State Universities In Zimbabwe Research Articles

The sustainability of blended learning in Zimbabwean state universities in the post-COVID-19 era

This study delves into the sustainability challenges of blended learning within the context of selected state universities in Zimbabwe. Using a qualitative research methodology, the investigation engaged key stakeholders, including two Faculty Deans, two Information Technology (IT) directors, 15 lecturers, and 50 students, all purposefully selected for their involvement in blended learning initiatives. Through interviews, observation and document analysis, data was meticulously collected. The findings underscored the benefits of blended learning, such as enhanced accessibility, personalised learning experiences and flexibility. However, the study identified significant hurdles, including inadequate infrastructure and the need for lecturer training. To ensure the sustainability of blended learning practices, continual investments in technology and infrastructure are imperative. Additionally, the study recommends targeted lecturer training programs and initiatives to bolster student readiness, thus fostering improved pedagogical skills and heightened student engagement. Although focused on Zimbabwe’s state universities, this research contributes valuable insights into blended learning within higher education and offers actionable recommendations to enhance its sustainability on a broader scale.

The Essentials or Fundamentals for Harnessing Technologies to Improve Teaching and Learning through Online Learning as Part of Digital Transformation in Higher Education

The Covid-19 pandemic accelerated digital transformation and usage of the fourth industrial revolution tools in most developing countries where teaching and learning most occurred through face-to-face interaction. To reap successes in the digitally transforming teaching and learning in universities, it is crucial to reconcile the key essential (factors) that need consideration for digital transformation and the challenges hindering the phenomenon. This study explored the fundamental factors for harnessing technologies for teaching and learning in State universities in Zimbabwe. The study employed a desk research approach. The study revealed that tertiary institutions were struggling to effectively implement online learning due to factors such as lack of strategy and vision on the implementation process, lack of financial resources, poor technological infrastructure, poor digital competences among lecturers and students as well as lack of adequate technical support. Instructors in these institutions mostly resorted to asynchronous online learning approaches because they lacked up to date gadgets for synchronous teaching and learning. Similarly, students preferred asynchronous learning due to data challenges as it offered self-pacing and flexibility. In limited cases lecturers make use of WhatsApp, Google Classroom, Google Meet and Zoom. The findings were that in order to institutionalise online learning as key component of digital transformation in state universities the fundamentals to be addressed include of procurement current and compatible IT infrastructure, comprehensive training and education to improve digital competences, incorporate digital transformation and the fourth industrial revolution into university curriculum to equip students, provision of internet data and improved internet connectivity.

Institutional and Legal Frameworks Supporting the Digitisation of Records and Archives at Two Selected State Universities in Zimbabwe

This study seeks to examine the institutional and legal frameworks supporting the digitisation of records and archives at two selected state universities in Zimbabwe. The digitisation of records and archives has become a de-facto process at all state universities around the world as the move from paper-based to cloud-based records storage takes centre stage. In Zimbabwe, state universities, apart from their own legislative Acts, operate under the statutory requirements of the National Archives of Zimbabwe Act (Chapter 25:06) of 1986 as amended by Act 22 of 2001. It is a fact that the digitisation of records and archives is a new concept to most records officers and archivists at state universities. This paradigm shift of moving from paper-based to digitised records management has been coded as a revolution which—whether we like it or not—has dominated and challenged traditional paper record-keeping systems. The first objective of the study is to find out the institutional obligations of state universities in digitising records and archives. The second objective is to ascertain the legal framework for the digitisation of records and archives. The study adopts a qualitative research design. It draws data from interviews with key participants at the two selected state universities. Qualitative data were organised into broad themes, and the content was reported in a narrative form. The study used an emergent framework to code and categorise the data and group them into themes. A myriad of challenges was unearthed, which were found to potentially inhibit the digitisation of records and archives. The study, therefore, concludes that although state universities have taken steps towards supporting the digitisation of records and archives, more still needs to be done for an effective digitisation process. It recommends that state universities should first address issues of legislation, policies and skills for the effective digitisation of records and archives.

Antecedents, Consequences and Managerial Retention Strategies of Employee Turnover: A Case of Zimbabwe State Universities

This paper analyzes the antecedents, consequences and retention strategies on employee turnover in State Universities. The study purposely sampled 30 employees from five state universities in Zimbabwe. The data were collected through the use of focus group interviews and each group consisted of six employees. Thematic analysis was employed to generate recurring themes from the interviews. The findings of the study show that the causes of employee exit were necessitated by several issues, such as poor career progression, lack of promotion, poor leadership strategies, location and poor working conditions. It was also revealed that staff exit causes work overload and high costs necessitated by recruitment and selection, and training of new employees. However, it was revealed that to mitigate against high employee turnover, top management must consider employing local people first if they qualify for the position. The study significantly contributes to academic researchers, HR practitioners and management because it highlights strategies that mitigate high employee turnover. Further to that, there is a dearth of research that explores strategies that reduce employee turnover in higher learning institutions, particularly in developing countries.

Knowledge and skills for managing digital records at selected state universities in Zimbabwe

This study analyses the knowledge and skills for managing digital records at selected state universities in Zimbabwe. State universities are becoming centres of digital records creation facilitated by the advent of ICTs. However, records management personnel remain a marginal community with some noticeable knowledge and skills gaps in managing such records in their institutions. These gaps resulted in records management personnel being excluded from matters concerning digital technology as state universities in Zimbabwe drive towards innovation and industrialisation to achieve Education 5.0 and the government’s Vision 2030. Lack of knowledge and skills among records management personnel at state universities is worrisome, even though there are records and archives management training programmes in various institutions of higher learning in Zimbabwe. The primary purpose of this article is to explore the implication of lack of knowledge and skills, with an intention to bridge this gap among records and archives management personnel in state universities. Data were collected from the Zimbabwe Open University and Harare Institute of Technology. A mixed methods research design was used to ascertain the knowledge and skills for managing digital records at the selected state universities. The study found that state universities still employed records and archives personnel who were not trained, although institutions of higher learning, including polytechnics and universities, are offering records and archives training programmes and churned out hundreds of records and archives professionals each year. Therefore, the study recommends that state universities should change their recruitment policy and employ qualified records and archives management personnel to manage records in this digital era.

Student Perceptions of Covid-19 Induced E-Learning in State Universities In Zimbabwe

During the height of the Covid-19 pandemic, the prohibition of gatherings threatened the education process. Learning institutions had to close. Instead, institutions had to opt for virtual teaching methods. This study investigates the implications of coronavirus-induced e-Learning on university education. As such, the main objective of the study was to determine the perceptions of the students about Covid-19-induced e-Learning. A survey design with 357 university students underpins the study. The students felt that the e-Learning platforms had interaction limitations and required more resources, making it more expensive. They also perceived face-to-face classes to be better than online classes, negatively affecting their performance. Students experienced challenges with e-Learning platforms, such as lack of electricity, lack of resources and information technology skills, and an unconducive home environment. The study recommends that universities adopt a blended approach, provide students with relevant devices and data, and provide prerecorded lecture audio. The study also recommends that the e-Learning platforms be made more user-friendly. Institutions should also provide adequate technical support to lecturers and students to improve the effectiveness of online teaching and learning effectiveness.

Major Drivers to Innovation in Higher Education Institutions of Developing Countries

In both developed and developing countries, innovation in higher education improves decision-making capabilities and contributes to institutional growth. Similarly, all higher education institutions naturally store and access knowledge in some manner and these institutions are expected to be at the cutting edge of such innovation. To this date, institutional recognition determines if a higher education institution meets or surpasses the minimum standards of quality education across the globe. Knowledge-sharing builds collective knowledge, retains knowledge and increases innovation capabilities. Higher education institutions in developing countries should be comparable to their counterparts in developed countries. The study therefore explores the key drivers to innovation in higher education institutions of developing countries using a survey strategy. The study collected different views from academics on the core drivers to innovation. An adequate sample of 240 participants was carefully chosen from 4 state universities in Zimbabwe, a developing country in Africa, with a 66.6% response rate. The research participants were actively involved in higher education functions of teaching, learning and research. After performing reliability tests on the data collection instruments, the researcher performed a descriptive analysis to measure the effect of the drivers towards the much needed innovation in higher education institutions. The empirical findings confirm that the most important driver for innovation in higher education institutions is Knowledge Management, followed by technological advances, competitive advantage and globalisation. It was established that technology is an enabler to higher education functions and is now embedded into teaching, learning and research. This educational transformation empowers academics with technical skills. The adoption of Knowledge Management practices supported by up-to-date technology will certainly improve the capabilities of these institutions. Because knowledge cannot be imitated by institutions to gain a competitive advantage, properly investing in Knowledge Management should certainly strengthen an institution into more competitiveness. The study therefore recommends the adoption of Knowledge Management practices for all higher education institutions in developing countries.

Creation and storage of records in the cloud by Zimbabwe Open University

This study investigated the challenges and prospects of creating and storing records in the cloud by Zimbabwe Open University in Zimbabwe. Like other universities in Zimbabwe, the university adopted Education 5.0 advocated by the government in 2019. Consequently, the university came up with innovation hubs and industrial parks that became centres for records creation. Keeping all records in the computer without appropriate backups and servers has consequences such as losing vital records. Organisations around the world use cloud computing increasingly to address records storage and disposal. Adoption of cloud computing services carries with it cost implications, and legal and ownership challenges as the virtualised environments are hosted and managed by third parties. The objective of this study was to examine the management, operational, legal and technical issues surrounding the storage of records in the cloud, and the implications for their trustworthiness and authenticity. The study adopted a qualitative research design and drew data from interviews with key participants. Qualitative data were organised into broad themes and the content reported in narrative form. The study found that Zimbabwe Open University is not using cloud computing services effectively and is in the trial phase of cloud computing. It further found that there was a lack of collaboration between the information and communication technology and the records management units as the university decided to move to the cloud on a full-scale basis. The study recommends that the university should first address the management, operational, legal and technical issues surrounding the storage of records in the cloud before implementing the complete use of the cloud. The study deepens the understanding of cloud computing in the management of records at the university, and other state universities in Zimbabwe can use this study to deal with the management of records in the cloud.

Creation and storage of records in the cloud by Zimbabwe Open University

This study investigated the challenges and prospects of creating and storing records in the cloud by Zimbabwe Open University in Zimbabwe. Like other universities in Zimbabwe, the university adopted Education 5.0 advocated by the government in 2019. Consequently, the university came up with innovation hubs and industrial parks that became centres for records creation. Keeping all records in the computer without appropriate backups and servers has consequences such as losing vital records. Organisations around the world use cloud computing increasingly to address records storage and disposal. Adoption of cloud computing services carries with it cost implications, and legal and ownership challenges as the virtualised environments are hosted and managed by third parties. The objective of this study was to examine the management, operational, legal and technical issues surrounding the storage of records in the cloud, and the implications for their trustworthiness and authenticity. The study adopted a qualitative research design and drew data from interviews with key participants. Qualitative data were organised into broad themes and the content reported in narrative form. The study found that Zimbabwe Open University is not using cloud computing services effectively and is in the trial phase of cloud computing. It further found that there was a lack of collaboration between the information and communication technology and the records management units as the university decided to move to the cloud on a full-scale basis. The study recommends that the university should first address the management, operational, legal and technical issues surrounding the storage of records in the cloud before implementing the complete use of the cloud. The study deepens the understanding of cloud computing in the management of records at the university, and other state universities in Zimbabwe can use this study to deal with the management of records in the cloud.

Challenges Faced by Student Affairs Practitioners in Embedding Indigenous Knowledge into Student Leadership Development Pedagogy. A Case for Zimbabwe

The drive to mainstream indigenous knowledge into student leadership development in Zimbabwean higher education has recently gained currency. Student leadership development has a Eurocentric historical background and it has continued on this paradigm in the post-independence era. Framed on decolonial theoretical framework this study interrogates the challenges that are faced by student affairs practitioners in their efforts to include indigenous epistemologies into student leadership development programmes. The research was designed as a case study that employed qualitative methods of data collection and analysis focussing on student development practice at three state universities in Zimbabwe namely Bindura University of Science Education, Chinhoyi University of Science Education and Great Zimbabwe University. Data were collected through in-depth interviews with student Affairs practitioners and analysed through NVivo qualitative data analysis software. Research findings indicate that student affairs practitioners face a myriad of problems which hinder the mainstreaming of the knowledge of the local indigenous people into leadership development. These problems include lack of training to empower them with skills to include indigenous epistemologies into student leadership training, lack of funding and policy guidelines. Theorising on this complexity the research recommends the designing of leadership programmes that imbue indigenous epistemologies of the local people in student development such as hunhu/ubuntu values.

Mainstreaming African Indigenous Epistemologies into Student Development in Higher Education: A Case of Zimbabwe

Framed in the context of decoloniality, this study advocates for the embedding of African indigenous epistemologies into student development in university education in order to emancipate it from the pervasive Eurocentric hegemony. The thesis of this paper contends that student development in higher education has remained firmly anchored on Eurocentric ways of knowing at the expense of other epistemologies especially those from the Global South. Indigenous epistemologies are interiorized and marginalized. Efforts to Africanize the curriculum have largely been piecemeal and student development theory has continued to be underpinned by Eurocentric epistemology with a devastating impact on student identity and character development. This study employed the qualitative research paradigm in which three state universities in Zimbabwe were purposively selected as research sites. Data were collected through in-depth interviews with student affairs practitioners and were analysed qualitatively through coding of emerging themes and this was complimented by the use of the NVivo qualitative data analysis software. Results revealed that Eurocentrism is largely the dominant epistemology in student development while African indigenous epistemologies are marginalized, invisibilized and interiorized. The findings also exposed several challenges that are faced by student affairs practitioners with the major ones being; inadequate institutional funding, unavailability of Afrocentric literature on Student Development as well as well as lack of space on the timetable. The study recommended the inclusion of African indigenous epistemologies into student development through the adoption models that imbue cultural values and ways of knowing of indigenous people.

A framework for the digitisation of records and archives at selected state universities in Zimbabwe

Background: This study examines the digitisation of records and archives at two state universities in Zimbabwe that have embarked on digitisation of their records and archives resources in line with new technological trends of doing business online.Objectives: One of the objectives of this research study was to identify the gaps existing in the digitisation of records and archives at the two selected state universities and recommend ways of filling those gaps. The other objective was to find out if the state universities have adopted a framework or model for the smooth digitisation process of the records and archives.Methods: The study adopted a qualitative multiple-case research design to provide an in-depth understanding of the cases of the digitisation of records and archives at the selected state universities. Data were collected via purposive sampling using interviews.Results: The major findings of this study revealed that the two state universities are digitising records and archives without a framework or model for a smooth digitisation programme.Conclusion: The study recommends for a centralised model to cater for the digitisation of records and archives at the state universities in Zimbabwe. A model for managing digital records and archives which combines best practices and top management support with a centralised approach is proposed. This model is built on integrated systems that will enable the two selected state universities to enhance cost-effectiveness, sharing and exchanging digital records and archives amongst employees. This study is pertinent as it enriches the literature in the field of records and archives management and provides strategies on the management of digital records and archives in state universities in Zimbabwe.

Digitisation of records and archives at two selected state universities in Zimbabwe

This study focused on the digitisation of records and archives at two selected state universities in Zimbabwe, namely Zimbabwe Open University (ZOU) and Harare Institute of Technology (HIT). The specific objective was to evaluate the legal and statutory frameworks for managing the digitisation of records and archives at the state universities. The legislative and statutory imperatives in Zimbabwe, the exponential growth in digitised records and archiving in the state universities and the lack of capacity of records personnel with regard to the management of digital records and archives, motivated this study. The records of the state universities are stored on network servers that the university can access. However, individual users are often able to copy or move them to individual desktops and portable devices that are beyond the university’s control. The study adopted a mixed methods convergent parallel research design and collected data through questionnaires and interviews. The data collection instruments provided both quantitative and qualitative data. Quantitative data were analysed using the SPSS analytical software package, while qualitative data were organised into broad themes and the content reported in narrative form. The findings were that both respondents and participants understand the records management functions in their universities and both state universities are busy creating policies and procedures for the digitisation of records and archives in their business transactions. The findings further indicated that the two state universities were digitising their records and archives using untrained personnel. Legislation, policies, and standards and procedures were not enforced. This exposed the materials to major threats and risks in terms of their integrity, security and authenticity. The study recommended that there the legal and statutory frameworks must be formulated, implemented and enforced to cater for the digitisation of records and archives at state universities in Zimbabwe.

COVID-19: strategies for positioning the university library in support of e-learning

PurposeThe purpose of this study was to investigate the various innovative support strategies rendered by academic libraries in support of e-learning in Zimbabwean universities. This was necessitated by the change in nature of learning and services provision in universities as a result of COVID-19. Despite the crisis caused by the pandemic, users of libraries still expect services to answer their information needs.Design/methodology/approachA quantitative study was done to unpack the role of digital library services in supporting e-learning in universities in Zimbabwe. An online questionnaire was developed using survey monkey and distributed to 50 professional librarians in both private and state universities in Zimbabwe. A total of 34 librarians responded to the questionnaire and the data was analysed and presented thematically. Data were presented using descriptive statistics in the form of figures.FindingsThe findings revealed that academic libraries play an important role in supporting e-learning in higher education institutions by providing electronic information resources, which are key in research, learning and teaching. The libraries provide a one-stop shop for accessing electronic resources through the digital library. Patrons have benefitted by accessing and using digital library services during the COVID-19 lockdown period. It was also discovered that libraries should ensure that they are prepared to always offer their services despite the closure of physical buildings because of the pandemic.Research limitations/implicationsThe study used an online questionnaire only as the data collection instrument, as it was the most suitable one to get data from librarians working from home and also because of the COVID-19 health guidance such as maintaining social distance. The other methods were not used because of financial constraints.Practical implicationsThis research showed the importance of digital services in e-learning environments, especially in developing countries. The work revealed how university librarians in Zimbabwe are coming up with practical solutions in supporting e-learning in times of crisis. The research therefore becomes handy for higher education institutions and authorities in crafting e-learning frameworks and positioning academic libraries at the centre of teaching, learning and research activities.Social implicationsThis paper provides useful insights into how libraries can support learning especially during a pandemic. The paper details how libraries support communities by offering correct and reliable information from scholarly information sources. It also chronicles how libraries play an important part in the support of researchers in higher institutions in the fight against COVID-19.Originality/valueTo the best of authors’ knowledge, this research is one of the first done in Zimbabwe on strategies that libraries are using in the COVID-19 era to support e-learning. The findings presented in this study are helpful for higher and tertiary education authorities and other policymakers in improving e-learning and digital libraries.

Impact of quality of financial reporting on decision-making in state universities in Zimbabwe

Impact of quality of financial reporting on decision-making in state universities in Zimbabwe

Investigating disciplinary differences in the use of electronic journals by academics in Zimbabwean state universities

The study investigated disciplinary differences in the use of electronic journals by academics at three state universities in Zimbabwe. The study employed a quantitative approach using a survey research design. Data were collected through structured questionnaires that were administered to a sample of 363 academics. The sample drew from all disciplines at the targeted institutions. The response rate was 58.4%. Findings showed that there were disciplinary differences in awareness, use, and possession of technological skills needed to utilise electronic journals. Academics from agriculture and environmental science, engineering, medicine, and science and technology were more aware of the resources, used them more, and possessed better technological skills than their counterparts from arts and humanities, social sciences, and commerce. The study provides important insight to university librarians regarding the policies, practices, and strategies of promoting full use of electronic journals to academics rooted in different disciplines that respond differently to the resources.

The challenges of revenue generation in state universities: The case of Zimbabwe

The study examined the challenges on revenue generation among state universities in Zimbabwe. The situation at state universities is unbearable because of rising inflation, worsening economic and political challenges facing Zimbabwe for close to three decades without any sign of improvement. A case study approach was used to purposively select twelve (12) participants drawn from the two urban state universities. Two university financial directors and 10 senior members of staff from the selected universities were interviewed. An inductive approach to analysing the responses allowed themes and categories to emerge. The study established that the current legislation, macro-economic and political environment, reduction in government support and diminishing grant funding were noted as major barriers to revenue generation among state universities in Zimbabwe. On the way forward, there is need for the universities to be given the autonomy to determine their own fees and activities. University administrators need to be resolute, innovative, determined and creative.

Exploring experiences of librarians in Zimbabwean state universities with the consortium model of subscribing to electronic journals

The study explores the experiences of librarians in three state universities in Zimbabwe with the consortium model of subscribing to electronic journals. The study employed a qualitative approach. Interviews were held with nine professional librarians from each of the participating institutions. Findings showed that state universities in Zimbabwe have benefitted from consortium subscribed electronic journals; however, librarians were concerned about their coverage and relevancy. Librarians felt disempowered as they have lost the independence to select resources suitable for their own institutions. The lack of archival rights is detrimental to post-termination access to previously subscribed resources. Institutions face challenges with technological infrastructure that allows them to convey consortium resources to their users. The study provides important insight into the practice of consortium from a developing country context. The findings will alert consortia managers and member institutions to the key shortfalls of consortia arrangements. The study’s recommendations hopefully triggers corrective actions aimed at improving the practice of consortia to the benefit of end users.

Customer-based University Branding As A Survival Strategy Used By State Universities In Zimbabwe In The Face Of Foreign Competition.

Customer-based branding is a critical branding approach for almost any organisation. This is also true for state universities, particularly those in Zimbabwe. State-owned universities in Zimbabwe do not receive adequate funding from the Government of Zimbabwe, which is financially challenged owing to a national economy that has been performing poorly for close to fifteen (15) years. Against this background, state owned universities find themselves increasingly obliged to compete for students in order to raise revenue to finance their daily operations as well as capital expenditure. The aim of this study was twofold: to investigate the impact of customer-based branding as a survival strategy to be used by state-owned universities in Zimbabwe in the face of foreign competition and to develop a model to brand universities. The study was a quantitative research conducted among one thousand students selected from four (4) state-owned universities using probability sampling as a sampling method and random sampling as a sampling technique to select the respondents.

Factors influencing the behaviour of academics towards peer-reviewed electronic journals in Zimbabwean state universities

This study investigated the factors influencing the behaviour of academics towards peer-reviewed electronic journals at three state universities in Zimbabwe. The study employed both quantitative and qualitative approaches using a survey research design. Quantitative data were collected through structured questionnaires that were administered to a sample of 363 academics. The response rate was 58.4%. Qualitative data were collected through interviews that were held with nine professional librarians. Results show that barriers and other mitigating factors that negatively affect the behaviour of academics towards peer-reviewed electronic journals include inadequate infrastructure to support access to electronic journals, inefficient and slow speed of internet connections, lack of skills to navigate the electronic journals environment, challenges with off-campus access, user-unfriendly library website interfaces, and difficult-to-use electronic journal interfaces. The study concluded that state universities in Zimbabwe have not done enough to address the challenges that affect usage of electronic journals. The study recommends that universities in Zimbabwe work to eliminate all forms of barriers that discourage use of peer-reviewed electronic journals. They can lobby government for tax exemptions when importing equipment for use in electronic journals access. The private sector can also be encouraged to play a part in supporting the building of electronic journals infrastructure. Training of new academic members of staff in the access of electronic journals should be made mandatory, and refresher training instituted for previously trained academics.