unsystematic risk

Academic middle manager-driven strategies for managing curriculum change in higher education

This study is an investigation of strategies that can be deployed by academic middle managers (AMMs) to support successful planning, implementation and management of curriculum change in higher education. It has been consistently shown in literature that well above half of curriculum improvements which fail to be successfully implemented are due to failure by the improvement sponsors to effectively plan particularly with regards to the identification and deployment of effective curriculum change strategies. Authorities in the field of curriculum change have identified two broad categories of curriculum change strategies namely the process management and the strategic management strategies. Drawing from the two broad categories of strategies above, this study has identified a number of specific strategies for planning, implementing and managing curriculum change and these include making curriculum change a high priority, providing support to achieve change, planning and resourcing for effective curriculum change, providing effective leadership to drive change, gaining the confidence of department staff, recognising and dealing effectively with staff wants and needs during curriculum change, and dealing with negative perceptions of change as well as ensuring professional development. Key words: curriculum change, strategies, process management strategies, strategic,  management strategies, shared approach

Business Management Programme as a Driver of Graduate Employability: A Critical Analysis of Perceptions of Students at a Selected University

The main purpose of this study was to establish and critically analyse the perceptions of final year students on the extent to which the business management programme enhances graduate employability in Botswana. Extant literature alludes to the fact that ensuring employability connotes a situation where a graduate of a curriculum is not only able to gain employment but also to maintain that employment. The study used the CareerEDGE model to explain the anatomy of employability as well as to articulate the extent of preparedness for employment that is required for a Business Management student to be able to meet the requirements of the labour market. Using a selected university, a simple random sampling strategy was used to select 92 students to participate in the study. A descriptive research strategy that employed a structured questionnaire for data collection was used. Results of the study showed that studied most of the final year Business Management degree students were of the view that the curriculum enabled them to be employed in two main sectors namely; private sector and public sector specifically in teaching jobs rather than in other sectors such as mining, commerce and agriculture. These results therefore showed that the business management programme is effective as a driver of employability in relevant business sectors, meaning that a relook at the curriculum may be needed for purposes of enhancing it. Keywords: Business management, graduate employability, driver, business sectors, studen

The mediating role of assessments in the development of problem-solving skills in university students

The purpose of the study was to examine the mediating role of  assessments in the development of problem-solving skills in university students at a selected university in Botswana. The study was specifically an attempt at identifying assessment strategies and question types that promote the development of problem-solving skills in university students. As part of the study, challenges which are faced by lecturers that militate against the development of assessments for the development of problem-solving skills in students were identified. The study used samples of 438 students and 108 lecturers selected using a stratified random samplingprocedure to collect data about the role of assessments in the development of problem-solving skills in university students. A structured questionnaire that used a 5-point Likert scale was used for data collection. Collected data was analysed using SPSS version 24. Results of the study showed that assessment strategies that include practical examinations, projects, portfolios, quizzes, short tests, inclass assessments (ICAs) and written examinations can be used to develop problem-solving skills in students, while oral presentations do not develop problemsolving skills in students. It was also found that assessment type questions that include essays, case studies, short answer and assertion reasoning questions could be used to develop problem-solving skills in students, while assessment question types such as multiple choice, fill-in the blanks, matching and true or falsedo not lead to the development of problem-solving skills in university students. Results of this study will play a significant role in conscientising university lecturers on the types of assessments which can be used for the development of problemsolving skills in university students.Keywords: assessments, problem-solving, students, development,  assessment strategy, question type, universit

A model for effective curriculum implementation in accredited private higher education institutions in Botswana

The purpose of the study was to propose a model (framework) for effective implementation of curricula in accredited Private Higher Education Institutions (PHEIs) operating in a highly regulated higher education environment in Botswana. The study used a mixed methods research approach that employed concurrent triangulation design. A structured questionnaire and a semi-structured interview guide were used to collect data on the views of both 306 lecturers and 12 academic middle managers (AMMs) respectively, on how the curriculum is implemented in the accredited PHEIs. Data analysis was done using statistical tables, Analysis of Variance (ANOVA), Mann Whitney U-Test, regression analysis, correlation analysis and structural equation modelling (SEM). Results of the study showed that characteristics of the external environment, lecturer, institution as well as characteristics and conception of the curriculum were all statistically, significantly and positively related to effective curriculum implementation in accredited PHEIs and hence acted as predictors of effective curriculum implementation in these institutions. The study also showed that factors in the above predictor variables which included heavy workloads, lack of training on pedagogical issues, limited opportunities for staff development in some of the PHEIs, limited teaching resources as well as a highly regulated higher education environment were major challenges affecting effective curriculum implementation in the PHEIS. It emerged from the study that a 1% improvement on each of the predictor variables could lead to improvements in the way curriculum is currently implemented in these institutions. Based on these results, a framework was proposed for enhancing curriculum implementation in accredited PHEIs.Inhloso yalolu cwaningo kwabe kuwukuthuthukisa imodeli yokuqaliswa kwekharikhulamu ngempumelelo eziKhungweni Zemfundo Ephakeme Zangasese ezigunyaziwe (ama-PHEI) eziqhuba umsebenzi wazo ngaphansi kwesimo semfundo ephakeme esilawulwa kakhulu. Lolu cwaningo lwasebenzisa indlela yokucwaninga exubile ngokulandela i-concurrent triangulation design. Ucwaningo lwasebenzisa i-structured questionnaire kanye ne-semi-structured interview guide ukuqoqa idatha mayelana nemibono yabafundisi basenyuvesi abangama-306 kanye nabaphathi bezikhungo zemfundo ephakeme abasezikhundleni zokuphatha ezimaphakathi (ama-AMM) abayi-12, ngokulandelana, mayelana nendlela okuqaliswa ngayo ikharikhulamu kuma-PHEI agunyaziwe. Ukuhlaziywa kwedatha kwenziwa ngokusebenzisa amathebula ezibalo, i-Analysis of Variance (ANOVA), i-Mann Whitney U-Test, i-regression analysis, i-correlation analysis kanye ne-structural equation modelling (SEM). Imiphumela yocwaningo yabonisa ukuthi izici zobunjalo besimo sangaphandle, izici zomfundisi, izici zesikhungo kanye nezici eziphathelene nekharikhulamu kanye nomsuka womqondo wokusungulwa kwayo, konke kwabe kukhombisa ukuhlobana okucacile futhi obuboniswa nayizibalo phakathi kwalokhu nokuqaliswa kwekharikhulamu ngempumelelo kuma-PHEI agunyaziwe futhi ngalokho-ke lokhu kwasebenza njengezibikezeli zokuqaliswa kwekharikhulamu ngempumelelo kulezi zikhungo. Ucwaningo lwabonisa nokuthi ezinye izimo, ngaphezu kwezibikezeli, ezibandakanya umsebenzi omningi ngokweqile okumele wenziwe ngumfundisi ngamunye, ukuntuleka kokuqeqeshwa mayelana nezindaba eziphathelene nokufundisa, amathuba ayingcosana kakhulu okuthuthukiswa kwabasebenzi kwezinye zalezi zikhungo ezingama-PHEI, izinsizakufundisa eziyingcosana kanye nesimo semfundo ephakeme esilawulwa kakhulu, kwabe kuyizinselelo ezinkulu ezinomthelela ekuqalisweni kwekharikhulamu ngempumelelo ezikhungweni ezingama-PHEI. Kwahlaluka ocwaningweni ukuthi ukuphuculwa kwesimo nge-1% esibikezelweni ngasinye kungaholela ekutheni ibe ngcono indlela okusetshenziswa ngayo ikharikhulamu kulezi zikhungo. Ngokususela kule miphumela, kwathuthukiswa imodeli yokwenza ngcono ukuqaliswa kwekharikhulamu kuma-PHEI agunyaziwe.Die doel van die studie was om ʼn model (raamwerk) voor te stel vir doeltreffende kurrikulumimplementering in geakkrediteerde private hoëronderwysinstellings (PHEIs) wat in ʼn hoogs gereguleerde hoëronderwysomgewing funksioneer. ʼn Gemengdemetode-navorsingsbenadering is gevolg, met gebruik van gelyktydige-triangulasie-ontwerp. ʼn Gestruktureerde vraelys en ʼn halfgestruktureerde onderhoudsgids is gebruik om data in te samel oor die sienings van 306 dosente en 12 akademiese middelbestuurders (AMMs) onderskeidelik, oor hoe die kurrikulum geïmplementeer word in die geakkrediteerde PHEIs. Data is ontleed met behulp van statistiese tabelle, Analise van Variansie (ANOVA), die Mann Whitney U-Test, regressieontleding, korrelasieontleding en strukturele vergelykingsmodellering (SEM). Die resultate van die studie het getoon dat eienskappe van die eksterne omgewing; van die dosent; van die instelling, sowel as eienskappe en beskouings van die kurrikulum, almal positiewe, beduidende en statistiese verwantskappe met doeltreffende kurrikulumimplementering in geakkrediteerde PHEIs het, en dus as voorspellers van doeltreffende kurrikulumimplementering in hierdie instellings opgetree het. Die studie het ook getoon dat faktore in die bogenoemde voorspellerveranderlikes – insluitende aansienlike werkslas, gebrek aan opleiding oor pedagogiese kwessies, beperkte geleenthede vir personeelontwikkeling in sommige van die PHEIs, beperkte onderrighulpbronne, sowel as ʼn hoogs gereguleerde hoëronderwysomgewing – groot uitdagings was wat doeltreffende kurrikulumimplementering in die PHEIs beïnvloed het. Dit het uit die studie geblyk dat ʼn 1%-verbetering in elk van die voorspellerveranderlikes verbeteringe kan teweegbring in die manier waarop die kurrikulum in hierdie instellings geïmplementeer word. Op grond van hierdie resultate is ʼn raamwerk voorgestel om kurrikulumimplementering in geakkrediteerde PHEIs te versterk.Curriculum and Instructional StudiesD. Ed. (Curriculum and Instructional Studies

A Gender-Based Analysis of Classroom Interaction Practices The Effect Thereof on University Students’ Academic Performance

The need to optimize student interactions in universities for enhanced academic performance has been a subject of debate and discussion in different academic fora. A number of studies have shown that students, both male and female, can assert themselves academically if they are provided with opportunities for active participation and interaction with their lecturers and peers for both the horizontal and the vertical sharing of knowledge. The purpose of this study, therefore, was to investigate the gender-based interaction practices of science, mathematics and technology university students, and how these interactive patterns influence their academic performance. Using a quantitative approach located in the post-positivist paradigm, the study employed a structured questionnaire to collect the data from a sample of 1285 students from three universities. The results of the study showed that institutional practices, lecturers, parents, peers, learning content and artifacts, as well as the classroom environment, have a significant influence on the gender-based interaction practices of university students. Furthermore,, the results showed that the levels of interaction have a significant influence on the academic performance of university students, according to gender. As a main recommendation, it was proposed that universities should come up with gender-equity policies that would guide how the universities and their stakeholders could cater for the issues of gender equity

A Comparative Study of Entrepreneurship Curriculum Development and Review at the University of Zimbabwe and Botho University, Botswana

The purpose of this research was to make comparative study of the development and review process of the entrepreneurship curriculum at the University of Zimbabwe (UZ) Faculty of Commerce and Botho University, (BU) Faculty of Business and Accounting in Gaborone, Botswana.  The study focused on the processes and influences of curriculum development and review as well as on what skills graduates of the programme are expected to have after successfully completing the programme. A sample of 16 staff members from the UZ and 23 staff members from BU participated in the study. Results of the study showed that lecturers at the two institutions are the main drivers of curricula development and review. Major factors considered in curriculum design included students, industry needs, legislation, competition as well as external examiners. The findings also recommended courses which should be taught from first year which include Small Business Management, Entrepreneurial Skills Development, Introduction to Finance and Economics. Keywords: entrepreneurship, curriculum, review process, critical skills, foundational course

An Investigative Study into Perspectives and Experiences of Incubates at the Chandaria Business Innovation and Incubation Centre at the Kenyatta University

The study presents results from an investigative study undertaken at the Kenyatta University (KU) Chandaria Business Innovation and Incubation Centre. A total of 10 incubates representing 10 projects were engaged in face to face interviews. The incubates were appreciative of the value that incubation centre such as the one at KU contributed to stimulation and nurturing of innovation and creativity. The findings from the study re-affirms the role of incubation centres play as social capital networking platforms, providing access to infrastructure (space and equipment), access to seed funding,  expertise, mentorship,  leveraging access to markets, business skills development. The study findings identified areas that need attention which include improvement and re-alignment of general curriculum towards innovation and creativity. This approach thus departs from the pro left brain approach balancing with a right brain approach promoting creativity and innovation. Keywords: University Industry Linkages, 21st Century Knowledge Economy, Knowledge Management, Scientific Management, Evidence Based Practice, International Economics, Business Incubatio

Use of Employer Branding as a Tool for Attracting and Retaining Talent: Evidence from Private Higher Education Institutions (PHEIs) in Botswana

The purpose of this research was to examine how employer branding is used as a tool for attracting and retaining talent in private higher education institutions. Literature shows that employer brand is very important if well implemented and communicated in highlighting an institution as an attractive employment destination, that is, as an employment destination of choice. A structured questionnaire, that employed a five-point Likert scale, from strongly agree to strongly disagree was used as a data collection instrument. Both descriptive and inferential statistics were used to analyse and interpret data. Results of the study showed that private higher education institutions deploy a number of employer branding strategies to attract and retain talent. Furthermore, results also showed that biographical factors such as age and education are critical issues authorities in PHEIs should look at when designing, implementing and communicating their brands as these have an effect on how talent perceive the PHEIs as attractive workplaces as well as on how long talent will remain as an employee at the institutions. Keywords: Talent, employer branding, private higher education institutions, employer branding strategie

The mediating role of lecturer biographic factors on curriculum implementation in universities

The study presented in this article investigated the influence of lecturer biographic factors on curriculum implementation in universities in Botswana. Over the last two decades, Botswana has been transforming its education system to improve curriculum implementation in universities, particularly in terms of who should be allowed to teach and the qualification level of students they should instruct. A mixed-methods research approach that employed a structured questionnaire and semi-structured interviews was used to collect data from 306 lecturers and 25 academic middle managers (AMMs) respectively. Confirmatory factor analysis (CFA) was used to validate the questionnaire and expert opinion validated the interview guide. To analyse the resulting quantitative data, multiple regression analysis and descriptive statistics were used, while thematic analysis was employed for the qualitative data. Findings showed that lecturers’ educational level, age and teaching experience have a significant influence on effective implementation of curricula in universities, while gender has no significant influence. These results have implications for both policy and practice with regard to lecturer recruitment and curriculum implementation in universities.Curriculum and Instructional Studie