Higher Education In Zimbabwe Research Articles

Transforming Higher Education Towards Economic Development: A Zimbabwean Case Study

This study is a systematic review of research on higher education in Zimbabwe, in particular, it assesses the contribution of higher education towards engendering socio-economic development. This is achieved through identifying higher education activities prioritised in research during the study period which spans a three-year period from 2021 to 2023. This period comes just after the introduction of Education 5.0, which includes innovation and industrialisation. Furthermore, the articles are assessed on whether they address socio-economic development issues. A total of 41 abstracts of research articles were subjected to qualitative content analysis. The findings reveal five major activities that research has focussed on in priority order: teaching and learning; quality in education; management operations and policy; knowledge and research; and equity and equality. Furthermore, while the analysis indicates that the prioritised activities contribute towards socio-economic development, the nuances of balancing political, individual and epistemic priorities affecting higher education institutions are brought to the fore. The identified activities underscore the need for interventions at national, institutional, departmental and individual lecturer levels. However, there are concerns about the de-prioritisation of gender equality and equity in higher learning institutions in Zimbabwe. In conclusion, the research topics not only highlight the complexities and the dynamics faced by higher education institutions in Zimbabwe in playing their expected role of contributing to socio-economic development but also the need to foreground specificity to allow for the identification of effective interventions and processes required to support higher education’s goal of contributing towards economic growth. The study further concludes that the neglect of equity and equality issues may be detrimental to educational outcomes geared towards economic growth.

Digitalisation of Higher Education in Zimbabwe: A Challenging Necessity and Emerging Solutions

Digitalisation of Higher Education in Zimbabwe: A Challenging Necessity and Emerging Solutions

Enhancing College Access in Zimbabwe: Impact of Student Loans and Grants

This study explores how government interventions, grants, and loans influence college access in Zimbabwe, focusing on understanding the factors affecting college access and retention rates. The research aims to inform evidence-based decision-making regarding college access through a mixed research approach integrating qualitative and quantitative methods. Combining both qualitative and quantitative methods to ensure the validity and reliability of the findings. It analyses secondary data sources, such as literature, reports, and statistical datasets, to explore aspects like college access, enrollment trends, poverty rates, financial aid programs, and student loan systems in Zimbabwe. Triangulation techniques enhance the credibility of the study's findings by integrating evidence from various sources and employing diverse data collection and analysis methods, enriching perspectives and strengthening the validity and reliability of the study's conclusions. Key findings suggest that grants and loans significantly contribute to increasing college enrollment rates, particularly among economically disadvantaged groups. However, enrollment disparities persist, especially among marginalized populations like women. Despite a modest increase in government spending on education, concerns arise due to a slowdown in overall enrollment growth. Barriers to student loan uptake include complex application processes, concerns about debt burdens, and uncertainties regarding post-graduation employment prospects. The study emphasizes the importance of comprehensive policy interventions to simplify eligibility criteria, enhance financial literacy, and promote employment pathways. Using human capital and open systems theories, the research lays a groundwork for evidence-based decision-making to enhance access to higher education in Zimbabwe.

Challenges in Implementing Education 5.0 in Higher Education in Zimbabwe: A Qualitative Analysis

Challenges in Implementing Education 5.0 in Higher Education in Zimbabwe: A Qualitative Analysis

Listening to Students: The Experiences of Disabled Students of Learning in a Selected University in Zimbabwe

Disability is one of the most neglected forms of diversity, which usually results in the different forms of discrimination at community level. Nonetheless, more institutions of higher education are making an effort toward creating more inclusive settings for the students and staff. This study examined the lived experiences of the students with disabilities in an institution of higher education in Zimbabwe. Student experiences and disability are the main themes in this study. This study is phenomenological research that was carried out with a questionnaire survey which was conducted among seven participants. This was triangulated by interviews that involved two participants. Overall results showed that physical disability is the most prevalent amongst the students in the institution considered for the study. Moreover, the disabled students faced challenges at home and in their life at university, which affected them psychologically. In addition, while the students were conscious of the existing international and national protocols that promote their welfare, they were not well aware of those embedded within their university policies. Results also reveal that the disabled students suffered socially from stigma and negligence from their able-bodied counterparts and staff. Further, they had limited access to some of the physical structures that lacked ramps and lifts. To promote full participation of the disabled students in academic life, the institution is expected to formulate and implement a binding disability policy that promotes diversity and inclusive education. In addition, infrastructure, especially the old structures need to be refurbished with the disabled in mind.

Campus and Classroom Based Higher Education: The Effects of Covid-19 on Teaching and Learning in Zimbabwe

The coronavirus (COVID-19) pandemic significantly affected the mode of delivery in higher education worldwide, with Zimbabwe not being an exception. The goal of this study was to understand how the coronavirus pandemic positively and negatively affected teaching and learning in higher education in Zimbabwe. Literature on how higher education in Zimbabwe has been operating before the pandemic was reviewed. A further attempt was made to understand how COVID-19 changed teaching and learning in higher education institutions in Zimbabwe. In order to understand this, firstly an effort was made to appreciate how the Government reacted in a bid to control the spread of the pandemic. Secondly, the effects of the actions of the government on teaching and learning in higher education institutions were assessed. Thirdly, adaptation techniques adopted by higher learning institutions in order to survive in the new normal situation were probed. The inevitable, new strategies, which include an increase in the use of distance education, e-learning, online teaching, were appraised in order to realize their positive and negative effects on the achieving of student outcomes. The study concluded that the most significant effects of COVID-19 on teaching and learning in higher education in Zimbabwe are delayed syllabus coverage by instructors, compromisation of students’ right to quality education, lack of sufficient resources for standardised learning of students, level of literacy in the computer technology on both instructors and learners and additional costs in learning such as acquiring e-learning gadgets, WIFI and internet accessibility. However, higher education benefited from the emergence of COVID-19 in advanced use of ICT, globalisation in networking by students in various Institutions through online learning and innovation by students through opening of learning forums such as Google classroom and student mobile libraries. The study advocates for continued use of E-learning methods in teaching and learning to counter COVID -19 consequences, adoption of all teaching strategies in Higher and tertiary education and maximum use of ICT in teaching and learning for sustainability. The findings will benefit Ministry of Higher and Tertiary Education, Universities and other institutions of higher learning and research boards in Academic Institutions. Being only based on the review of literature carried out as a snapshot of an ongoing situation, the study recommends an empirical inquiry for further research, to potentially more deeply interrogate the effects of COVID-19 on both students and educators.

Beyond Rhetoric: Re-imagining Internationalization of Higher Education in Zimbabwe Through a Feminist Framework

Traditional models of internationalization in higher education have been criticized for neglecting equity, inclusion, and social responsibilities in favor of focusing narrowly on economic objectives. This study explores an alternative feminist and collaborative framework for internationalization of higher education using a case study of Zimbabwean universities. The methodology included content analysis of documents and primary data collection. Five universities participated in semi-structured interviews with 30 participants across administration, faculty, and student leadership to explore understandings, rationales, policies, procedures, initiatives, strategies, aspirations, and challenges regarding internationalization. The findings revealed gaps between espoused priorities and lived experiences. Thematic analysis showed that incorporating diversity, representation, mutual understanding, and empowerment through feminist partnerships validated diverse knowledge and addressed intersectional needs, facilitating culturally sensitive exchanges. However, challenges of limited resources and implementing consistent, systemic changes remained. The study argues that adopting a feminist-informed and collaborative approach enriches internationalization theory and practice by centering marginalized voices in conceptualizing and implementing initiatives. By dismantling barriers and fostering empowerment, more equitable outcomes can be realized. This feminist approach holds promise for empowering all backgrounds as equal partners in higher education worldwide through wisdom and care.

Women In Higher Education Leadership Positions in Zimbabwe: Experiences, Challenges and Opportunities

The study set to analyse challenges faced by women in their higher education leadership. Since the beginning of history, women have always been denied equal opportunities in terms of access to leadership opportunities. Research has shown that women have no lesser capabilities in terms of leadership qualities as compared to men. Some authors have even argued that women actually are more critical in the execution of their leadership duties as compared to men. The inequality in access to leadership roles has not left the higher education sector, in Zimbabwe. In this article we argue that women in leadership face multiple challenges in their daily operations. Further, the opportunities that are available for leadership of women in higher education in Zimbabwe are also explored. We conclude that women should be accorded equal opportunities in leadership positions. We also recommend that strategies should be set up for developmental programs for women in leadership positions. Consequently the aim of this systematic review is to assess the challenges faced by women who are holding leadership positions in higher education in higher education. The search is conducted through Scopus and Web of Science data bases yielding several articles that meet the inclusion criteria. The systematic literature review which is based on a qualitative analysis of several articles is based on the following research questions: What if at all are the challenges facing women in leadership? What are the common women leadership styles in higher education? What if at all are the structural, agential and cultural barriers to advancement to leadership positions.

Curriculum Review and Education 5.0 in Higher Education in Zimbabwe: A Review of Textiles and Clothing-related Programs

With the Zimbabwe Ministry of Higher, Science, and Tertiary Education (ZMHSTE) implementing the doctrine Education 5.0, there was an emphasis on curriculum review to align programs with the objectives of the doctrine. The main goal of the study was to examine areas in which the content of the curriculum should be focused on Textiles and Clothing related disciplines. As research methods, a qualitative analysis of literature search was conducted during a period of Fulbright scholar study at a US institution to compare content offered in textiles and clothing-related programs. The outcome of the study declares the areas such as exponential disruptive technologies in the textiles and clothing integrated enterprise, brand innovation, supply chain management, data science in the curriculum, and sustainable design and manufacturing as gap areas that were not thoroughly included in the existing programs in Zimbabwe. These content areas should be considered as part of the review to align the programs with the essence of Education 5.0.

An Analysis of Students’ Perceptions of Online Learning Practices in Higher Education in Zimbabwe

An Analysis of Students’ Perceptions of Online Learning Practices in Higher Education in Zimbabwe

Exploring the Internationalization of Zimbabwe’s Higher Education Institutions Through a Decolonial Lens: Postcolonial Continuities and Disruptions

Looking through the history of higher education in Zimbabwe, we argue that the concept of internationalization of higher education is not new to Zimbabwe. Understandings, manifestations, and processes of the phenomenon over time are examined to reveal the nuances of the internationalization process in its current mode of occurrence, in an attempt to not only understand it in its colonial and postcolonial manifestation but to situate it within a wider decolonial project. Using a decolonial lens, this article explores various processes of internationalization in Zimbabwe’s higher education institutions (HEIs), viewing them either as continuities or disruptions. In so doing, we argue that for internationalization in Zimbabwe’s HEIs to fully deliver on its promises, it needs to not only engage with the issues of colonial(ism/ity) but also to understand its particular specificity in the Zimbabwean society, and the effects that this continues to have on internationalization attempts.

Disability, the Invisible Handcuff: Challenges Faced by Learners with Disabilities in Institutions of Higher Education in Zimbabwe

The purpose of this study was to examine challenges faced by learners with disabilities in institutions of higher learning. The research adopted a qualitative approach using a sample of 32 disabled persons in four provinces in Zimbabwe. Data were collected through unstructured in-depth interviews. The results of the study indicate that the term “disability” is a “disabling word” that had limited people with disability to make progress in their lives. Despite their effort to live positively, disabled persons suffer a glut of challenges, which include stigmatization, social exclusion and inaccessibility of facilities and failure to cope with fast moving technology. Disability is used as a ‘dividing curtain’ between those with “disabilities” and those without.”The term has promoted the “them and us dichotomy”. Many people with disabilities are called by nature of their disability instead of their real names especially the visually impaired and physically challenged. This affects people with disability in education, employment arena and their interaction with the wider society.

Challenges and Opportunities Related to Quality Distance Higher Education in Zimbabwe

Zimbabwe has managed to respond to the movement in support of UNESCO’S lifelong learning concept and strategy that seeks to widen and deepen access to higher education through distance education initiatives. Despite the significant increase in students enrolling in distance education institutions, the gold standard of excellence that is sought by many nations has gradually been compromised. There are symptoms of a downward trend in terms of quality in open distance learning institutions. The qualitative study analysed major factors affecting the provision of quality distance higher education with specific reference to the Zimbabwe Open University, the sole provider of university distance education in Zimbabwe. The study focused on three Zimbabwe Open University regional centres in Zimbabwe. The paper seeks to identify major factors contributing to the declining quality of distance education and discusses measures that distance education providers in Zimbabwe can undertake in order to promote excellence for effective learning in the 21st century. The study established that several factors are affecting the quality of distance education in Zimbabwe. The lack of Information Communication Technologies (ICTs) facilities at regional and district centres was a major hindrance to effective teaching and learning.

The future of higher education in Zimbabwe: a constantly moving target

Higher education in Zimbabwe began in the 1950s with the establishment of the University of Zimbabwe (then known as the University College of Rhodesia and Nyasaland) being the first institution to offer university education. Since then there has been a rapid growth of universities, particularly after in 1990. What can be discerned from this growth of tertiary education is that the practice of imparting education to students is a consistently changing process in every society. What used to be traditional methods of imparting knowledge and skills to students are evolving, and Zimbabwe is not an exception to this change. The common brick and mortar institutions associated with modern education are now disrupted and at the same time complemented by new technologies. This disruption began with open distance learning. This article proffers insights into how the higher education (HE) system in Zimbabwe should continuously tap into this disruptive innovation initiated by new technologies. By constantly integrating new technologies in HE, Zimbabwe can maintain high standards associated with her globally renowned education system.

Qualification, Award and Recognition Fraud in Higher Education in Zimbabwe

This exploratory study was aimed at substantiating media reports regarding the proliferation of qualification, award and recognition fraud in Zimbabwe as well as identifying the attendant causal factors, consequences and deterrent measures. A mixed methodology approach including both qualitative and quantitative approaches was used. Documents, self-administered questionnaires and interviews were used to collect data. In light of the sheer extend of the problem; the study was confined to the 15 registered universities and the quality assurance body, the Zimbabwe Council for Higher Education (ZIMCHE). The results showed that there was indeed an increase in credential fraud involving both academic and professional awards and recognitions. The demand for higher education credentials, high unemployment rate, credentialism, and the desire for recognition and success fuelled the fraudulent practices. Honorary degrees topped the list of fraudulently acquired credentials, followed by professorial awards, doctorate, masters, bachelor’s degrees and secondary level certificates in that order. The sources of fraudulent documents included unregistered degree awarding institutions, degree mills, forgeries and corrupt officials. ZIMCHE put in place various measures to curb this scourge including registration, accreditation, assessment of foreign degree qualifications, compliance visits, audits and international networks. The study recommended the need to implement urgently the qualifications framework for Zimbabwe

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.

A sociolinguistic exploration of sexual harassment at an institution of higher education in Zimbabwe

The aim of this study is to explore some of the main linguistic features that characterize the discourse of sexual harassment of peers at an institution of higher learning in Zimbabwe. One hundred undergraduate female students aged between 19 and 24 were asked to respond to a questionnaire on sexual harassment and describe what they recalled the harassers said to them. The results reveal that the discourse of sexual harassment is characterized by (a) the use of monologic utterances, (b) extensive use of code-mixing and, most importantly, (c) the use of excessively impolite utterances that are couched in hostile jokes.

The Prevalence of Concurrent Sexual Partnerships among Students in Institutions of Higher Education in Zimbabwe

This study set out to establish the level of sexual activity and prevalence of concurrent sexual partnerships among students in two Faculties at a University in Zimbabwe. The study also investigated the extent and motivation for age-discrepant sexual partnerships and the possible link between multiple concurrent sexual partnerships and the spread of HIV/AIDS. Four research questions were posed to establish the level of sexual activity among university students, prevalence of concurrent relationships, motivation for and involvement in intergenerational sexual partnerships, and students' knowledge of the possible link between concurrent sexual behaviour and the spread of HIV/AIDS. A convenience sample of 145 student respondents (85 females and 60 males) was used in this study. A ten-item self-administered questionnaire and focus group discussion were used to collect the necessary data. The study found high levels of sexual activity (more for male than for female students) and high prevalence of concurrent sexual behaviour. The study also found that female students participated in concurrent sexual partnerships to benefit from the resources of their male partners while males were largely motivated around the sex motive. In spite of the high levels of knowledge about HIV/AIDS, high levels of concurrent sexual relationships were prevalent among students who participated in this study . This study confirmed results reported in the literature and has implications for the spread of HIV/AIDS.

Sexual relationships among students in higher education in Zimbabwe: Implications for HIV/AIDS

The study sought to investigate male and female roles in intimate sexual relationships and their implications for HIV / AIDS among students in institutions of Higher Education in Zimbabwe. The sample (N = 118) voluntarily participated in this study. Fifty-eight participants came from a church related university while 60 were from a state owned. Sixty-two were women while 56 were men. The survey design was used. A questionnaire was used to collect the data. Cross tabulations were used to analyze the data. Results revealed that there were no differences in the perceived male-female roles in intimate relationships between male and female students from the two universities. The majority of the respondents viewed man as initiators of sexual encounters and taking control and responsibility over sexual encounters. This scenario was seen as putting women at greater risk for HIV / AIDS. Women empowerment was strongly recommended.

Failure of Ecumenism: The Rise of Church Related Universities in Zimbabwe

AbstractDiscourses on ethnicity, politics and religion have a propensity to concentrate on their divisive implications and violent aspects. At another level, scholarship on ecumenism has been preoccupied with forms of ecumenism such as interdenominational bodies and grassroots co-operation exhibited in joint worship services and discussion forums. It is noted that in spite of its shortcomings Christianity has registered notable progress in ecumenical co-operation. However, one dimension where the churches have not done well is closer co-operation culminating in cross-denominational pooling of resources leading to the establishment of institutions. This paper seeks to highlight the failure of ecumenism in the emergence of church-related universities in Zimbabwe. It notes that particularly in the early stages of the evolution of church related universities there was consideration of ecumenical ventures but the ideas did not take root for a variety of reasons. This paper isolates ethnicity, regionalism and historical backgrounds among the major reasons for the failure of ecumenism in higher education in Zimbabwe. It argues that over time Christian churches participated through their mission stations in fostering ethnic and regional identities. The emergence of church related universities saw an increase in competition and rivalry rather than co-operation as each church in spite of the absence of an adequate resource base sought to take advantage of the liberalisation of the higher education sector by the state.