Innovating While Maintaining Standards: Exploring the Tension Between Vertical Qualification Alignment and Innovation in Zimbabwean Higher Education

Abstract

Higher education institutions (HEIs) face increasing pressure to balance rigorous standards and innovation. However, little is known about how vertical qualification alignment requirements, which ensure coherence and quality across degree levels, affect this balance. This study explores this issue using the case of Zimbabwe, where vertical alignment of faculty qualifications is a key policy instrument for quality assurance. Through interviews and focus group discussions with lecturers, administrators and quality assurance officials, the study reveals how vertical alignment standards enable and constrain innovation in different ways. The findings suggest that while vertical alignment fosters depth of knowledge in a discipline, it can also limit the breadth of transdisciplinary knowledge acquisition required by changing workplaces. To achieve excellence and equity, higher education needs to uphold rigorous standards while promoting innovation through adaptable structures, a culture conducive to strategic risk-taking, and policies that balance oversight and autonomy. The study proposes a balanced approach that preserves qualification integrity while allowing regulated experimentation to ensure curriculum relevance amid changing needs. The study contributes to the understanding of the complex interplay between standards, flexibility and collaboration in higher education, and its implications for cultivating pioneering graduates and cutting-edge solutions that advance socio-economic progress. The findings of this study indicate that quality assurance agencies and HEIs must work together to implement innovative, evidence-based strategies that balance academic rigor with supportive flexibility in order to develop adaptable graduates equipped to solve complex problems and drive socio-economic progress. With a nuanced, evidence-based approach, vertical alignment need not impede HEIs' potential to cultivate agile thinkers and pioneers.