Institutions In Botswana Research Articles

User Requirements in Enterprise Resource Planning Systems Adoption: A Case of Botswana’s Higher Institutions

ERP systems are the largest software applications adopted by universities, along with quite significant investments in their implementation. However, unlike other applications, limited research has been conducted regarding the application of this system in higher education in Botswana. This study aims to identify user requirements in the adoption of enterprise resource planning (ERP) systems in Botswana’s higher education institutions. This study was conducted in three higher education institutions in Botswana. This study adopted the quantitative methodology of using surveys to understand ERP adoption in higher education and proposed a model that could be used to guide business information systems requirements to appropriate ERP systems in a higher educational environment. Based on the findings, the study proposed a conceptual model of ERP system adoption in higher education institutions using six success dimensions. The six success dimensions are user requirements, user satisfaction, information quality, service quality, institutional impact, system quality, and faculty/management impact. Only information quality was rejected from the model. The six success dimensions are the basis through which a higher education institution can understand user requirements in implementing an effective ERP.

Archival Silences within the National Archival Documentary Heritage Institutions of Botswana

The study is an interpretive qualitative multiple case study, which examined archival representation of social groups in five selected heritage institutions in Botswana. Purposive sampling was used to select study participants. Data collection for the study was through semistructured interviews, non-participatory observations and document analysis. The findings indicate that archival representation of social groups is still at infancy stage in Botswana, as a result of poor interpretation and implementation of the National Archives and Records Services of 1978, (amended in 2007); lack of updated policies that inform practice and limited resources to do archival processes. The contents of the archival collection revealed a male, ethnic based, linguistic oriented and ruling party inclined image with underrepresented groups consisting of people with disabilities, the poor and women. For under-documented groups, the LGBTQ+ community, people living along borderlines and refugees come out. The causes for silences in the archival collections is attributed to discriminatory sections of the constitution, lack of reflexivity on the part of the archival institutions, mistrust of mainstream heritage institutions by communities and failure to survive time by indigenous culture which is mainly oral to name but a few. Consequently, the study recommends an acquisition and management model based on stewardship and a national archival system, that can ensure the documentation of a socially representative archival heritage.

Diversifying income streams in public Higher Education institutions in Botswana

Diversifying income streams in public Higher Education institutions in Botswana

Diversifying income streams in public higher education institutions in Botswana

Diversifying income streams in public higher education institutions in Botswana

Influence of Covid-19 on Students’ Learning: Access and Participation in Higher Education in Southern Africa

Recent experiences of institutions in COVID 19 have heightened the need for research on its impact on higher education institutions globally. This article’s authors are from higher learning institutions in Botswana, South Africa and Zambia, which used a blended learning model before COVID 19. The majority of their students used the traditional part of blended learning, depending on the print, postal service, and face-to-face. These students’ access and participation in learning during COVID 19 were negatively affected. Using Digital Equity as a framework, this paper explores the influence of COVID 19 on students’ access and participation in online learning. There seem to be significant disparities in access and participation in high-quality technologies and severe educational inequities. This digital inequality impact calls for civic awareness in digital literacy among the citizenry if the gap between the rural and urban, have and have not digital immigrants and digital natives are to be bridged.

Education of students with intellectual disabilities at Technical Vocational Education and Training institutions in Botswana: Inclusion or exclusion?

BackgroundDespite a commitment to achieving inclusion for all by the Botswana government, the enrolment of students with disabilities in Botswana’s Technical and Vocational Education and Training (TVET) institutions is still fraught with confusion as reflected by its practice and implementation. Exclusionary rather than inclusive practices remain prevalent.ObjectiveThis study explores students with mild intellectual disabilities’ experiences of inclusion or exclusion in TVET institutions using key concepts of the Capability Approach.MethodA phenomenological interpretive qualitative design was adopted. One government, technical vocational institution, offering programmes for students with disabilities in Botswana was conveniently selected. Fourteen students were purposefully selected from this institution based on the criterion that they were students with mild intellectual disabilities. Individual interviews served as the data collection method to enable participants to voice their experiences of inclusion or exclusion at the TVET institution. Thematic content analysis was utilised to analyse the data.ResultsIt was found that whilst students with mild intellectual disabilities are offered an opportunity to enrol at TVET institutions, they are faced with social and epistemological exclusion, deliberate marginalisation, labelling and emotional abuses.ConclusionThese negative experiences hinder students’ achievement by limiting their capabilities.

A preceptorship model to facilitate clinical nursing education in health training institutions in Botswana.

BackgroundDespite the wide use of preceptorship, there is evidence that preceptorship and the role of preceptor in clinical nursing education are not clearly understood or supported.ObjectivesTo develop a preceptorship model to facilitate clinical nursing education in Botswana.MethodThe model development in this study followed the steps of theory generation as described by Chinn and Kramer. These four steps are concept analysis, relationship statements, description and critical reflection of the model.ResultsFour main themes emerged from the empirical study that formed the basis for key concepts and model development. The model has six components, namely, agent, recipient, context, procedure, dynamics and terminus. The description of the model is based on Chinn and Kramer.ConclusionThe need for a preceptorship model to facilitate preceptorship cannot be overemphasised in this regard. This model will guide the planning and implementation of preceptorship procedures by different stakeholders to improve its effectiveness in clinical nursing education.

Factors influencing property developers’ minimal participation in student housing provision in Gaborone

PurposeStudent housing (SH) is very critical in the learning process of students, as it can affect their academic performance. It has been noted that tertiary institutions in Botswana are failing to provide adequate accommodation to cater the growing student population. Despite the shortage of housing, private property developers are not keen on participating in SH provision. The purpose of this study is to therefore assess the factors influencing minimum participation of property developers in SH provision in Gaborone, Botswana.Design/methodology/approachData for this study was collected from both primary and secondary sources. Primary data was collected from property developers in Gaborone through the use of a questionnaire. Secondary data on the other hand was collected from books, reports and journal articles. Data was analysed by using Statistical Package for Social Sciences and Microsoft Excel.FindingsThe findings from the study revealed that the factors that affect property developers participation in SH provision are low income derived from SH, limitations in multi sectoral approach, poor site location, lack of partnerships between developers and universities, high maintenance and renovation costs and lack of policies and legislation regarding SH. The factors that highly had an impact on property developers are financial factors, followed by institutional factors, demographic factors, physical factors and, finally, human factors. A private–public partnerships model aimed at enhancing developers’ participation in SH provision was developed in the study.Research limitations/implicationsThe small sample size used has had a negative impact on the results, as no factors were identified as limiting property developers’ participation in SH.Originality/valueThis paper extends the knowledge on factors influencing property developers’ minimal participation in SH provision by coming up with a model that could enhance their participation in SH provision.

Accounting Curriculum in the Digital Era: Suggestions for Preparing Botswana’s Tertiary Accounting Graduates

The research is financed by BA ISAGO University, P.Bag BR94, Gaborone, Botswana Abstract Some educational institutions’ might not have developed curricula that are in line with digital technology for future accounting professionals (Islam, 2017). It is imperative that tertiary institutions in Botswana should prudently consider developing or incorporating new learning outcomes and competencies in accounting curricula against digital technological changes when preparing accounting graduates for the industry. Secondary and desktop research was engaged through intensive reports from large global and regional Professional Accounting Organisations (PAOs) such as ACCA, CIMA, BICA, SAICA, AAT and ICAEW which consulted with their various international stakeholders and the industry towards future accountants’ skills and competencies. These are mostly government-sponsored professional qualifications in Botswana except for ICAEW and SAICA which will balance as additional international and regional PAOs. More research was also sought from journals, publications, discussion and opinion papers as well as newspapers in order to collate the digital and technological competencies that are suggested. This paper therefore seeks to alert the Botswana educational curriculum developers to consider and incorporate new technologies that will prepare Botswana for dynamic, world-class and competitive accounting graduates in tertiary institutions towards the changing accounting profession. The findings showed that the accounting profession’s digital skills gap can be closed by incorporating cloud computing, big data, eXtensible Business Reporting (XBRL), artificial intelligence, machine learning and similar in Botswana accounting graduates’ curriculum. Keywords: Accounting, change, curriculum, digital, education, graduate, technology, PAOs, profession DOI: 10.7176/RJFA/11-16-02 Publication date: August 31 st 2020

Image Differentiation for Competitive Advantage in the Private Tertiary Education Institutions in Botswana

The primary objective of the study was to describe the extent to which image differentiation strategies may be used to gain competitive advantage among private tertiary education institutions in Botswana. The study examined how image differentiation may be employed by private tertiary education institutions to achieve competitive advantage. The study used descriptive survey research and the findings revealed that the institutions have not done enough in image differentiation to clearly stand out as differentiated universities. The study recommends that the universities must get involved in activities that will enhance institutions’ image. Institutions need to work together with key stakeholders and continually seek ways to attain competitive advantage through image differentiation.

Personnel Differentiation for Competitive Advantage in the Private Tertiary Education Institutions in Botswana

The primary objective of the study was to describe the extent to which personnel differentiation strategies may be used to gain competitive advantage among Private Tertiary Education Institutions in Botswana. The study examined how personnel differentiation may be employed by private tertiary education institutions in order to achieve competitive advantage. The study used descriptive survey research and the findings revealed that the private universities have to a certain extent employed personnel differentiation strategies. However, institutions have not done enough to clearly stand out as differentiated universities. The study recommends that the universities must appeal to prospective employers; hire, train and retain competent staff, and also get involved in activities that will enhance institutions’ credibility. Institutions need to work together with key stakeholders and continually seek ways to attain competitive advantage through personnel differentiation.

Product Differentiation for Competitive Advantage in the Private Tertiary Education Institutions in Botswana

The primary objective of the study was to describe the extent to which product differentiation strategies may be used to gain competitive advantage among private tertiary education institutions in Botswana. The study examined how product differentiation strategies may be employed by private tertiary education institutions in order to achieve competitive advantage. The study used descriptive survey research and the findings revealed that the private universities have not done enough to clearly stand out as differentiated universities. The study recommends that the universities need to work together with key stakeholders and continually seek ways to attain competitive advantage through product differentiation.

Incorporation of Universal Design for Learning in FCS Curriculum at Post-secondary Institutions in Botswana

Incorporation of Universal Design for Learning in FCS Curriculum at Post-secondary Institutions in Botswana

Assessing the Determinants of Trust in Public Institutions in Botswana : A Multilevel Linear Model Approach

Cet article etudie les facteurs qui expliquent la confiance envers les institutions publiques au Botswana et les facteurs qui expliquent la confiance a l'egard des intitutions publiques. Les enquetes Afrobarometres de 2008 a 2014 montrent une baise de confiance dans les etablissements publiques au Botswana bien que le pays soit considere comme une plaque tournante de la bonne gouvernance en Afrique. En utilisant les donnees du sondage de Afrobarometre, l'article utilise des analyses a plusieurs niveaux pour evaluer les facteurs qui expliquent la confiance dans les institutions publiques. Les resultats indiquent que l'education, la satisfaction vis a vis de la democratie et les perceptions de la corruption sont des facteurs importants pour expliquer la confiance dans les instutitions publiques. L'article affirme que si les legitimites democratiques du Botswana sont indiscutables, les citoyens deviennent de plus en plus trop critique a l'egard des institutions publiques.

E-learning in tertiary institutions in Botswana: apathy to adoption

PurposeThe purpose of this paper is to investigate the nomological web between technology acceptance model metrics such as perceived ease of use, perceived usefulness, perceived web privacy of e-learning resources on attitude and behavioural intention of virtual platform for learning by university students.Design/methodology/approachThe study employed a quantitative method by using self-administered survey instruments among university students who have at least one year of e-learning experience. Psychometric nomenclature of survey instruments was conducted and the reliability and validity metrics of perceived ease of use, perceived usefulness, extent of e-learning use, perceived web-based privacy, attitude and behavioural intentions meet the threshold as established in extant literature. Correlation and regression analysis were conducted to explicate hypothesised relationship.FindingsThe study found out that e-learning use, perceived usefulness and attitude are associated with learners behavioural intentions, while perceived ease of use and perceived web-based privacy are not significantly associated with behavioural intentions of e-learners in Botswana. The findings further showed in the regression analysis that the extent of e-learning use, perceived usefulness, perceived ease of use and attitude are significantly related to behavioural intentions, while the perceived web-based privacy is not significantly related to behavioural intentions.Practical implicationsThe e-learning processes thus help outline the effective marketing strategies and promotions or nichemanship among university students which help uncover the influence of innovation metrics on e-learning among the youth target audience in Botswana as the country seeks to achieve a paradigm shift from mineral-led economy to knowledge-based society.Originality/valueDespite the popularity of e-learning approach as explicated in extant literature, the extent to which such platform is accepted with respect to security and reliability most especially in an emerging economy like Botswana is ambiguous. This study thus seeks to establish the extent to which e-learning in Botho University and Botswana Open University creates a platform for intention to use as regards technological acceptance parsimonious model in Botswana.

Double Jeopardy: Plight of Female Students with Disabilities in Botswana’s Higher Education

Although substantial recent research addresses the importance of higher education (HE) for students with disabilities, this sector has remained under-researched in Botswana. The struggle of female students with disabilities to access and participate in HE remains an issue of great concern for disability activists and researchers. The purpose of this phenomenological study was to explore and describe the lived experiences of female students with disabilities in their struggle to access and participate in three HE institutions in Botswana. Seven female students with disabilities participated in this research. Multiple methods, such as focus group discussions, photovoice and solicited journals, were used to collect data. The data were analysed using Atlas.ti 7.5 qualitative data analysis software. Three themes emerged, and they are (a) socio-cultural issues and disability identity, (b) access and participation in HE and (c) empowerment of female students. These findings served to inform Botwana’s HE institutions that include female students with disabilities, to help them to promote participation as well as quality of experiences.

Teaching Effectiveness in Private Higher Education Institutions in Botswana: Analysis of Students’ Perceptions

This quantitative study analyzed the perceptions of students on teaching effectiveness in private higher education institutions in Botswana. An exploratory and descriptive survey research design was adopted in this study. A valid and reliable questionnaire was used to collect data through a survey of 560 stratified randomly sampled students in private higher education institutions in Botswana. A One sample t-test and an Independent t-test were used for data analysis. A significant high level of teaching effectiveness was determined. Several items measuring teaching effectiveness contributed significantly negative to teaching effectiveness and therefore, it was recommended that lecturers should use strategies to improve on those areas of teaching to enhance their teaching. No difference in teaching effectiveness was determined with respect to age, gender and nationality of the students. However, there was a significant difference in the students’ perceptions on teaching effectiveness between the university and the non- university institutions and, lecturers were found to be more effective in their teaching at the universities as compared to the lecturers in the non -university institutions. Therefore, a further study exploring the factors contributing to such differences is recommended to improve the quality of teaching in the non- university type of private higher education institutions in Botswana.

Regulation of Tertiary Education Institutions in Botswana: Issues and Options

The Government of Botswana has, and continues to invest on tertiary education as the key driver to knowledge based society. Tertiary institutions have been entrusted with the provision of quality and relevant education. Regulation of tertiary institutions has become a global issue of concern mainly due to the pressures of stakeholder's needs and expectations. This paper therefore, raises practical issues that affect governance and regulation of tertiary institutions. This study therefore, uses a desk-top approach, which relies heavily on secondary data from relevant sources and documentations related to issues on tertiary education in Botswana, in order to identify the challenges facing the tertiary education sector and come up with key policy implications and options to address the challenges. The paper observes that challenges do exist in tertiary institutions. One of the main challenges is fragmentation of regulatory bodies, and this has negatively impacted on education access, quality and relevance. This paper also proposes options to improve the tertiary education sector. It is therefore, vital that over sight institutions like Botswana Qualification Authority (BQA) and Human Resource Development Council (HRDC) ensure that the country's vision 2036 is realised. The paper proposes that a university act should be put in place to govern all universities and an independent Quality Assurance monitoring mechanism which will serve as an instrument to regulate universities.

Towards a Theory-Based Framework for Assessing the Mainstreaming of Education for Sustainable Development: A Case Study of Teacher Education Institutions in Botswana

This article presents the development of a theory-based framework for exploring the ways in which different teacher education institutions in Botswana have worked towards the infusion of education for sustainable development (ESD) in the curriculum and the practice of pre-service teacher education. The framework combines a theory of change, a theory of education for sustainable human development and a theory of transformative learning. The objective of this paper is to understand how this theoretical framework can help the analysis and understanding of critical features of ESD pedagogy and projects. The research results obtained in the framework’s application highlight key elements enabling the successful implementation of ESD in two specific teacher education institutions, namely: the educators’ capacity to foster transformational pedagogies in the classroom, their capacity to strategically plan and implement their change projects, and the wider institutional and administrative context.

Employment Preference of Undergraduate Accounting Students in Botswana: Perceptional Analysis of Practitioners and Students

This exploratory and descriptive study analyzed factors influencing employment choice of accounting graduates in higher education institutions in Botswana. Graduates’ preference to type of employer and size of employer were also analyzed. Data was collected through a survey of randomly selected 120 final year undergraduate accounting students from four randomly samples private higher education institutions in Botswana. Also, 60 accounting practitioners were purposively selected for data collection for comparing their perceptions with students on employment preference factors. Data analysis was accomplished using descriptive and inferential statistical tools of mean, frequency, ranking and Chi Square test. Students ranked flexible work schedule and work-life balance, initial salary and, opportunity for advancement as the three most important employment factors while practitioners ranked initial salary, opportunity for advancement and employer reputation and prestige as the three most important employment factors . It was therefore, recommended that employers should not only establish a good reputation but also, should create a conducive socio-economic environment by combining flexible working life with good salary offer to attract and retain employees. Students ranked private accounting jobs as their top preferred jobs. Students preferred large size employers over medium and small size employers. Reasons for preferring private accounting jobs and, large size employers should be investigated enabling accounting employers and, especially small and medium size employers, respectively in formulating appropriate strategies for attracting prospective employees in accounting profession.