sub-Saharan African Universities Research Articles

Sub-Saharan women in engineering higher education: A literature-informed research tool

We present a review of higher education and education policy literature to understand better higher education institutions (HEIs) that serve sub-Saharan women in engineering. Our sub-Saharan women in engineering (SSAWE) literature-informed conceptual tool consists of five components to facilitate scholarly discussion about equity in higher education systems and facilitate interregional comparisons. The five components to study the educational experiences of women in engineering in this region include (1) a sociopolitical and historical national context for higher education policy, (2) critical discourse analysis of gender-based affirmative action policies, (3) enrollment and graduation data for female engineering students, (4) a longitudinal assessment of the employability of the engineering major, and (5) a qualitative campus climate survey of each country's flagship university. Our article introduces a conceptual investigation of the social, historical, and employment trends contextualizing engineering higher education in this region of Africa. We draw from existing literature about conceptual models predominantly used in higher education efforts toward undergraduate student success. When describing each SSAWE component, we include empirical and theoretical work that substantiates the need for each component and the benefits of the proposed methodology. More broadly speaking, this paper discusses how research employing the SSAWE framework could benefit key stakeholders who engage in policymaking. We suggest that sub-Saharan African universities should prioritize a regional comparative approach when designing support programs for underrepresented students in engineering. SSAWE will also generate more South–South comparisons that advance culturally situated analyses, contributing to higher education institutions’ advancementand the minoritized populations they serve.

University Sexual and Gender-Based Violence Policies in Sub-Saharan Africa: Exploring Best Practices.

Addressing sexual and gender-based violence (SGBV) in educational settings across the globe, particularly in institutions of higher education, requires strong institutional framework and policy guidelines. Most research about university SGBV policies has focused on high-income countries with little or no recourse to universities in low- and middle-income countries. This policy analysis aims to analyze existing policies related to SGBV from select sub-Saharan African universities to provide guidance on best practices toward addressing SGBV at universities in Africa. Seven university policies and six national policies from six countries across sub-Saharan Africa (Ghana, Liberia, Nigeria, Rwanda, South Africa, and Zimbabwe) were reviewed using a standardized data extraction form. The policy analysis identified eight key elements of policies related to SGBV for sub-Saharan African universities, which were verified using a nominal group technique with five international experts in the field. Overall, policies varied significantly in accessibility, terminology, definitions, format, and inclusivity across the sites. Some of the policies were not readily accessible, and there was limited evidence provided in some of the policy documents. Policies for universities in sub-Saharan Africa should (a) be evidence based, (b) be readily available in multiple formats, (c) define key terms broadly with gendered signifiers, (d) be succinct and concise, (e) incorporate broad definitions for all university stakeholders, (f) identify who created the policy and when, (g) address prevention, and (h) address response. Evidence-based policies addressing SGBV prevention, response, and justice are sorely needed at universities across the globe.

An assessment of crime prevention through environmental design in student housing: a weight-of-evidence approach

PurposeThere is a robust study on crime prevention through environmental design (CPTED) in student housing nowadays, but has a limited utilization of weight-of-evidence (W-o-E) approach. This study aims to assess the extent of CPTED in student housing facilities of universities in Ghana.Design/methodology/approachUsing the on-campus student housing facilities of both private and public universities, the study adopted W-o-E approach that integrates two postoccupancy evaluations from end-users and student housing managers. In addition, observation by professionals as the lines of evidence (LoE) was also adopted. Weighted median was used to normalise the LoE into a W-o-E as the CPTED value in the student housing facilities.FindingsThe study uncovered low CPTED in the student housing facilities. Maintenance was identified as the leading CPTED principle present in the student housing facilities.Practical implicationsThe study has given the extent of CPTED in students’ housing, an important insight for university students’ housing management. This can serve as a policy alert for the university students’ housing management to adopt building designs that enhance CPTED and the safety of the youth.Originality/valueThis study is different from other CPTED and students’ housing studies commonly situated in the Euro-America context. The study exceptionally applied the use of W-o-E in students’ housing in assessing the extent of CPTED in student housing within the context of sub-Saharan African universities.

Combating colonial mentality within higher learning spaces: The case of sub-Saharan African universities

As former colonies of Western imperial powers, virtually all aspects of African life have been invaded by forces of Western hegemony. Colonial mentality is the blind assimilation or internalisation of the colonial powers’ socio-cultural forms resulting in the destructive and disruptive abandonment of the ways of life of the colonies. As it applies to Africa, colonial mentality is a product of African cultural invasion in which, having been exposed to colonial experience for a long time, an average African has internalised foreign ideas and ideals—so much so that she has lost the authentic African ways of life in the process. Using philosophical methods of argumentation and critical engagements, this paper contends that a connection exists between colonial mentality and the observed failure of African universities to efficiently effectuate their relevance as Africa’s development partners. The paper identifies four key areas in which colonial mentality plays out most profoundly in African universities, namely, the nature of knowledge produced, the mode of certification, the language of instruction, and research funding. The paper argues that the incursion of colonial mentality in these vital areas continues to impede African universities’ capacity to substantively contribute to African development drives and aspirations. Given this close nexus, the paper maintains that African universities may never realise their potential as a critical sector in African development discourse. This qualitative research is based on critical inquiry through a process of identifying, questioning and assessing deeply held assumptions about Western hegemony. The paper concludes that decolonisation in learning spaces can only be a feasible project if it is accorded the seriousness that it deserves by all stakeholders both within and outside the university.

The role of leaders in building research cultures in sub-Saharan African universities: A six-nation study

ABSTRACT Existing research attributes the problem of weak research productivity of academics in African universities primarily to institutional resource poverty and inadequate research skills. However, there has been little attention to research cultures and the role of leaders in fostering productive ones. Drawing from the literature on organizational culture, this study examines the role of university leaders in developing research cultures. The study explores how institution leaders do this within the higher education contexts in their countries. The empirical work is based on qualitative interviews with senior and mid-level university leaders in six countries in sub-Saharan Africa. While all of the leaders espoused clear views about the elements of a productive research culture, results indicate a significant gap remains between espoused values for research and the actual research culture. Theoretically, the research extends the concept of research cultures by demonstrating the complex dynamics between research cultures, culture embedding mechanisms, and leader behavior within contextual constraints.

7 - Towards the Institutionalization of Research Uptake Management in Sub-Saharan African Universities

This paper examines the process of research uptake institutionalization tak- ing place at universities in the African context. It explores the importance of the emerging concept of Research Uptake Management (RUM) and provides a rationale for why it is becoming increasingly relevant within the higher education sector, both inside and outside of Africa. In so doing, this paper proposes a conceptual framework for strengthening RUM capacity based on an in-depth analysis of primary source material. It unpacks exist- ing capacity development needs across a selection of African universities within the sub-Saharan region, and examines how universities in a nascent stage of developing RUM practices are approaching the institutionalization of research uptake.

Prospects for Online Instructional Delivery Using Google Classrooms: Implications for Higher Education in Sub-Sahara Africa

Technology is relevant in achieving educational development. Exploring how best to pattern and incorporate educational technology to engender sustainability remains relevant. It is against this backdrop that this study examined the Prospect of online instructional delivery in sub-Saharan African Universities using Google Classrooms ascertained concerning usability and accessibility while examining impending challenges. This study adopted a descriptive survey design. The study population was undergraduates enrolled at the University of Ilorin, Nigeria, a public institution owned by the Federal Government of Nigeria and the most soughed institution in terms of admission in the country. The target population was teacher trainees exposed to online instructional using Google Classrooms for 2018/2019 academic session. The study participants were purposively sampled; a total of 1933 participants. Data were gathered using a researcher designed questionnaire which was face and content validated. Three research questions were stated to examine accessibility, usability and challenges while the tested hypotheses were concerning prospects of Google Classroom for University of Ilorin undergraduates' learning across gender and departmental divides. Both descriptive statistics (Research Questions) and inferential statistics (Hypothesis) were employed in analysing data collected gathered. Significant findings revealed that Google Classroom holds prospects for innovative instructional approach for university undergraduates’ learning. However, there is a need to improve its level of accessibility to undergraduates to maximise its gains by making efforts to alleviate the challenges militating against smooth access to ensure sustainability in higher education in sub-Saharan Africa, apt in the current pandemic era.

Exploring the Constructive Alignment of Pedagogical Practices in Science and Engineering Education in Sub-Saharan African Universities: A Nigerian Case Study

Improved pedagogical approaches in teaching science and engineering are crucial to solving the most pressing technological challenges faced in most developing countries. Despite the avalanche of programs to train faculty members to fill this need, there is a need to conceptualize benchmarks for evaluating how teaching should be delivered to students in our institutions. The aim of this paper is to understand how science and engineering courses can be taught in a more effective manner in our universities, especially in developing countries, using the backward design approach. Several case studies of undergraduate science and engineering courses were outlined and the backward design approach was used to put them in context. Questions generated by the conceptual framework guided the analyses and these components constructively aligned with each other.

Strengthening research management and support services in sub-Saharan African universities and research institutions.

Background: International development partners and research councils are increasingly funding research management and support (RMS) capacity strengthening initiatives in sub-Saharan Africa (SSA) as part of a broader investment in strengthening national and regional research systems. However, the evidence-base to inform RMS capacity strengthening initiatives is limited at present. This research note presents a synthesis of 28 RMS capacity assessments completed in 25 universities/research institutions from across 15 SSA countries between 2014 and 2018. Methods: All 28 capacity assessments were completed following a standardised methodology consisting of semi-structured interviews conducted with research and research support staff at the respective institution as well as document reviews and observation of onsite facilities. Data were extracted from the 28 reports detailing the findings of each assessment according to a framework synthesis approach. Results: In total, 13 distinct capacity gap categories emerged from across the 28 RMS capacity assessment reports. Almost all the institutions assessed faced multiple gaps in RMS capacity within and across each of these 13 categories. The 13 categories were not independent of each other and were often closely inter-connected. Commonalities were also evident across multiple categories, the two most obvious of which were severe fiscal constraints and the often-complex bureaucracy of the institutional operating environment. Conclusions: The synthesis findings reveal multiple, commonly shared RMS capacity gaps in universities and research institutions across SSA. No single intervention type, or focus, would be sufficient to strengthen capacity across all 13 areas; rather, what is needed to facilitate a significant shift in RMS capacity within such SSA universities and research institutions is a combination of interventions, consisting of differing levels of cost and complexity, variously led (or supported) by both internal and external actors.

Strengthening research management and support services in sub-Saharan African universities and research institutions

Background: International development partners and research councils are increasingly funding research management and support (RMS) capacity strengthening initiatives in sub-Saharan Africa (SSA) as part of a broader investment in strengthening national and regional research systems. However, the evidence-base to inform RMS capacity strengthening initiatives is limited at present. This research note presents a synthesis of 28 RMS capacity assessments completed in 25 universities/research institutions from across 15 SSA countries between 2014 and 2018. Methods: All 28 capacity assessments were completed following a standardised methodology consisting of semi-structured interviews conducted with research and research support staff at the respective institution as well as document reviews and observation of onsite facilities. Data were extracted from the 28 reports detailing the findings of each assessment according to a framework synthesis approach. Results: In total, 13 distinct capacity gap categories emerged from across the 28 RMS capacity assessment reports. Almost all the institutions assessed faced multiple gaps in RMS capacity within and across each of these 13 categories. The 13 categories were not independent of each other and were often closely inter-connected. Commonalities were also evident across multiple categories, the two most obvious of which were severe fiscal constraints and the often-complex bureaucracy of the institutional operating environment. Conclusions: The synthesis findings reveal multiple, commonly shared RMS capacity gaps in universities and research institutions across SSA. No single intervention type, or focus, would be sufficient to strengthen capacity across all 13 areas; rather, what is needed to facilitate a significant shift in RMS capacity within such SSA universities and research institutions is a combination of interventions, consisting of differing levels of cost and complexity, variously led (or supported) by both internal and external actors.

Strengthening research management and support services in sub-Saharan African universities and research institutions

Background: International development partners and research councils are increasingly funding research management and support (RMS) capacity strengthening initiatives in sub-Saharan Africa (SSA) as part of a broader investment in strengthening national and regional research systems. However, the evidence-base to inform RMS capacity strengthening initiatives is limited at present. This research note presents a synthesis of 28 RMS capacity assessments completed in 25 universities/research institutions from across 15 SSA countries between 2014 and 2018. Methods: All 28 capacity assessments were completed following a standardised methodology consisting of semi-structured interviews conducted with research and research support staff at the respective institution as well as document reviews and observation of onsite facilities. Data were extracted from the 28 reports detailing the findings of each assessment according to a framework synthesis approach. Results: In total, 13 distinct capacity gap categories emerged from across the 28 RMS capacity assessment reports. Almost all the institutions assessed faced significant gaps in RMS capacity within and across each of these 13 categories. The 13 categories were not independent of each other and were often closely inter-connected. Commonalities were also evident across multiple categories, the two most obvious of which were severe fiscal constraints and the often-complex bureaucracy of the institutional operating environment. Conclusions: The synthesis findings reveal multiple, commonly shared RMS capacity gaps in universities and research institutions across SSA. No single intervention type, or focus, would be sufficient to strengthen capacity across all 13 areas; rather, what is needed to facilitate a significant shift in RMS capacity within such SSA universities and research institutions is a combination of interventions, consisting of differing levels of cost and complexity, variously led (or supported) by both internal and external actors.

The Nature of and Motive for Academic Research in Higher Education: a sub-Saharan African Perspective

The production of knowledge that is diverse in nature has gained importance in research-led universities. However, the nature of scientific knowledge and researchers’ motives of producing such knowledge across disciplinary fields in research-led Sub-Saharan African universities are not yet known. This study set out to access the voices of lead researchers regarding the nature and motive of academic research in Uganda’s research-led flagship institution-Makerere University. Findings showed that despite the pervasiveness of theoretical/basic research across disciplinary fields, other research orientations are evident as well. Although emphasis is placed on publishing in top-ranked journals, there is production of commercially-biased, policy-relevant and community-oriented research. Due to research funding constraints, the donor-driven research orientation has also become popular. We therefore conclude that although majority of lead researchers engage in basic research, the nature of academic research is varied and lead researchers’ motives of engaging in research are diverse. Because of the dominance basic and donor-driven research, we recommend that there is need to rethink the University promotional assessment model, diversify research funding sources, and selectively collaborate with the donors.
 
 Key words: Knowledge production, research-led university, research orientation
 
 

Public Health: An Emerging Specialty Among Medical Students in Francophone Sub-Saharan African Countries

Sub-Saharan African (SSA) countries severely lack financial and human resources while bearing the heaviest burden of disease. Provision of a sufficient and competent public health workforce is a key component of health system strengthening, but only few data are available on the specialty that health professionals and medical students of francophone SSA countries wish to pursue. The objective of the study was to assess future specialization preference of medical students and the ranking of public health by country in francophone countries. A web-based cross-sectional survey was conducted from April to July 2017 in medical schools of francophone SSA universities. All students in their last three years of medical training were eligible for the study and were approached via the internet platform of a West African network of medical students named “Réseau des Etudiants en Médecine de l’Afrique de l’Ouest” (REMAO), and the intranet of each university when available. A total of 1,161 medical students in francophone SSA countries were included. Public health was ranked first among medical specialties in francophone SSA countries, and it was chosen by 13.4% of medical students. The main motivations for this choice were the fact that they like the specialty (52.4%), job salary and benefits (39.9%), the fact that this specialty is fulfilling or matches with their personality (31.3%), and the opportunity for conducting research (23.1%). This is the first study on the choice of medical specialties among medical students in francophone SSA countries but also one of the rare studies reporting public health as medical students’ preferred choice. Responding to this growing and urgent demand is critical not only to meet students’ educational needs but also to improve national health systems with special focus on preventive medicine and governance.

Implementation of a TCM-based computational health informatics diagnostic tool for Sub-Saharan African students

Abstract Health status checkup is a crucial step towards early detection of diseases. Health status diagnosis, in university health centers, within the sub-Saharan African region, can be cumbersome and time consuming. In many cases, facilities for health checkup are not available. Traditional Chinese Medicine (TCM) is a promising approach, when integrated with in-silico methods. This study was conducted to implement a TCM-based computational health informatics diagnostic tool. The tool was applied to diagnose African students. This study was also conducted to stimulate further research into in-silico TCM diagnostics. Besides developing a reliable biometric verification system, to ascertain the real identities of patients brought to university health centers, it is assistive to create a platform that provides automated and complementary support for preliminary health diagnostic activities. It also mitigates stress, by helping to efficiently decipher and provide quick objective opinion from the perspective of a computerized decision support system. The diagnostic module of the computational health informatics diagnostic tool adopts knowledge from a TCM facial color diagnosis. A comprehensive literature search was conducted for relevant full-text research papers. Only research publications written in English language were reviewed. The present work was compared qualitatively and quantitatively with the existing works noted in the literature. Facial detection and matching algorithms were implemented for the TCM-based computational health informatics diagnostic tool by using Java programming language. Facial image acquisition processes were conducted. Captured facial images of African students were preprocessed. Facial feature extraction was performed by implementing feature extraction algorithms. An algorithm for the extraction of color information and measurement was also implemented. Knowledge of machine learning was applied to extract and collate facial features, and to machine learn from them. Facial classification and recognition algorithms were implemented. Finally, the results from the computational health informatics diagnostic tool were evaluated, by conducting a performance evaluation and validation. This study provides qualitative and quantitative information on facial recognition, facial color information measurement, as well as prediction of health status, for some sub-Saharan African University students. Performance evaluation was shown using confusion matrix and ROC curves. Statistical analysis of the experimental results was presented. The parameters in each diagnostic illustration were shown with valid range. In order to justify the effectiveness of the computational tool, further explanations were provided from relevant methodology guides on the evaluation of diagnostic tests. The computational health informatics diagnostic tool will complement the diagnostic efforts in university health centers of sub-Saharan African universities. It will also be useful for personal health diagnosis of interested individuals. The tool will also be viable for educating health professionals. TCM will be of immense benefit to developing countries by positively contributing towards diagnosing different non-communicable diseases and some infectious diseases in such countries.

Academic Staff Research Orientations in Uganda: A Study of Makerere University

Academic staff research orientations have become subject to growing interest in the context of research-led universities. Whereas a number of studies have explored research orientations in higher education, research literature on the subject deals typically with the topic in the context of European and American universities. As such, studies delving in the way academics conceptualize research orientations across disciplinary fields remain few, at least in the context of Sub-Saharan African research-led Universities. This paper uses the institutional theory as the guiding theory to explore the conceptualization of academic research orientations at Makerere University. With the help of semi-structured interviews with 12 participants from 4 academic disciplines, the interpretive paradigm was preferred for this paper because the study phenomena are interpretive. As such, I chose to use qualitative methods, in which things are studied in their natural settings and to make sense of, or interpret, phenomena in terms of meanings people bring to them. The study results revealed that although academics engage in basic, policy-relevant, community-oriented, and entrepreneurial research, they as well seem to strongly understand research in terms of donor rules that exert conformance pressures and expectations. Based on the study findings, the conclusion is that research at Makerere University is largely conceptualized in terms of the donor-driven orientation. Among others, I recommend that the University should selectively collaborate with donors to ensure that locally generated research agendas are not overridden by the interests of the donors.

Role of Faculty Development Programs in Medical Education at the University of Zimbabwe College of Health Sciences, Zimbabwe.

Background:Major challenges are being experienced in medical education in sub-Saharan African Universities. These include emigration of faculty, infrequent curriculum review, inadequate training in medical education, poor investments in infrastructure and lack of faculty development programs. The USA government committed funding to improve the quality of medical education and research capacity in sub-Saharan Africa through the Medical Education Partnership Initiative (MEPI).Objectives:This article describes the implementation of faculty development at the University of Zimbabwe College of Health Sciences (UZCHS), a recipient of a MEPI award.Methods:Data sources included annual surveys and reports of UZCHS MEPI activities, exit evaluation reports of faculty development workshops; results of a survey conducted in 2015 at the end of the MEPI grant. Questionnaires were developed based on the MEPI Zimbabwe evaluation plan and logic model. Surveys were administered to faculty members, postgraduate and undergraduate students. Qualitative data was collected through in-depth key informer interviews of stakeholder.Findings:Different faculty development activities were implemented such as workshops, exchange visits, visiting professors program, advanced leadership training and curriculum development. The implementation of the activities brought positive developments to the college as confirmed by faculty and students. The majority of faculty interviewed (96%) confirmed that faculty development programs were very helpful in enhancing their expertise and skills. A similar number, i.e. 96%, also reported satisfaction with the training.Conclusions:We have described how the implementation of faculty development programs at the UZCHS contributed to the improvement of medical education at the College. The short term and long-term benefits of faculty development have been analyzed. Various forms of faculty development programs were described. Limitations of this analysis were the inability to collect data on students’ performance and the demonstration of changes in teaching performance.

Medical Education Partnership Initiative (MEPI) in Zimbabwe: Outcomes and Challenges.

Sub-Saharan Africa has an inadequate number of health professionals, leading to a reduced capacity to respond to health challenges, including HIV/AIDS. From 2010 to 2015, the Medical Education Partnership Initiative (MEPI)-sponsored by the U.S. Presidents Emergency Plan for AIDS Relief (PEPFAR) and the National Institutes of Health (NIH)-was enthusiastically taken up by the University of Zimbabwe College of Health Sciences (UZCHS) and 12 other sub-Saharan African universities to develop models of training to improve medical education and research capacity. In this article, we describe the outcomes and challenges of MEPI in Zimbabwe. UZCHS in partnership with the University of Colorado, Denver; Stanford University; University of Cape Town; University College London; and King's College London designed the Novel Education Clinical Trainees and Researchers (NECTAR) program and 2 linked awards addressing cardiovascular disease and mental health to pursue MEPI objectives. A range of medical education and research capacity-focused programs were implemented, including faculty development, research support, mentored scholars, visiting professors, community-based education, information and technology support, cross-cutting curricula, and collaboration with partner universities and the ministries of health and education. We analyzed quantitative and qualitative data from several data sources, including annual surveys of faculty, students, and other stakeholders; workshop exit surveys; and key informant interviews with NECTAR administrators and leaders and the UZCHS dean. Improved Internet connectivity and electronic resource availability were early successes of NECTAR. Over the 5-year period, 69% (115 of 166) of faculty members attended at least 1 of 15 faculty development workshops. Forty-one faculty members underwent 1-year advanced faculty development training in medical education and leadership. Thirty-three mentored research scholars were trained under NECTAR, and 52 and 12 in cardiovascular and mental health programs, respectively. Twelve MEPI scholars had joined faculty by 2015. Full-time faculty grew by 36% (122 to 166), annual postgraduate and medical student enrollment increased by 61% (75 to 121) and 71% (123 to 210), respectively. To institutionalize and sustain MEPI innovations, the Research Support Center and the Department of Health Professions Education were established at UZCHS. MEPI has synergistically revitalized medical education, research capacity, and leadership at UZCHS. Investments in creating a new research center, health professions education department, and, programs have laid the foundation to help sustain faculty development and research capacity in the country.

Embedding digital and research-literacy support program into postgraduate studies curriculum

PurposeThis viewpoint paper aims to propose a digital and research literacy support program for postgraduate schools in sub-Saharan Africa institutions.Design/methodology/approachThe paper reviewed literature on postgraduate students’ skills and postgraduate information literacy programs and proposed one for postgraduate schools in sub-Saharan Africa institutions.FindingsInformation literacy programs are not implemented at the postgraduate level in sub-Saharan Africa possibly because of lack of contents for these programs.Research limitations/implicationsThe course is only a proposed course that can be embedded into the postgraduate curriculum in sub-Saharan African universities. The effectiveness of the course has not been evaluated in this study.Originality/valueThe proposed information literacy program focused on digital and research literacy, which is still relatively new in sub-Saharan Africa.

Mapping International University Partnerships Identified by East African Universities as Strengthening Their Medicine, Nursing, and Public Health Programs

BackgroundInternational university partnerships are recommended for increasing the capacity of sub-Saharan African universities. Many publications describe individual partnerships and projects, and tools are available for guiding collaborations, but systematic mappings of the basic, common characteristics of partnerships are scarce. ObjectiveTo document and categorize the international interuniversity partnerships deemed significant to building the capacity of medicine, nursing, and public health programs of 4 East African universities. MethodsTwo universities in Kenya and 2 in Tanzania were purposefully selected. Key informant interviews, conducted with 42 senior representatives of the 4 universities, identified partnerships they considered significant for increasing the capacity of their institutions' medicine, nursing, and public health programs in education, research, or service. Interviews were transcribed and analyzed. Partners were classified by country of origin and corresponding international groupings, duration, programs, and academic health science components. FindingsOne hundred twenty-nine university-to-university partnerships from 23 countries were identified. Each university reported between 25 and 36 international university partners. Seventy-four percent of partnerships were with universities in high-income countries, 15% in low- and middle-income countries, and 11% with consortia. Seventy percent included medicine, 37% nursing, and 45% public health; 15% included all 3 programs. Ninety-two percent included an education component, 47% research, and 24% service; 12% included all 3 components. ConclusionsThis study confirms the rapid growth of interuniversity cross-border health partnerships this century. It also finds, however, that there is a pool of established international partnerships from numerous countries at each university. Most partnerships that seek to strengthen universities in East Africa should likely ensure they have a significant education component. Universities should make more systematic information about past and existing partnerships available publicly.

Renewable energy doctoral programmes in sub-Saharan Africa: A preliminary assessment of common capacity deficits and emerging capacity-building strategies

Renewable energy technologies offer many advantages in sub-Saharan Africa, but widespread deployment will require strong endogenous innovation capabilities. Universities in general and doctoral research in particular play a key role in tailoring technologies to local contexts and equipping future educators, policymakers and entrepreneurs with relevant skill sets. This capacity assessment of four sub-Saharan African universities identifies common functional capacity deficits in their renewable energy PhD programmes: (1) highly centralised institutional arrangements, (2) lack of accountability for supervisors, (3) tendency to produce low-impact research, and (4) poor physical infrastructure, particularly internet access. However, this cross-institutional comparison also highlights low- or no-cost capacity-building strategies that are being piloted within the four universities, including joint supervision policies, weekly seminar programmes, the establishment of specialist centres to engage stakeholders and the introduction of internal monitoring processes. These results suggest that, despite limited resource envelopes and with mutual learning, there is substantial scope to enhance the quality of renewable energy doctoral programmes in sub-Saharan African universities.