Higher Learning Institutions In Tanzania Research Articles

Factors for Effective Curriculum Implementation in Higher Learning Institutions in Tanzania

Globally, higher learning institutions face challenges in successfully implementing curricula to enhance student learning. This study investigated factors for effective curriculum implementation in higher learning institutions in Tanzania, particularly (i) to examine the extent to which factors (characteristics of lecturers and institutions, the curriculum itself and governmental support) contribute to effective curriculum implementation and (ii) to assess the relationships among the factors contributing to effective curriculum implementation. This study employed a quantitative research approach and a descriptive research design. A total of 251 students from four fields of study at the Institute of Accountancy, Arusha, were selected via simple random and stratified sampling techniques. Statistical Packages for Social Sciences version 26.0 was used to compute the mean, standard deviation, independent samples t test, one-way analysis of variance (ANOVA) and correlation from the data collected through the questionnaire. Guided by ecological systems theory, the findings revealed that the majority of students (80.5%) perceived that lecturer and institutional characteristics, the nature of the curriculum, and governmental support contributed to effective curriculum implementation. Furthermore, there were positive relationships among the study factors, with the highest correlation between the nature of the curriculum and institutional characteristics. On the basis of these findings, the study recommends considering factors related to lecturer and institutional characteristics, the nature of the curriculum, and governmental support to effectively implement curricula and improve student learning in higher learning institutions.

Effectiveness and Preference of Recognition Strategies for Academic Staff Retention among Selected Private Higher Learning Institutions in Tanzania

This study soughht to establish effectiveness and preference of recognition strategies for academic staff retention among selected private higher learning institutions in Tanzania. The study used the descriptive research design. Out of the population of 180 potential participants, 132 were sampled and only 119 filled a questionnaire and a few were interviewed. Data was treated through descriptive statistics and thematic approach. The study concludes that members of the academic staff are interested being recognized by their employers even through informal and low cost methods. Therefore, the study recommends that each private HLIs in Tanzania considers formulating policies that take into account recognition strategies for retention of its members of academic staff. Some of these strategies could be sponsoring long training and career development opportunities. This will motivate the academic staff to stay and attract new comers to join.

Assessment of Vulnerabilities in Student Records Web-Based Systems for Public and Private Higher Learning Institutions in Tanzania

In spite that HLIs in Tanzania use web-based systems for managing, storing and processing of HLIs information and data such as website contents, academic results and financial records. The HLIs web-based system have been compromised by attackers due to presence of vulnerabilities. The main objective of this study is to assess the vulnerabilities of Students Records Web-based Systems (SRWBS) for private and public Higher Learning Institutions (HLIs) in Tanzania using black-box testing methodology by employing two automatic vulnerability scanners namely OWASP ZAP (Open Webs Application Security Project Zed Attack Proxy; open-source tool) and Acunetix (proprietary tool). This study assesses the vulnerability of SRWBS for 3 private HLIs and 5 public HLIs in Tanzania. The results reveal the total of 29 vulnerabilities which include but are not limited to Broken Authentication and Session Management, Broken Access Control, Security Misconfiguration, Sensitive Data Exposure, Vulnerable JS (Java Script) Libraries, CSRF (Cros Site Request Forgery), Using Components with Known Vulnerabilities, XSS (Cross Site Script), DOM (Document Object Model) based XSS and Reflected XSS. SRWBS of public HLIs were found more vulnerable by average 44.2% than the SRWBS of private HLIs which were vulnerable by average of 37%. Based on these results, this study provides some recommendations for mitigating vulnerabilities and improving the security of SRWBS for private and public HLIs in Tanzania.

The Role of Human Resource Policies on the Improvement of Job Satisfaction for Academic Staff in Higher Learning Institutions in Tanzania: The Case of Institute of Accountancy Arusha

The Role of Human Resource Policies on the Improvement of Job Satisfaction for Academic Staff in Higher Learning Institutions in Tanzania: The Case of Institute of Accountancy Arusha

A Framework for Guiding the Design of Interactive Systems for Communication through Activities in Higher Learning Institutions

Human-computer interaction is paramount in the process of designing interactive-computer systems with high capabilities of guaranteeing users’ satisfaction. However, lack of suitable frameworks complicates their effective design. This study investigated suitable frameworks capable of guiding appropriate design of interactive systems for communication through activities (ISCA) in higher learning institutions in Tanzania. These systems are necessary for augmenting communication thereby overcoming persistent challenges related to their reliance on face-to-face, phone-based, and social networking websites communications. This study used a thorough user centred design approach where a framework for human activity design-centred (HADC) was employed. Authors qualitatively analysed data on communication and interaction issues from participants involved. Design science research was then combined with activity theory to develop a four-phased methodology which was used to design an intended human activity interactive communication (HAIC) framework. The findings confirmed that interactions design techniques based on human-activities undertaken are fundamental in designing communication frameworks capable of guiding suitable design of interactive systems in a particular setting. In the context of this study, and with ISCA need, the obtained HAIC framework was found to be appropriate. This study found out that the current user-centred design approach does not explain precisely how designers can employ activity-based interaction design techniques into the design process. Thus, the study contributes to the literature on users’ involvement in interactive systems’ design through the HADC framework provided

EFFECTIVENESS OF TEACHING TECHNOLOGY INTEGRATION IN THE ADULT LEARNING PROCESS IN SELECTED HIGHER LEARNING INSTITUTIONS IN TANZANIA

Technologies integration in teaching is considered an important section of enhancing teaching and learning processes by Higher Learning Institutions in Tanzania. In the context of teaching and learning, technology involves using information, computers, and technology to enhance communication in learning. This paper discusses the effectiveness of teaching technology integration in adult learning process in higher learning institutions in Tanzania. Data were collected using questionnaires and semi-structured interviews among a sample of 65 respondents, whereby 60 were adult learners and 5 Experienced Tutors selected using simple random sampling techniques. Data were analyzed through descriptive statistics and results were presented using frequency and mean statistics for quantitative data and qualitative data analysis by using thematic theory. The Hypothesis was tested by using a Linear Regression test at a significant level of 0.05. The theories guiding this study are the Technology Acceptance Model (TAM) and Andragogy theory. The results revealed that adult learners believe that technology integration enhances their learning experience by making it more interactive, engaging, and flexible. The study concluded that, the use of technology is essential for keeping up with the demands of the modern labor force and for acquiring the necessary skills for lifelong learning consequently, the study recommends all authorities should allocate funds to ensure that universities are well equipped with ICT facilities and also ensure an ICT curriculum is taught from primary school to higher education levels to enhance students’ attitudes towards the uses of technology in teaching and learning process.

The Mchumi Diagram Presentation in Higher Learning Institutions in Tanzania: Feedback and Insights

The Mchumi Diagram was presented at six higher-learning institutions in Tanzania in 2019, including Sokoine University of Agriculture (SUA), the Open University of Tanzania (OUT), St. Augustine University of Tanzania (SAUT), Tumaini University Dar es Salaam College (TUDARCO), College of Business Education (CBE), and the Institute of Social Work (ISW). The presentations featured public lectures attended by university communities consisting of students, academic staff, and non-academic staff. Following the lectures, feedback sessions were held, during which randomly selected respondents completed evaluation questionnaires. The results indicated that 86.6% of respondents found the Mchumi Diagram to be a valuable tool for entrepreneurship training, particularly in inspiring and instilling entrepreneurial characteristics in the younger generation. Similarly, in 2016, the Mchumi Diagram was presented to primary and secondary schools in Dar Es Salaam, Tanzania, with 96.3% of respondents recognizing its usefulness. Based on these results, the Mchumi Diagram is recommended for training programs designed to impart entrepreneurship skills, particularly in light of the "Double S" factor as characterized by the diagram.

FORMAL INSTITUTIONS IN ENHANCING ENTREPRENEURSHIP DEVELOPMENT IN THE TANZANIAN HIGHER LEARNING INSTITUTIONS

This qualitative study aimed to explore how formal institutions promote entrepreneurship development in the Tanzanian Higher Learning Institutions (HLIs) using the Sokoine University of Agriculture (SUA) as a case study. It employed semi-structured individual interviews, focus group discussions, and documentary review as data generation methods. Thematic analysis with the help of Nvivo software was used to analyze the data, revealing insights from 73 respondents, selected based on data saturation. The study applied the institutional theory as a theoretical lens to frame both its methodology and findings interpretation. Results suggest that organized-functional, active and interplaying formal institutions, including the HLIs’ charters, the policies (research and development policy, innovation policy, and entrepreneurship development investment policy), and the dedicated entrepreneurship development courses, play a crucial role in fostering entrepreneurship development in HLIs in Tanzania. The study recommends aligning institutional documents with entrepreneurship development and also ensuring coherence across these instruments.

The Need of Online Counselling to Enhance Mental Health among Students in Higher Learning Institutions in Tanzania

This study aimed to explore the need of online counselling to enhance mental health among students in higher learning institutions. The study employed a qualitative research approach in which 40 participants were involved. These were purposefully selected from two higher learning institutions in Tanzania - 30 were students and 10 were counsellors. In-depth interviews and Focus Group Discussion were used to collect data from the respondents. The findings revealed that through online counselling, it is easy to access psychosocial therapy, maintain privacy, conduct time/cost-friendly therapy, access services, allow freedom of expression as well as allow easy feedback and follow-up. Also, network connectivity problems, bundle challenges, fear of online hacking and failure to understand clients’ feelings were revealed to be challenges on the use of online counselling. However, awareness on the importance of online counselling, capacity building on the forms of online counselling, availability of free Wi-Fi in university campuses and halls of residence, reduced cost of bundles and provision of university offers as well as formation of online counselling support groups were earmarked as strategies for enhancing online counselling among undergraduate students as a way of enhancing their mental health.

University Lecturers’ Feelings, Awareness and Attitudes Towards Open Education Resources: Experience from Two Higher Learning Institutions in Tanzania

University Lecturers’ Feelings, Awareness and Attitudes Towards Open Education Resources: Experience from Two Higher Learning Institutions in Tanzania

The utilisation of open research data repositories for storing and sharing research data in higher learning institutions in Tanzania

PurposeThe study aims to investigate the utilisation of open research data repositories (RDRs) for storing and sharing research data in higher learning institutions (HLIs) in Tanzania.Design/methodology/approachA survey research design was employed to collect data from postgraduate students at the Nelson Mandela African Institution of Science and Technology (NM-AIST) in Arusha, Tanzania. The data were collected and analysed quantitatively and qualitatively. A census sampling technique was employed to select the sample size for this study. The quantitative data were analysed using the Statistical Package for the Social Sciences (SPSS), whilst the qualitative data were analysed thematically.FindingsLess than half of the respondents were aware of and were using open RDRs, including Zenodo, DataVerse, Dryad, OMERO, GitHub and Mendeley data repositories. More than half of the respondents were not willing to share research data and cited a lack of ownership after storing their research data in most of the open RDRs and data security. HILs need to conduct training on using trusted repositories and motivate postgraduate students to utilise open repositories (ORs). The challenges for underutilisation of open RDRs were a lack of policies governing the storage and sharing of research data and grant constraints.Originality/valueResearch data storage and sharing are of great interest to researchers in HILs to inform them to implement open RDRs to support these researchers. Open RDRs increase visibility within HILs and reduce research data loss, and research works will be cited and used publicly. This paper identifies the potential for additional studies focussed on this area.

Assessment of FinTan Innovative Pedagogy Model in Enhancing Student Co-Creation Behaviour in Selected Higher Learning Institutions in Tanzania

Assessment of FinTan Innovative Pedagogy Model in Enhancing Student Co-Creation Behaviour in Selected Higher Learning Institutions in Tanzania

Citation Impact of Institutional Repositories in Selected Higher Learning Institutions in Tanzania

Institutional Repositories (IRs) development in Tanzania has made publications readily available, accessible, and retrievable. IRs have increased the visibility of researchers and institutions and have contributed to the University ranking. Several Higher Learning Institutions (HLIs) in Tanzania have developed their IRs hosting institutional publications. This study assessed the citation impact of IR contents of selected Tanzanian HLIs. The study evaluated the citation impact of IR contents using publications indexed in the Scopus database. Four HLIs were purposively selected. The search within reference advanced feature for the Scopus database was conducted. The publications indexed in Scopus citing the selected IR contents from 2018 to 2022 were identified and extracted. Data analysis was carried out using Microsoft Excel and SPSS. The study findings indicated that the Tanzanian IR contents had a low citation impact. The study recommends that Tanzanian HLIs devise strategies for increasing IR content visibility. The strategies may include registering the IRs in online platforms and ensuring the Handle System is implemented to improve the accessibility of the IR content. Furthermore, the HLIs should create awareness of research visibility, enabling researchers to publish and increase their visibility.

Perceived service quality and student satisfaction in higher learning institutions in Tanzania

Despite policy efforts to promote higher learning in Tanzania, reports show persistent student dissatisfaction, revealing the extant inadequate quality measurement models. The study examined the fundamental elements causing dissatisfaction using an extended SERVQUAL model with additional variables, perceived transparency mediated by trust. Researchers collected quantitative data from 398 third-year higher learning students. The structural equations modelling result shows that reliability, perceived transparency, and trust in an institution significantly predict satisfaction. Further, trust partially mediates the influence of perceived transparency on student satisfaction. Evidence from this study suggests that education policy geared to promote the expertise of service providers and punctuality of service offering, transparency in service offering, and social responsibility of service provision is adequate for student satisfaction. Future research can look into a cross-level of economic development, groups of students—analysis of satisfaction determinants, and test the transparency—trust-based SERVIQUAL Model in quality struggling sectors in Tanzania and other developing countries. Also, studies can test how satisfaction mediates the effect of quality on academic performance.

The Driving Forces for the Involvement of Higher Learning Institution’s Students in Cybercrime Acts. A Case of Selected Higher Learning Institutions in Tanzania

This study investigates the extent and driving forces of cybercrime acts among students in higher learning institutions. The research digs into common cybercrime involvement and explores potential motives driving students' engagement in such illicit activities. A mixed-methods approach was adopted, involving online surveys and interviews with 308 samples size from a population of 1500 participants from selected higher learning institutions in Tanzania. Institutions involved in this study included Collage of Business Education (CBE), Dar es Salaam Institute of Technology (DIT), Institute of Finance Management (IFM) and Tanzania Institute of Accountancy (TIA). The findings revealed that digital piracy, hacking, computer viruses, spam mailing, computer-related forgery, and cyberbullying were prevalent forms of cybercrime among the participants. Significant associations were identified between cybercrime involvement and factors such as social-economic status, technological changes, peer influence, lack of awareness of cybercrime, individual traits, and internet usage contributing to students' involvement in cybercrime. In light of these findings, the study recommends implementing comprehensive educational programs, strengthening institutional cybersecurity, promoting positive peer influence, enhancing collaboration with law enforcement, and integrating ethical training into the curriculum. These efforts will foster a safe and responsible digital environment within higher learning institutions, protecting students from cybercrime risks and promoting ethical digital citizenship.

Lecturers’ Ability to Support Inclusive Learning To Students With Visual Impairment in Higher Learning Institutions in Tanzania

The study investigated lecturers’ ability to support inclusive learning to students with visual impairment in higher learning institutions in Tanzania. The study used a qualitative research approach with a multiple case research design. Purposive sampling was used to select 40 participants, including 30 students with visual impairment, 6 lecturers, 2 heads of special needs, and 2 coordinators of a special needs unit. Data were gathered through interviews and focus group discussions and analysed using content analysis. After the analysis, it was found that the majority of lecturers were unable to identify the unique learning needs of students with visual impairment due to the lack of skills and experiences in special needs education. Furthermore, the study found that most lecturers use lecturing as their main teaching method, which does not accommodate students with visual impairment. It was also noted that higher learning institutions lack sufficient supportive teaching and learning materials for students with visual impairment. The study recommends that university curricula be reviewed and modified to accommodate students with special needs and their unique learning needs. Moreover, lecturers and other service providers should be supported with sufficient training in disability and diversity. Lastly, the government should put aside a budget to support students with diverse learning needs to study comfortably in inclusive settings.

Information Sharing through Social Media Platforms among Higher Learning Institutions in Tanzania

This study assessed the use of social media for exchanging knowledge and information by postgraduate students at four higher learning institutions in northern Tanzania. The study used a convergent research design to collect both quantitative and qualitative data concurrently. The population of the study comprised of 633 postgraduate students from which the samples of 239 was drawn. Simple random sampling was used to select postgraduate students to participate in the study. The online survey was used to obtain 171 responses from 239 postgraduate students. Data from interview sessions was obtained from eight (8) heads of academic staff purposefully selected to participate in the study. Quantitative data was analyzed through descriptive statistics while qualitative data was transcribed and subjected to content and thematic analyses using Atlasi Ti. The study establishes that postgraduate students were willing to exchange knowledge and information using social media to interact and socialize. Based on their willingness, the study revealed that social media offered various benefits to postgraduate students, including timely access to knowledge and information, collaborative learning, strengthening their knowledge base and enhancing their academic performance. Among other recommendations, the selected tertiary institutions need to formulate social media usage policies to guide postgraduate students on the use of such platforms. This includes informing them of the risks associated with the use of social media and alternative ways of avoiding such risks.

Prevalence and Burden of Gastrointestinal Parasites among University Students at Dar es Salaam University College of Education, Tanzania

Gastrointestinal parasites cause major health problems in many tropical and sub-tropical countries including Tanzania. However, information on the status of these infections is often scanty, especially among young adults including students in higher learning institutions. During December 2020 to June 2021, a total of 272 faecal samples from university students at Dar es Salaam University College of Education (DUCE) were examined for parasites using the Kato Katz technique and analysed for infection levels based on standard guidelines. Detected parasites were identified as Schistosoma mansoni (8.1%), hookworms (1.5%), Trichuris trichiura (0.4%) and Hymenolepis diminuta (0.4%), with an overall prevalence of 10.4%. S. mansoni had the highest mean intensity of 792 eggs per gram (epg) of faeces, while H. diminuta was the least intense parasite (120 epg). While infection levels of most parasites were generally low, S. mansoni intensity was categorized as heavy based on standard criteria. The findings indicated the public importance of parasitic infections among young adults who are often excluded from most intervention programmes. Thus, further studies to elucidate the magnitude of the infections among young adults in higher learning institutions in Tanzania is warranted alongside regular prescriptions of anthelminthics and sanitation and hygiene education to reduce parasite transmissions.

ENTREPRENEURIAL INTENTIONS OF UNDERGRADUATE STUDENTS: THE MODERATING ROLE OF ENTREPRENEURIAL KNOWLEDGE

Notwithstanding the concerted interventions for integrating entrepreneurship education in higher learning institutions, graduates' transition from universities to entrepreneurial activities remains insignificant. This paper examines the influence of entrepreneurial knowledge on the entrepreneurial intentions of undergraduate students. An exploratory research design alongside a quantitative approach was used to collect data. The data for this paper were collected from 335 drawn from 10 public and private higher learning institutions. Purposive, stratified, and convenience sampling were used to draw the sample. Data were collected through a structured questionnaire survey administered to 335 finalist students in Tanzania's higher learning institutions. The paper applies a partial least square structural equation modelling (PLS-SEM) to examine the moderating role of entrepreneurial knowledge on the relationship between motivational factors and entrepreneurial intentions of finalist undergraduate students from higher learning institutions in Tanzania. The study reveals that entrepreneurial knowledge significantly moderates the relationship between behavioural control and entrepreneurial intentions. The influence of entrepreneurial knowledge on the relationship between attitude and intentions and subjective norms and intentions is insignificant. Further, the attitude and behavioural controls were found to positively and significantly affect immediate entrepreneurial intentions, whereas subjective norms insignificantly affected immediate entrepreneurial intention. The study contributes to the development of a theory of planned behaviour, for example, by demonstrating that the three motivational factors have varying effects on entrepreneurial intentions in the context of moderation and different time horizons. Family entrepreneurial culture, personal savings, and role models are keys to making graduates pursue entrepreneurship in the long term.

Bottlenecks to Inclusive Higher Education for Students with Disabilities during the COVID-19 Pandemic in Tanzania

This study explored the bottlenecks to the inclusive higher education for students with disabilities (SWD) during the COVID-19 pandemic in Tanzaniaand ways proposed to overcome them. The study useda qualitative approach that was informed by the phenomenological and multiple holistic case study design. A total of 158 research participants from four higher learning institutions in Tanzania were involved. They included 28 academic staff and 28 wardens who were selected through simple random selection.Others were 4 deans of students, 80 students with disabilities, 2 students’ leaders with disabilities, 8 personal assistants of students with physical impairments,and 8 heads of academic departments (these were purposively selected). The sample size was, however, determined by the point of saturation. Data were collected through interviews, focus group discussion (FGD), and direct observation where thematic analysis was used for data analysis. The findings revealed that allocation of rooms without consideration to SWDs and their personal assistants, difficulties in accessing information, unhygienic hostels, mobility difficulties, difficulties in access to preventive facilities and inadequate counselling services were part of the bottlenecks to inclusive higher education among SWD during COVID-19. The paper suggestsways to overcome the bottlenecks to inclusive education such as allocating rooms for SWDs and their assistants, improvement of infrastructures, orientation on mobility, and purchasing facilities and equipment which improvehygiene within inclusive education. It is recommended in this paper that the universities should establish units and resource centres well furnished with necessary equipment for students with disabilities which will be responsible for all matters related to SWDs.