Higher Learning Institutions In Tanzania Research Articles

Biometric System Applicability on Teaching Staffs Attendance Management in Higher Learning Institutions in Tanzania

Biometric System Applicability on Teaching Staffs Attendance Management in Higher Learning Institutions in Tanzania

Adoption and application of electronic records systems in higher learning institutions

Information and communication technology developments that continue to occur have changed the way records are managed. Due to these changes, higher learning institutions in developing countries are adopting different electronic records management systems to increase accountability and efficiency. However, despite the adoption of these systems, the majority of records retrieved in most of these institutions are paper-based. In other words, the e-records systems that have been adopted by these institutions are not effectively utilised to support e-records management, which is one of the things that have been noted by this study that sought to examine the adoption and application of electronic records systems in Tanzania's higher learning institutions. Specifically, the study has examined types of e-records systems and factors affecting the effective adoption and application of e-records systems. To achieve this, a descriptive research design was employed by integrating quantitative and qualitative approaches. Whereas quantitative data were analysed using Statistical Product Service Solution (SPSS), qualitative data were analyzed thematically. Generally, the study reveals that various e-records management systems are used by higher learning institutions in Tanzania for purposes that are generally similar across the institutions. Moreover, the findings suggest that e-records management systems are not effectively used to support records management due to various human, organizational, technological, and regulatory factors. Therefore, to realize an effective transformation of records management from being paper-based to being electronic-based, various concerted efforts are needed. More specifically, multi-actor efforts between institutional management and records management practitioners are the fulcrum needed for the effective application of e-records systems.

Mobile Cloud Computing Based Technologies for Enhancing E-learning Content Delivery and Sharing in Higher Learning Institutions in Tanzania using Learner-Centered Approach

Electronic learning (E-learning) in Higher Learning Institutions (HLIs) offers a cost-effective teaching and learning that support social interactivity, flexibility, context sensitivity, and active participation of learners in learning activities. The objective of this study was to investigate the challenges facing the traditional E-learning tools and leverage the advanced capacity of Mobile Cloud Computing (MCC) to enhance E-learning service delivery and sharing of learning resources focusing in learner-centered approach. Also, the evolvement of mobile computing devices such as smartphones, Personal Digital Assistance (PDA), and laptops owned by learners bring prospects in overcoming the inherent challenges facing HLIs in developing countries such as shortage of computer laboratories and network resources.Consequently, this study proposes MCC-based E-learning content delivery and sharing to augment higher learning institutions with limited resource setting in developing countries. The main benefits of MCC-based E-learning include, first, augment traditional LMS by provisioning abundant processing capacity and storage in the cloud that guarantee unlimited learning materials available for learners and instructors; Second, improves performance in local Learning Management System (LMS) servers by outsourcing execution and storage into the cloud especially when resource-intensive E-learning contents such as games, Virtual Reality (VR), and video streaming are used for learning; third, supports multi-platforms to execute the workload of various E-learning applications in the cloud which is potential for E-learning resource sharing; and fourth, guarantee cost-effective E-learning content delivery and sharing. Keywords: Mobile cloud computing, E-learning, content delivery, Learner-centered learning DOI: 10.7176/JIEA/13-2-03 Publication date: March 31 st 2023

USEFULNESS OF FINTAN INNOVATIVE PEDAGOGY MODEL IN FOSTERING ENTREPRENEURSHIP SKILLS AMONG STUDENTS IN THREE HIGHER LEARNING INSTITUTIONS IN TANZANIA

The study focused on the usefulness of FinTan innovative pedagogy model in enhancing entrepreneurship skills among students in higher learning institutions in Tanzania. Guided by the Teaching Framework for Entrepreneurship Theory by Fayolle and Grailly (2006), The target population was three higher learning institutions, 120 lecturers, 700 students, and 9 team leaders who were beneficiaries of the FinTan innovative pedagogy model. A stratified random and purposive sampling technique were used to draw the sample for the study which consisted of 327 respondents. Questionnaires and interview guide instruments were used to collect data that was validated by researchers and evaluation expertise and Cronbach's Alpha was used to ensure reliability of questionnaires. Trustworthiness and triangulation were used for reliability of interview guide instruments. Quantitative data were analyzed using descriptive statistics and presented using tables, while qualitative data were analyzed using thematic analysis. The findings of the study revealed that FinTan innovative pedagogy model was effective in helping students to build networking with experienced individuals in society and relate the topic materials to the needs of society which in turn develop entrepreneurship skills. The study concluded that FinTan innovative pedagogy model is useful in enhancing entrepreneurial skills in students. The study recommended that the three institutions should share the knowledge with other higher learning institutions for students to develop entrepreneurship skills, which are identified as essential skills in minimizing the unemployment rate as well as caring for the environment in the process of self-employment. Keywords: Fintan Innovative Pedagogy Mod

Teaching research data management courses in higher learning institutions in Tanzania

PurposeThe study investigated teaching research data management (RDM) courses in higher learning institutions (HLIs) in Tanzania to enable postgraduate students to work with their research data.Design/methodology/approachThe study triangulated research methods. Postgraduate students were investigated using survey questionnaires to learn about their needs and perceptions of the teaching RDM courses in HLIs. Key informants (academicians, information and communication technologists and library staff) were also investigated using in-depth interviews to explore their experiences and knowledge of teaching RDM courses. SPSS statistical software was used for analysing quantitative data; qualitative data were analysed thematically.FindingsA total of 70 questionnaires were distributed to postgraduate students with a returning rate of 44 (69%). On the other hand, 12 key informants were interviewed. A low level of RDM literacy was revealed among 38 (86%) respondents. Most respondents 40 (91%) reported the need for HLIs to start teaching RDM courses. A lack of skills and knowledge in teaching RDM courses was revealed among key informants. The competency-based, adaptive and constructive teaching techniques were selected for teaching RDM courses, whereas intensive training and online tutorials were revealed as teaching formats.Research limitations/implicationsThis study focused on teaching RDM courses in HLIs. The survey questionnaires were distributed to all 2nd year postgraduate students, however, the findings cannot be generalised to all postgraduate students due to the response rate obtained. The findings obtained from key informants can also not be used as a basis for generalization across HLIs.Practical implicationsThis study concluded that postgraduate students need to be well equipped with skills and knowledge on RDM and its related concepts; teaching RDM courses should be regarded as a continuous programme for benefit of students, researchers and the community at large.Social implicationsAppropriate teaching of RDM courses among students not only ensures that students meet the funders’ and publishers’ requirements, but also encourages students to store and share their research among researchers worldwide; thus increasing collaboration and visibility of the datasets and data owners through data citations and acknowledgements.Originality/valueThis is a comprehensive study that provides findings for HLIs to teach RDM courses in HLIs, especially for postgraduate students. The findings revealed the need for teaching RDM courses in HLIs. The study provides the basis for further RDM research in HLIs and research institutions.

The Impact of COVID-19 Pandemic on Teaching and Learning Process in Higher Learning Institutions in Tanzania: A Case of Mwanza Region

This study examined the impact of the COVID-19 pandemic on teaching and learning process in higher learning institutions in Mwanza, Tanzania. The study intended to explore the negative impact of this pandemic on higher education, and also to identify the possible measures to overcome the negative impact of this pandemic. The study has adopted a mixed research approach and an explanatory sequential mixed design. It has involved 188 participants, and data was collected using questionnaires and an interview guide. Content and face validity of research instruments were cross-checked by different research experts. Furthermore, the reliability of research instruments was checked using the split-half technique. Finally, the study discovered some negative impacts which are; slowing down the participation and interaction in teaching and learning which has hindered the attainment of teaching and learning goals. The study has put forward some possible measures to overcome the negative impact of this pandemic which are: to strengthen the e-learning infrastructures, construct more classrooms, and employ more teaching staffs. Then the study recommends that the government of Tanzania and all the educational stakeholders should take education as its number one priority and finance it effectively to ensure a profitable educational process during and after the pandemic.

Facilitators' Perceptions on Online Assessment in Public Higher Learning Institutions in Tanzania; A Case Study of the Institute of Accountancy Arusha (IAA)

Reliance on computerised systems for both learning and conducting research in learning environments has been proven to be of great importance in saving time and money to the institutions, teachers and students as well as the government in general. However, research on teachers' perceptions of computer-assisted assessment is lacking. The study's goal was to look into teachers' perspectives on the use of computer-assisted assessments in Tanzanian public higher learning institutions, using the Institute of Accountancy Arusha (IAA) as a case study. The study population was all 187 teachers at IAA, through which a sample size of 97 participants was used for this study. The study employed a quantitative research approach and a descriptive research design to conduct the study. In data analysis, the study employed descriptive analysis to analyse data through mean, standard deviation, frequencies and percentages, where SPSS version 26 aided the data analysis process. The study found that the majority of respondents are unwilling to adopt online assessment at IAA due to technical, academic, and security concerns. Based on these findings, the study concluded that management support is critical in providing teachers with appropriate knowledge on the benefits and needs of using online assessment in Tanzanian public higher learning institutions, as well as providing teachers with appropriate technological and pedagogical know-how on how to best use different online assessment software to create appropriate online exams. Also, to use the most up-to-date versions of the online management system with all the appropriate plug-ins to support online assessment. Lastly, management should equip their institutions with appropriate online assessment software, hardware, and stable electricity.

Adoption of e-assessment technologies to enhance the happiness of academics. Insights from higher learning institutions in Tanzania

In an anecdote, a university professor, who has done research on happiness for the rest of her life, invited students to talk about happiness. She gave each one a balloon, asked them to fill them with air, write their names on them, and release them in the air. In a short moment, the whole hall was full of balloons. She then asked each one to get their balloon with their name on. After a struggle of a couple of hours, none got their balloon back. And then she asked them to get each one any balloon, read the name on it, and search for the owner, and give the balloon back to the owner. In less than five minutes, each one had got their balloon. After the exercise the professor concluded: “These balloons are like happiness. We will never find it if everyone is looking for their own. But if we care about The study aims at assessing the happiness of the academics in the higher learning institutions of Tanzania during these times of massification. Data from a total number of 116 academic Whatsapp group members in Tanzania was collected through Google Forms. With the use of the “anchoring vignette” in order to understand the major functions of the academics, the respondents assessed their levels of happiness on a five-ladder Likert scale. The descriptive statistics were used to describe the degree of happiness and the Independent Samples T-Test and the Kruskal-Wallis H Test to test the null hypotheses that gender, positions and working experience of the academics have no influence on the happiness of academics in their functions. The study reveals that the academics are generally happy, but less happy in the activities of marking assessments and exams. The study also revealed that neither gender nor academic positions and working experience significantly impacted on the academics’ unhappiness. The universities are urged to do more research on the suitable e-assessments for their students and make use of the available e-assessments technologies in order to reduce the marking pressure for the academics. The higher learning institutions are recommended to institutionalize annual happiness indices and annual education e-technologies’ use indices in order to regularly monitor happiness and education e-technologies’ use, respectively. The government of Tanzania, through the Ministry in charge of higher education and other educational stakeholders need to promote mechanisms and frameworks to promote research and the use of e-assessments. The paper contributes more knowledge about the reasons to adopt e-technologies in education, on the one hand, and it also enhances knowledge on the e-methods in data collection, on the other hand.

Joint Research Mentoring Through the Community of Young Research Peers: A Case for a Unifying Model for Research Mentorship at Higher Learning Institutions.

BackgroundMentorship is pivotal for sustainability of a successful research culture at higher learning institutions. Various models have been proposed for provision of research mentorship in health sciences but are challenged by utilizing predominantly hierarchical mentoring, as well as being centred on one discipline or one institution. This paper describes the approach and successes of an inclusive mentorship model employed in a resource-limited setting in sub-Saharan Africa.MethodsThrough the NIH-funded Transforming Health Professions Education in Tanzania (THET) project, a consortium of three prominent health sciences higher learning institutions in Tanzania (MUHAS, CUHAS and KCMUCo) and two collaborating US institutions (UCSF and Duke University) was formed. Within THET, the Community of Young Research Peers (CYRP) was constituted, comprised two cohorts of undergraduate students and young faculty (fellows), and senior scientists. Besides mentorship and research training, fellows received funded research awards and in turn mentored undergraduate students.ResultsBy the first quarter of project year four, the number of fellows and mentored undergraduate students had increased from 12 to 24 and from 41 to 67, respectively. Fellows in the second cohort (junior fellows) included medical doctors, nurses, dentist, biomedical scientist, sociologist and education psychologist. In fostering peer-to-peer mentoring, the cross-institutional pairs of fellows from the first cohort (senior fellows) were assigned to reciprocal pairs of junior fellow mentees and took a leading role in research training. Furthermore, the senior fellows had made significant strides, including eight enrolled in PhD programmes, eight publications from mentored research projects, and six small to medium-size research grants won.ConclusionThe unifying model of research mentorship employed by the CYRP has been demonstrated as an effective model for joint research mentorship of the diverse group of young investigators from collaborating higher learning institutions in Tanzania. This model is recommended for scale-up, particularly in sub-Saharan Africa.

Research Data Handling by Researchers in the Selected Universities in Tanzania

This study investigated the practice of research data handling in the selected higher learning institutions in Tanzania, with specific reference to the University of Dar es Salaam and University of Dodoma. The study assessed research data formats that are currently produced, where the research data are currently stored and whether researchers in the selected institutions use data management plan in their research activities. A study used both quantitative and qualitative approaches. Questionnaire was used to extract data from researchers while interview was used to obtain data from key informants who were categorized as potential managers responsible for research data management from the respective institutions. Results show that researchers have been producing various kinds of research data in various formats both digital and analogy data. Moreover, researchers handled these data using various approaches. This means that there were no systematic and well-guided methods of handling their research data making the data prone to get lost. Only a small number of researchers appeared to have a large amount of research data. Furthermore, only a few number of researchers indicated to have used research data management plan (RDM) in their research activities. This study recommends more collaboration among researchers, directorate of research and publication, ICT and library management to improve the research data handling in the universities.

The Response of Tanzania Higher Learning Institutions to e- Learning during Covid-19 Pandemic

This study examined how the Tanzanian Higher Learning Institutions (HLIs) responded to the e-learning implementation during the COVID-19 pandemic period. It employed the Actor Network Theory that informs the socio-technical interactions. The study employed an explorative case study design with qualitative techniques, involving a total of 13 participants from selected HLIs. A thematic analysis framework was used to analyze data. The study revealed that HLIs in Tanzania have partially implemented e-learning systems and there is limited use of e-learning technology among HLIs in Tanzania. The e-learning implementation is in terms of tuition fee payment, examination results, online learning and presentation of research proposals through mobile technologies and Zoom. It is important for the government to make more emphasis on development of e-learning policies which will increase participation, commitment and accountability in HLIs. It is also important for HLIs to redefine e-learning strategies and develop facilities that will enhance transformations in teaching and learning amidst the Covid 19 Pandemic. This requires good internet networks as well as availability of robust learning management systems. Furthermore, HLIs should establish collaboration with other learning institutions within and outside the country for sustainable e-learning outcomes.

Factors Affecting the Adoption of E-Learning Systems in Public Higher Learning Institutions in Tanzania: A Case of Institute of Accountancy Arusha (IAA)

In most developing countries, governments attempt to enforce the movement from analogue to digital for all their sectors, from public to private. These technological advancements have been noted to bring necessary and unavoidable changes to businesses and learning environments. Higher learning institutions have adopted various e-learning systems to support learning, research, and publication activities to stay competitive in global academic systems. However, most public higher learning institutions in Tanzania lag behind in the adoption of these systems. Thus, research shows a failure of these institutions in utilising the full benefit that today’s Information and Communication Technology (ICT) can offer in learning environments. Thus, this study examines factors affecting the adoption of such a system in developing countries like Tanzania, taking the Institute of Accountancy Arusha (IAA) as a case study. The study used a mixed methodology where thematic and descriptive analysis was used to analyse both qualitative and quantitative research data. The study population was 187 teaching staff, a sample size of 126 was obtained, and 157 study participants were involved in the study. The study found that factors affecting the adoption of e-learning systems in public higher learning institutions in Tanzania include lack of ICT infrastructure, lack of technical and managerial support and lack of computers and e-learning knowledge among facilitators. Thus, the study recommended investments in adequate and reliable ICT facilities, high intermate speed and bandwidth, and policies that support e-learning and training programs about e-learning knowledge and use. Also, this study recommends the use of the Multi-Factors Adoption Model (MFAM11) for the successful adoption of an e-learning system in public higher learning institutions in Tanzania.

The Effects of Service Quality on Customer Satisfaction in Higher Learning Institutions in Tanzania

The Effects of Service Quality on Customer Satisfaction in Higher Learning Institutions in Tanzania

Information Systems Security Threats and Vulnerabilities: A Case of the Institute of Accountancy Arusha (IAA)

All modern computer users need to be concerned about information system security (individuals and organisations). Many businesses established various security structures to protect information system security from harmful occurrences by implementing security procedures, processes, policies, and information system security organisational structures to ensure data security. Despite all the precautions, information security remains a disaster in Tanzania’s learning institutions. The fundamental issue appears to be a lack of awareness of crucial information security factors. Various companies have different security issues due to differences in ICT infrastructure, implementations, and usage. The study focuses on identifying information system security threats and vulnerabilities in public higher learning institutions in Tanzania, particularly the Institute of Accountancy Arusha (IAA). The study involved all employees of IAA, academics, and other supporting staff, which totalled 302, and the sample size was 170. The study utilised a descriptive research design, where the quantitative methodology was used through a five-point Likert scale questionnaire, and found that key factors that affect the security of information systems at IAA include human factors, policy-related issues, work environment and demographic factors. The study proposed regular awareness and training programs; an increase in women’s awareness of information system security; proper policy creation and reviews every 4 years; promote actions that lessen information system security threats and vulnerabilities, and the creation of information system security policy documents independently from ICT policy.

The Role of Internal Audit Function on Performance of Public Higher Learning Institutions in Tanzania: A Case of the Institute of Accountancy Arusha

This study investigated on role of internal audit function on performance of public higher learning institutions in Tanzania using the descriptive correlational design. From 306 staff members, 103 were selected through the simple random sampling and 83 filled and returned the questionnaires. Data was analyzed through descriptive statistics and regression analysis. The organization was found to be doing well in risk management and control mechanism aspects as part of the internal auditing function. There are adequate human and material resources for internal audit function. The internal audit staffs are qualified and the management supports the internal audit initiatives with ICT facilities and adequate budget. While risk management, control mechanism and availability of resources significantly predicted the organizational performance, governance process did not. Availability of resources for internal auditing was the best predictor for the organizational performance. It is therefore recommended that the organization should maintain the existing risk management strategies and regular presentation of risk management reports as such aspects contribute to the organizational performance. Since risk management, control mechanism and availability of resources are significant predictors for the organizational performance, there is need to keep improving the control mechanism and provide required resources for effective internal audit function.

Comparative Study of Bachelor of Civil Engineering Curricula in Higher Learning Institutions in Tanzania: A Systematic Review

This paper compares the curricula of Bachelor degree in the field of civil engineering. This helps improving the quality of curriculum that generates demand driven engineering graduates with an equal competency in the context of labour market. Descriptive survey was adopted, and a checklist of courses from purposively selected higher learning institutions was used. Constant comparative analysis to categorize types of information investigated was adopted. Findings indicate that Bachelor degree programme in civil engineering at Dar es Salaam Institute of Technology (DIT), Mbeya University of Science and Technology (MUST) and St. Joseph College of Engineering and Technology (SJCET) has duration of 3 or 4 years depending on the entry qualification of the student, whereas at Arusha Technical College (ATC) it takes 3 years to complete the programme. On the other hand, inconsistency on the number of courses and academic loads offered in these institutions was revealed. The study suggests a joint development of curricula for training programmes. This could help trainers, researchers, curricula developers and policy makers to harmonize and minimize discrepancies of the curricula contents of the same programme offered in different institutions. Keywords: curricula, engineers, bachelor degree, civil engineering, institutions, Tanzania DOI: 10.7176/JEP/12-29-05 Publication date: October 31 st 2021

FACTORS CONTRIBUTING TO GENDER DISPARITIES IN LEADERSHIP POSITIONS: EVIDENCE FROM SOME SELECTED HIGHER LEARNING INSTITUTIONS IN TANZANIA

The role of women in the development of nations has continued to gain its attention all over the world. That is why, issues concerning with gender disparities are often addressed. In Tanzania, gender inequality, especially the dominance of men is well reflected in leadership positions in higher learning institutions. This study, therefore, investigated factors contributing to gender disparities in leadership and managerial positions in the selected higher learning institutions in Tanzania. The study employed a mixed method and design utilizing both qualitative and quantitative techniques. Data were collected through structured questionnaires and interview. Quantitative data were analysed through descriptive statistics and qualitative data through thematic analysis. The study revealed that family commitment, patriarchy culture, motherhood and men tending to be decision makers contribute to gender disparity in leadership positions in higher learning institutions. The study is significant to women because it addresses the factors that are pushing them back from holding leadership positions and their solutions. Also it is significant to policy makers because it will direct them towards making policies that touch gender inclusion in all levels as well as institutions to improve their efforts towards woman empowerment at working place.

The Usefulness of Mobile Compilers for Learning Computer Programming

This study examines the usefulness of mobile compilers for learning computer programming in higher learning institutions in Tanzania. The study was conducted at the Institute of Accountancy Arusha (IAA) and Arusha Technical College (ATC). The study used a case study research design and adopted a quantitative approach. The study included 170 computing undergraduate students who were conveniently selected from the target population. A questionnaire was used as a method of data collection. The data collected were analysed and results were presented using descriptive statistics. The results of the study show that computing undergraduate students use mobile compilers for learning computer programming. In addition, the study indicates that mobile compilers offer significant benefits that allow students to learn computer programming using mobile technology. However, the results suggest that facilitators of the computer programming courses do not emphasize the use of mobile compilers for learning and self-practice.

Cybersecurity Posture of Higher Learning Institutions in Tanzania

In a bid to become a middle-income country by 2025, the Government of the United Republic of Tanzania promoted the productive use of ICT for rapid development, which is why Higher Learning Institutions (HLIs) adopted information systems to handle admission matters. Urgent response to directives without enforcing credible cybersecurity measures is a massive security vulnerability that cyber attackers can exploit. This study assessed the cybersecurity preparedness of HLIs in protection, detection, and response to cyber-attacks using the NIST cybersecurity framework. To achieve this objective, a qualitative method and an interpretive research approach were adopted. The target population was four (4) Higher Learning Institutions located in Arusha Municipality. A purposive sampling technique was used due to an inadequate number of cybersecurity experts in the population. Empirical data were collected using semistructured, face-to-face interviews, documentary reviews, observation, penetration testing and analyzed using content analysis. Despite implementing minimal countermeasures, the study discovered that Higher Learning Institutions are vulnerable to cyber-attacks. Higher Learning Institutions must be vigilant by; addressing identified weaknesses, providing cybersecurity training to all staff, and continuously monitoring information systems. The study recommends a need to explore the factors affecting cybersecurity preparedness in Higher Learning Institutions.

Antecedents of Instructor Intention to Continue Using E-Learning Systems in Higher Learning Institutions in Tanzania

Over the years, higher learning institutions (HLIs) have been deploying e-learning systems to complement traditional learning systems in Tanzania. This initiative has consumed many resources including institutions' money, human resources, and time to mention the least. However limited studies have been conducted to investigate long-term intention to use e-learning systems by instructors who are important for initiating, facilitating, and administrating e-learning systems. The current study adopted the information system continuance model (ISCM) and integrated it with two factors (i.e., service quality [SEQ] and system quality [SQ]) from the IS success model to examine their influence on the continuance intention to use e-learning systems. The sample for the study involved 131 instructors drawn from six public-owned HLIs in Tanzania (i.e., IFM, IAA, CBE, DIT, TPSC, and NIT). The study found that the integrated factors (i.e., SEQ and SQ) significantly enhanced the predicting ability of the underlying ISCM in explaining the continuance of intentions to use e-learning systems among instructors.