University Of Botswana Research Articles

Chem4Energy: a consortium of the Royal Society Africa Capacity-Building Initiative.

The Africa Capacity-Building Initiative is a Royal Society programme funded by the former UK Department for International Development to develop collaborative research between scientists in sub-Saharan Africa and the UK. Initially, four institutions were involved in the Chem4Energy consortium: Cardiff University in the UK and three African partners, the Kwame Nkrumah University of Science and Technology, Ghana, the University of Namibia and the University of Botswana, soon also including the Botswana International University of Science and Technology. The Chem4Energy research programme focused on 'New materials for a sustainable energy future: linking computation with experiment', aiming to deploy the synergy between state-of-the-art computational and experimental techniques to design and optimize new catalysts and semiconductor materials for renewable energy applications, based on materials that are abundant and readily available in African countries. The Chem4Energy consortium has achieved ambitious research goals, graduated seven PhD students and delivered a high-quality cross-disciplinary training programme in materials science and simulation techniques relevant to renewable energy applications. Since 2021, the extended consortium, including North-West University and the Centre for High-Performance Computing in South Africa, has remained active through an annual Chem4Energy conference series, with the sixth meeting taking place in Namibia in April 2025.

Unlocking Knowledge in the Digital Savanna: Innovative Approaches to Crafting E-Learning Experiences at the University of Botswana

The digital revolution has reshaped the landscape of education, offering unprecedented opportunities for knowledge dissemination and acquisition. This study presents a comprehensive exploration of innovative e-learning approaches implemented at the University of Botswana, which represents a remarkable case study in the evolving global educational context. The research leverages a rigorous mixed-methods approach, including case studies, surveys, and qualitative interviews with educators and students, to investigate the multifaceted strategies adopted by the university to transform traditional pedagogy. The study explores how the University of Botswana has embraced diverse e-learning methodologies, such as blended learning, gamification, and virtual labs, to enhance its educational delivery. Blended learning, combining in-person and online instruction, has not only expanded access but also yielded positive impacts on student engagement and performance. Gamification strategies have reinvigorated learning by incorporating game elements, fostering motivation, and increasing knowledge retention. Virtual labs have enriched the student experience by enabling hands-on, remote experimentation, overcoming geographical constraints. The findings underscore the University of Botswana's dedication to utilizing digital technology to democratize and elevate education in an African context. Moreover, this research delves into the institutional challenges and successes in integrating e-learning, highlighting the significance of faculty development, technological infrastructure, and student support systems in achieving transformative educational outcomes. The experiences and strategies documented in this study offer valuable insights and best practices that can inform higher education institutions globally as they navigate the ever-evolving digital realm. This research contributes to the broader discourse on the global transformation of education in the digital age, with implications for enhancing access, equity, and educational quality. In an era marked by dynamic technological advancements and changing educational paradigms, the University of Botswana's innovative e-learning initiatives serve as a beacon of inspiration and a source of valuable lessons for academic institutions committed to unlocking knowledge in the digital savanna.

Effective Strategies for Developing Online Courses in the University of Botswana

Online learning has become an essential component of higher education, and its effectiveness has been demonstrated by several studies (Al-Harbi et al., 2019; Li et al., 2020). In Botswana, the need for online learning has become more significant due to the COVID-19 pandemic (Keya et al., 2020). This research paper explores the effective strategies for developing online courses in the University of Botswana. The study is based on a qualitative research method, and data was collected through in-depth interviews with 15 university professors (Cohen et al., 2017). The results of the study show that effective strategies for developing online courses include early planning, developing effective course content, use of multimedia tools in course delivery, providing adequate support to students, developing assessments that align with course objectives, and promoting collaboration and engagement among students. These strategies are crucial in ensuring that online courses are effective and meet the needs of the students (Davis & Mansour, 2019). The study recommends that universities in Botswana should adopt these effective strategies to ensure that online courses are of high quality and provide a valuable learning experience for their students.

Enhancing Online Learning Through Collaborative Course Development: A Case Study at the University of Botswana

Online education has experienced remarkable expansion in recent years, driven by technological advancements and the increasing demand for flexible and accessible learning opportunities. The University of Botswana, like many institutions worldwide, has actively embraced this transformative trend, recognizing the need to adapt and innovate in the realm of higher education. The digital transformation of education has paved the way for innovative approaches to course development, and at the University of Botswana, one such approach has taken center stage: collaborative course development. To ensure that online courses meet the highest standards of quality and effectiveness, the University of Botswana has established a multidisciplinary team comprising online media developers, graphic designers, Learning Management System (LMS) administrators, instructional designers, and subject matter experts. This collaborative course development team embodies a holistic approach that leverages the unique skills and expertise of each member, ultimately enhancing the online learning experience for students. This article serves as a comprehensive case study, shedding light on the tangible impact of collaborative course development on the University of Botswana's online education ecosystem. Through an in-depth analysis of this multifaceted endeavor, we aim to not only highlight the distinct contributions made by individual team members but also emphasize the overarching benefits derived from their collaborative synergy. The pivotal role of collaborative course development in ensuring the quality of online education cannot be overstated. As the University of Botswana has embraced this innovative approach, it has positioned itself as a pioneering institution at the forefront of the digital education revolution. This case study seeks to unveil the transformative power of collaboration in course development and its ability to significantly elevate the online learning experience.

Diploma in Accounting and Business Studies Students’ Perceptives on Online Teaching and Learning

Introduction: The advent and consequent entrenched use of new media technologies in higher education has prompted systems change in many universities across the world. At the University of Botswana, the Centre for Continuing Education (CCE) unveiled a plan to “break down physical lecture-rooms and campus walls” by delivering courses in the Diploma in Accounting and Business Studies (DABS) programme, including to satellite centers, solely through the virtual mode. Driven by the idea of Digital Divide and the hypothesis of lack of access and system challenges, the study investigated the viability of this change considering the inherent social and digital divides in Botswana, and the observation that New Media Technologies often place more emphasis on proliferation of information and communication technologies to the detriment of variables such as economic status, income, and social environment.Objectives: The central question for this study was: Do all students in the DABS programme have “access” to the Internet, mobile technologies and other associated resources to impeccably take part in the online teaching and learning dispensation? Thus, the overarching objective of this study was to unearth whether or not learners enrolled in the DABS programme had access to Internet, mobile technologies and other associated resources to successfully take part in online teaching and learning.Methods: This study used a focus group discussion method involving students’ representatives from all the centers to get their perspectives on online teaching and learning. Results: The study has unveiled that not all DABS students embraced online teaching and learning.Conclusions: It was, therefore, concluded that DABS students have to change their mindset and behaviours towards online-based learning and teaching. They need to adapt to the new norm of online learning

Evaluating the validity and reliability of the Tswana adaptation of the MOS-HIV tool for health-related quality of life among HIV Sub-populations in Botswana: A study protocol.

The lack of culturally and contextually appropriate adaptations of health-related quality of life (HRQoL) tools hinders HIV patient outcomes. This study aims to assess the validity and reliability of a Tswana version of the Medical Outcome Survey-HIV (MOS-HIV) tool among diverse HIV sub-populations in Botswana. In terms of the methodology the study will comprise of several steps. Firstly, forward and back-translation of the original U.S. English MOS-HIV tool into Setswana, followed by the review of the translated tool. Phase 1 will evaluate content, construct validity, and reliability of the newly developed tool among HIV outpatients at Gaborone Infectious Diseases Clinics (IDCC). A Cronbach's alpha coefficient >0.7 across the 35 items and 11 dimensions of the MOS-HIV tool will indicate internal consistency reliability. Phase 2 will employ the use of logistic regression models to identify predictors of poor HRQoL among randomly selected IDCC sites, both in urban and rural centers. Phase 3 will investigate predictors of poor HRQoL among inpatients receiving treatment for HIV-associated cryptococcal meningitis (CM) using longitudinal data analysis methods. Ethical approval has been obtained from the University of Botswana, Walter Sisulu University, Human Research and Development Unit, Ministry of Health, and Princess Marina Hospital. Prospective participants will provide written informed consent, with proxy consent explored when feasible. Voluntary participation and confidentiality will be ensured during data collection and analysis. Data will be securely stored under lock-and-key. Dissemination of study findings will adhere to strict privacy protocols, avoiding the sharing of personal identifiers.

ANALYZING COMMON TRIGONOMETRIC ERRORS AMONG FIRST-YEAR PRIMARY SCHOOL STUDENT TEACHERS AT THE UNIVERSITY OF BOTSWANA

Trigonometry is a fundamental mathematical concept taught at all levels of education, including primary schools. A strong understanding of trigonometry is essential for prospective teachers, especially those pursuing a career in primary school education. However, research suggests that students frequently encounter challenges and make common errors when learning trigonometric concepts. These errors have a significant impact on their overall performance and their ability to effectively teach these concepts. This study investigates the prevalent trigonometric errors made by first-year primary school student teachers at the University of Botswana. The research explores the root causes of these errors and aims to provide insights to enhance teaching methodologies within teacher training programs. By addressing these errors, the study aims to improve the quality of mathematics education in Botswana's primary schools, empowering future teachers to teach trigonometry effectively. The study includes a comprehensive analysis of common errors and recommendations for instructional interventions, drawing on responses from student answer scripts. It highlights the importance of developing a solid foundation in trigonometric concepts and the need for effective strategies to address these errors.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0075/a.php" alt="Hit counter" /></p>

Prejudice in Health Professions Education - The Botswana Story

Many African countries are involved in complex plans to improve health professions education as part of health sector strengthening. Global health ventures have joined in, to address the scarce human health resources through either research and/or service. These enterprises of global health have come at a huge cost to careers of trained citizens and the countries at large. Botswana is no exception. In 2010, the University of Botswana was awarded the US NIH medical education grant and partnered with excellent and well-established universities to capacitate the newly established School of Medicine. Within the Botswana health-care-sector, these same universities had established affiliate institutions to contribute to the Botswana health systems. Rather than empowering citizens, these partnerships have instead become conduits for career development of faculty and researchers from the west. Tipping the scale further, the University of Botswana leadership places the western institutions’ interests far above the interests and development of the local faculty and thereby the country at large, stalling the country’s nation building vision thereby, sustainable development goals.

These Students Can’t Write: An Examination of Cohesion and Coherence in Essays Written by the University of Botswana ESL Undergraduate Students

University lecturers in English as a Second Language (ESL) contexts are generally concerned about their students’ writing incompetence. Similarly, at the University of Botswana (UB) lecturers are usually heard saying that “these students cannot write”. Previous research attributes problems of writing to, among others, students’ lack of mastery of academic writing conventions, inability to analyse topics, and poor sentence skills. These problems undoubtedly contribute to the lack of cohesion and coherence in the students’ written essays. The focus of this study, therefore, was to investigate the cohesion and coherence of the essays written by the UB first year undergraduate Social Sciences students by specifically: a) Investigating the type of cohesive devices used in the essays. b) Identifying the problems of cohesion in the essays. c) Examining the coherence problems in the essays. d) Identifying other writing problems in the students’ essays. The terms cohesion and coherence in the context of this study briefly refer to the linguistic, organizational and semantic connectedness, readability, meaningfulness and relevance of a text or essay as perceived by the authors of this study who are experts in this field. A mixed research design of analyzing the essays and orally interviewing the students was adopted in this study to identify the cohesive devices used in them. The findings of this study were informed by Halliday and Hassan’s (1976) taxonomy of cohesive devices and their framework. The findings revealed that conjunctions and reference were used more frequently than substitution, vocabulary, and ellipsis. Other writing problems identified in the essays include the use of informal language, overlong sentences, redundancy, run-on sentences, fused sentences, comma splices, sentence fragments, awkward and/or meaningless sentences, and use of wrong words.

Family medicine rotation in Botswana: experiences of fifth-year medical students in decentralized rural training sites

INTRODUCTION: Globally, medical students have been exposed to decentralized training in rural settings. The experiences of these students regarding this kind of training have been reported in various settings. However, such students´ experiences have rarely been reported from sub-Saharan Africa. The purpose of this study was to explore fifth-year medical students´ experiences of a Family Medicine Rotation at the University of Botswana and their recommendations for improvement. METHODS: an exploratory qualitative study using a Focus Group Discussion was done to collect data from the fifth-year medical students who underwent family medicine rotation at the University of Botswana. Participants´ responses were audio-recorded and later transcribed. Thematic analysis was used to analyze the data collected. RESULTS: the overall experience of the medical students during FMR was positive. Negative experiences included issues with accommodation, logistic support onsite, inconsistency of learning activities between teaching sites, as well as limited supervision attributed to staff shortage. emerging themes from the data included: Diverse FMR rotations experiences, inconsistency of activities and different learnings between FMR training sites, Challenges, and barriers to learning during FMR, enablers to learning during FMR, and recommendations for improvement. CONCLUSION: FMR was regarded as a positive experience by fifth years for medical students. However, improvement was needed especially with the inconsistency of learning activities between sites. Accommodation, logistic support, and recruitment of more staff were also needed for the improvement of medical students´ FMR experience.

Sparking entrepreneurial tendencies in youth: Lessons from sport and life skills education in three African cities


 
 
 This practice-based article describes a program that aims to instil an interest in entrepreneurship among African youth by helping them make a connection between the skills they have developed through their participation in sport and the skills required of successful entrepreneurs. The program was developed in partnership between scholars at four universities (University of Botswana, University of Dar es Salaam, University of Ghana and Michigan State University), as well as schools at other community organisations in three African cities: Gaborone, Botswana; Dar es Salaam, Tanzania; and Accra, Ghana. The program, which seeks to contribute to the well-established need for job creation in sub- Saharan Africa, integrated basic entrepreneurship and life-skills training activities into a sports camp for youth athletes. The program appears to have developed entrepreneurial tendencies among youth sport participants in these African cities, suggesting that job creation efforts could benefit from targeting youth sport participants and helping them to recognise the important skills they have developed through their participation in sport, and helping them to identify ways in which that skill development could positively impact their futures.
 
 

A Response to the COVID-19 Pandemic: Experience of the University of Botswana

The outbreak of COVID-19 presented many challenges to the global community. The scientific community developed vaccines to mitigate the virus spread and morbidity. Higher Education institutions shifted their research and development activities toward developing COVID-19 interventions. The University of Botswana set up a multi-disciplinary design team that responded to society’s COVID-19 needs. An agile methodology and co-creation process to design medical assistive devices was adopted for the study. These methods are human-centred, participatory, and have the added advantage of developing impactful, value-added, and acceptable products. This paper reports on the experiences of developing assistive breathing devices in response to the COVID-19 crisis. Experience gained from the study has enabled universities to continue to build local capacity in research and development to respond effectively and efficiently to future pandemics and any pressing societal challenge.

Attitudes of University of Botswana humanities students to mother tongue education

In 1953, UNESCO advocated for mother tongue education, particularly at primary school level. Many countries took heed of this advocacy. However, Botswana has not yet implemented this at any level. Against this background, this article investigates the attitudes of humanities students at the University of Botswana to the use of mother tongue in university education and the ideologies that shape this. It addresses the question: What are the views of University of Botswana humanities students towards mother tongue education at university? The article specifically asks the following: a) Would you like your university education to be in your mother tongue?; and b) Is the use of English a hindrance to your learning? The data was collected through a questionnaire which 80 students responded to. The study uses Garrrett’s definition of attitude and Wolfram and Schilling-Estes’s conceptualisation of ideology and found that most students are not in favour of mother tongue education. In addition, they do not find English a hindrance to their education. Both views reflect a language ideology grounded in Botswana’s language practices which hold English in high regard at the expense of indigenous languages.

Assessment of surgical care capacity at non-tertiary hospitals in Botswana

Background: Most low- and middle-income communities (LMICs) live in rural areas and are served mainly by primary and district hospitals. This study seeks to geographically map these hospitals and measure their surgical care capacity in Botswana. Methods: This 3-month cross-sectional observational study was conducted at the Department of Surgery, University of Botswana. Google Map was used to map hospitals geographically. The PIPES (personnel, infrastructure, procedures, equipment, and supplies) tool was used to assess the surgical care capacity of hospitals. This tool was developed by Surgeons Overseas to quantify surgical capacity in low-resource settings. Consent was obtained. Results: Nine districts and ten primary hospitals were assessed. The distance from settlements to the nearest healthcare facility in sparsely populated areas was relatively larger, making timely healthcare access potentially problematic. Intensive care services were unavailable except at three hospitals. None of the hospitals had full blood bank services. X-ray and ultrasound machines and basic supplies were available at over 90% of the hospitals. Conclusion: There was a general lack of surgical care specialists. Hospitals with a full complement of surgical care specialists had relatively higher PIPES indices. We recommend investing in deploying specialized surgical care providers to primary and district hospitals.

Using Open Access Research Discovery Solutions to Increase Research Outputs and Visibility for the University of Botswana

Using Open Access Research Discovery Solutions to Increase Research Outputs and Visibility for the University of Botswana

Human papillomavirus prevalence among unvaccinated young female college students in Botswana: A cross-sectional study

Background. Human papillomavirus (HPV) is a sexually transmitted infection and a causative agent of cervical cancer. It is common in adolescent girls and young women, and the majority of infections are transient and asymptomatic. In Botswana, there are currently no data on the HPV prevalence against which the impact of prophylactic HPV vaccines can be measured. Objectives. To establish a baseline HPV prevalence in an unvaccinated cohort of young women. Methods. Women aged ≥18 years were recruited from the University of Botswana between September 2016 and May 2020. Demographic and behavioural characteristics of participants were collected. Subsequently, cervicovaginal swabs were obtained and tested for HPV using polymerase chain reaction-restriction fragment length polymorphism. We determined the prevalent HPV types, and evaluated the risk factors associated with HPV positivity. Results. A total of 978 young women were recruited. Overall, there were 589 (60.2%) participants with HPV infection and 12 (1.2%) with HIV. The median (interquartile range) age of the study participants was 19 (18 - 20) years. Multivariate logistic regression analysis showed that significant factors associated with HPV positivity were sexual activity (adjusted odds ratio (aOR) 2.06; 95% confidence interval (CI) 1.49 - 2.63; p<0.001), number of sex partners ≥3 (aOR 2.10; 95% CI 1.39 - 3.18; p<0.001), and smoking (aOR 2.00; 95% CI 1.26 - 3.20; p=0.004). Conclusion. Our results demonstrate for the first time the prevalence of HPV in unvaccinated young women in Botswana. We found a high prevalence of HPV infection, with statistical differences with different risk factors. This finding supports the need for HPV vaccination strategies for females prior to sexual debut to reduce the future burden of cervical cancer in Botswana.

In Reply: Operationalizing Global Neurosurgery Research in Neurosurgical Journals

In Reply: Operationalizing Global Neurosurgery Research in Neurosurgical Journals

Surgical Simulation Training for Medical Students: Strategies and Implications in Botswana.

The role of simulation in teaching technical skills to medical students is not yet well defined. Strategies for its use may be especially relevant where teachers, time, and resources are limited, especially in low-middle-income countries. Sixty-seven third-year and 67 fifth-year medical students at the University of Botswana were taught surgical skills by a trained peer medical student, a medical officer with no specialty training or a staff surgeon. Pre- and post-intervention performance of two basic tasks (simple interrupted suture (SIS) and laparoscopic peg transfer (LPT)) and one complex task (laparoscopic intracorporeal suture (LIS)) were assessed. Subjective measures of self-perceived performance, preparedness for internship, and interest in surgery were also measured. The simulation program decreased the time to complete the two basic tasks and improved the objective score for the complex task. Performance of the basic skills improved regardless of the seniority of the instructor while performance of the advanced skill improved more when taught by a staff surgeon. All students had similar improvements in their self-reported confidence to perform the skills, preparedness to assist in an operation and preparedness for internship, regardless of the seniority of their instructor. Students taught by a staff surgeon felt better prepared to assist in laparoscopic procedures. Simulation-based teaching of defined surgical skills can be effectively conducted by peers and near-peers. The implications are widespread and may be most relevant where time and resources are limited, and where experienced teachers are scarce.

Justice as fairness in preparing for emergency remote teaching: A case from Botswana

Background. The COVID-19 pandemic necessitated drastic changes to undergraduate medical training at the University of Botswana (UB). To save the academic year when campus was locked down, the Department of Medical Education conducted a needs assessment to determine the readiness for emergency remote teaching (ERT) of the Faculty of Medicine, UB. Objectives. To report on the findings of needs assessment surveys to assess learner and teaching staff preparedness for fair and just ERT, as defined by philosopher John Rawls. Methods. Needs assessment surveys were conducted using Office 365 Forms distributed via WhatsApp, targeting medical students and teaching staff during the 5 undergraduate years. Data were analysed quantitatively and qualitatively. Results. Ninety-two percent (266/289) of students and 73.5% (62/84) of teaching staff responded. Surveys revealed a high penetration of smartphones among students, but poor internet accessibility and affordability in homes. Some teaching staff also reported internet and device insufficiencies. Only WhatsApp was accessible to students and teaching staff. Conclusions. For equitable access to ERT in the future, the surveys revealed infrastructural improvement needs, including wider, stronger, affordable WiFi coverage within Botswana and enhanced digital infrastructures in educational institutions, with increased support for students.

Enhancing Graduate Attributes through Work-Integrated Learning: Students’ Perspective

Work-integrated learning inspires students to embrace prospective future careers, thereby contributing to economic innovation and growth. Universities must incorporate work-integrated learning into the curricula to promote students’ personal and career development goals. It enables students to integrate theory and practice and to assess their experiential learning as well as exposing them to the world of work. This study investigates the contribution of work-integrated learning to enhancing graduate attributes of industrial design students at the University of Botswana. Few in-depth studies have assessed how work-integrated learning enhances the graduate attributes of industrial design students. A case study was conducted with 21 University of Botswana industrial design students. The results were based on students self-reporting after undertaking a 14-week work-integrated learning experience. The participants reported that 98% of the graduate attributes were positively attained. Teamwork and adaptability were the top two graduate attributes that were perceived to have been attained. The results suggest that work-integrated learning enables students to learn by doing, which enhances personal and professional graduate attributes important to gain employment and succeed in the workplace. Consequently, institutions of higher learning must review their teaching and learning pedagogies to align them with the needs of the work environment, civic engagement and the fourth industrial revolution to produce technically and professionally competent graduates. The curriculum review should also foster a decolonial and transformative lens in higher education in the Global South