Utilisation of Teaching and Learning Centres in State Universities in Zimbabwe: implications for teaching and learning
- Authors: Machingura, Viola
- Date: 2019
- Subjects: Active learning -- Zimbabwe , Education, Higher -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/12848 , vital:39384
- Description: The purpose of this research was to examine the utilisation of Teaching and Learning Centres (TLC) in state universities in Zimbabwe and the role they are playing in the improvement of teaching and learning in the institutions of higher learning. The social constructivist paradigm was found most appropriate for this study and was the lens by which reality was examined. The study used the qualitative approach and case study design to examine the issue under study. The purposive sampling technique was used to select participants who were rich informants for the study and these included Pro Vice Chancellors, Directors of Teaching and Learning Centres, Deans, lecturers and students. Data were collected through face to face interviews and focus group discussions that were triangulated by analysis of institutional records. The study was also guided by the theoretical lenses of the Social Practice Theory and the Concerns Based Adoption Model that provided the framework for the investigation. The study employed the Tech‘s qualitative model of data analysis that led to the findings being grouped into five major themes. The study established that Teaching and Learning Centres were not being fully utilised, thus were not helping to improve teaching and learning in a meaningful way in state universities in Zimbabwe. Possible reasons for this were the fact that the unit was not fully understood and different players at different levels in groups and as individuals had varied interpretations of what the TLCs were and what their role in the university was supposed to be. This lack of understanding and the absence of a shared understanding of what TLCs are and what they stand for, coupled with other factors such as the freeze on recruitment on staff in state universities and the assumed superiority of research over teaching for tenure and viii promotion, led to the poor positioning and poor staffing of TLCs leading to their poor utilisation in state universities. Each of the staff levels also had concerns about the utilisation of the TLC that made them reluctant to utilise it. The absence of top management support for the TLC, and the perceived superiority of research over teaching again led to poor utilisation of the unit. The study recommends the hosting of symposia between and among state universities for the dissemination of knowledge and information on what the TLC is and what its role should be. Internal consultations by individual state universities on the functions, staffing and positioning of the TLC and exposure for the TLC staff to established units to raise their knowledge and information levels and confidence is encouraged. Removal of the freeze on recruitment of staff so that TLCs can be better positioned and staffed and review of ZIMCHE guidelines to align teaching, research and university service for tenure and promotion would also help. Acquisition of cutting edge technology for teaching and learning and top management to listen to individual and group concerns and act on those that impede on TLC utilisation is a must.
- Full Text:
- Authors: Machingura, Viola
- Date: 2019
- Subjects: Active learning -- Zimbabwe , Education, Higher -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/12848 , vital:39384
- Description: The purpose of this research was to examine the utilisation of Teaching and Learning Centres (TLC) in state universities in Zimbabwe and the role they are playing in the improvement of teaching and learning in the institutions of higher learning. The social constructivist paradigm was found most appropriate for this study and was the lens by which reality was examined. The study used the qualitative approach and case study design to examine the issue under study. The purposive sampling technique was used to select participants who were rich informants for the study and these included Pro Vice Chancellors, Directors of Teaching and Learning Centres, Deans, lecturers and students. Data were collected through face to face interviews and focus group discussions that were triangulated by analysis of institutional records. The study was also guided by the theoretical lenses of the Social Practice Theory and the Concerns Based Adoption Model that provided the framework for the investigation. The study employed the Tech‘s qualitative model of data analysis that led to the findings being grouped into five major themes. The study established that Teaching and Learning Centres were not being fully utilised, thus were not helping to improve teaching and learning in a meaningful way in state universities in Zimbabwe. Possible reasons for this were the fact that the unit was not fully understood and different players at different levels in groups and as individuals had varied interpretations of what the TLCs were and what their role in the university was supposed to be. This lack of understanding and the absence of a shared understanding of what TLCs are and what they stand for, coupled with other factors such as the freeze on recruitment on staff in state universities and the assumed superiority of research over teaching for tenure and viii promotion, led to the poor positioning and poor staffing of TLCs leading to their poor utilisation in state universities. Each of the staff levels also had concerns about the utilisation of the TLC that made them reluctant to utilise it. The absence of top management support for the TLC, and the perceived superiority of research over teaching again led to poor utilisation of the unit. The study recommends the hosting of symposia between and among state universities for the dissemination of knowledge and information on what the TLC is and what its role should be. Internal consultations by individual state universities on the functions, staffing and positioning of the TLC and exposure for the TLC staff to established units to raise their knowledge and information levels and confidence is encouraged. Removal of the freeze on recruitment of staff so that TLCs can be better positioned and staffed and review of ZIMCHE guidelines to align teaching, research and university service for tenure and promotion would also help. Acquisition of cutting edge technology for teaching and learning and top management to listen to individual and group concerns and act on those that impede on TLC utilisation is a must.
- Full Text:
Stakeholder participation in strategic planning processes at three colleges of education in Zimbabwe: towards the development of a participatory process in strategic planning
- Authors: Bhebhe, Gladwin
- Date: 2012
- Subjects: Universities and colleges -- Zimbabwe -- Administration , Universities and colleges -- Zimbabwe , Universities and colleges -- Zimbabwe -- Planning , Education, Higher -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: vital:16186 , http://hdl.handle.net/10353/d1006246 , Universities and colleges -- Zimbabwe -- Administration , Universities and colleges -- Zimbabwe , Universities and colleges -- Zimbabwe -- Planning , Education, Higher -- Zimbabwe
- Description: This study investigated stakeholder participation in strategic planning processes in three teacher training colleges in Zimbabwe. The study was conducted within the qualitative research methodology. Three colleges of education were purposively sampled. All principals in the sampled sites took part in the study. Two Heads of Departments (HODs), two Lecturers in Charge (LICs) two Students Representative Council (SRC) members as well as College Advisory Council Board Members (CACBM) participated in this study. A total of 18 informants participated through interviews. Documents such as strategic planning minutes were scrutinized. Strategic planning meetings were also observed at two sites. The findings were that the practice of strategic planning still appears to be rigid and bureaucratic for organizations that operate in rapidly changing environments such as those in Zimbabwe. Secondly, participation in strategic planning is not all inclusive; only a select few individuals do take part in the planning exercise. Colleges of education and the Ministry focus on the product activities, that is, crafting the strategic plan. They seem to ignore the process activities such as reviewing plans periodically and taking note of key performance indicators which promote continuous improvement. The study also found that participants received no formal training in strategic planning and that the planning process was skewed towards control and compliance; and exhibited managerial accountability tendencies which lie within central bureaucratic approaches. The main recommendations were that the Ministry of Higher and Tertiary Education and the Department of Teacher Education, at the University of Zimbabwe, in consultation with relevant stakeholders should, develop norms and standards for teacher education to align Zimbabwe‟s stakeholder participation in strategic planning to the global trends. Colleges should supplement their understanding of operational contexts by exploring possible future trends and circumstances. The criteria for reviewing strategic plans should be developed by peers, and practitioners in the field, in consultation with national norms and standards for teacher education.
- Full Text:
- Authors: Bhebhe, Gladwin
- Date: 2012
- Subjects: Universities and colleges -- Zimbabwe -- Administration , Universities and colleges -- Zimbabwe , Universities and colleges -- Zimbabwe -- Planning , Education, Higher -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: vital:16186 , http://hdl.handle.net/10353/d1006246 , Universities and colleges -- Zimbabwe -- Administration , Universities and colleges -- Zimbabwe , Universities and colleges -- Zimbabwe -- Planning , Education, Higher -- Zimbabwe
- Description: This study investigated stakeholder participation in strategic planning processes in three teacher training colleges in Zimbabwe. The study was conducted within the qualitative research methodology. Three colleges of education were purposively sampled. All principals in the sampled sites took part in the study. Two Heads of Departments (HODs), two Lecturers in Charge (LICs) two Students Representative Council (SRC) members as well as College Advisory Council Board Members (CACBM) participated in this study. A total of 18 informants participated through interviews. Documents such as strategic planning minutes were scrutinized. Strategic planning meetings were also observed at two sites. The findings were that the practice of strategic planning still appears to be rigid and bureaucratic for organizations that operate in rapidly changing environments such as those in Zimbabwe. Secondly, participation in strategic planning is not all inclusive; only a select few individuals do take part in the planning exercise. Colleges of education and the Ministry focus on the product activities, that is, crafting the strategic plan. They seem to ignore the process activities such as reviewing plans periodically and taking note of key performance indicators which promote continuous improvement. The study also found that participants received no formal training in strategic planning and that the planning process was skewed towards control and compliance; and exhibited managerial accountability tendencies which lie within central bureaucratic approaches. The main recommendations were that the Ministry of Higher and Tertiary Education and the Department of Teacher Education, at the University of Zimbabwe, in consultation with relevant stakeholders should, develop norms and standards for teacher education to align Zimbabwe‟s stakeholder participation in strategic planning to the global trends. Colleges should supplement their understanding of operational contexts by exploring possible future trends and circumstances. The criteria for reviewing strategic plans should be developed by peers, and practitioners in the field, in consultation with national norms and standards for teacher education.
- Full Text:
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