University Of Botswana Research Articles

HPV prevalence among young adult women living with and without HIV in Botswana for future HPV vaccine impact monitoring

IntroductionIn 2015, Botswana introduced quadrivalent human papillomavirus (HPV) vaccine for girls aged 9–13 years. To establish a baseline HPV prevalence for future HPV vaccine impact monitoring, we evaluated HPV prevalences among the youngest unvaccinated women in Botswana and compared HPV prevalences among women living with HIV (WLHIV) and without HIV.MethodsWomen aged 18–22 years were recruited from the University of Botswana and HIV clinics in Gaborone from October 2019–January 2021. Demographic and behavioral characteristics were self-reported during structured interviews; HIV clinical characteristics were abstracted from medical charts. Self-collected vaginal swabs were tested for 28 HPV types using Seegene Anyplex II HPV28. We compared prevalence of any HPV, high risk (HR)-HPV, and quadrivalent HPV vaccine types (HPV6/11/16/18) among WLHIV and women without HIV and evaluated risk factors for prevalence of HR-HPV.ResultsA total of 306 WLHIV and 500 women without HIV were recruited. Compared to women without HIV, WLHIV were more likely to be sexually experienced (86.6% versus 74.4%) and have ≥ 3 lifetime sex partners (55.3% versus 27.8%). All HPV type prevalences were significantly higher among WLHIV compared to women without HIV, including prevalence of any HPV (82.7% versus 63.0%), HR-HPV (72.9% versus 53.8%), and quadrivalent vaccine HPV types (34.3% versus 21.0%). Among WLHIV, there were no differences between those perinatally and non-perinatally infected for HPV prevalences, number of HPV types detected, CD4 count, or viral load.ConclusionsOver one-third of WLHIV and nearly a quarter of those without HIV had vaccine-type HPV detected. This study supports need for the national HPV vaccination program in Botswana and provides important baseline data for future evaluation of impact of the program.

Smartphone Use, Experience of Learning Environment, and Academic Performance among University Students: A Descriptive Appraisal

In our contemporary digital society, the smartphone is at the center of a powerful technological revolution affecting multiple domains. In the context of higher learning, the use of smartphones among students has been an area of interest. Previous studies on smartphone use and academic performance have generally focused on measuring the impact that smartphone use has on the academic performance of students. The purpose of this study is to examine the extent to which gender differences and the experience of a particular learning environment contributes to the use of smartphones for academic purposes. Data were collected through the use of a standardized self-report questionnaire completed by 300 first-year and 203 fourth-year undergraduate students from the University of Botswana. Our analysis is guided by the following specific objectives: first, to explore gender and the patterns of smartphone use for academic purposes; second, to appraise the contributing value of the experience of a learning environment on the use of smartphones to enhance academic achievement; and third, to examine smartphone use and its possible contribution to the performance outcome of students. Overall, we argue that the use of a smartphone for academic purposes is partly influenced by the extent to which a student is familiar with or understands the multiple contexts that shape his/her learning environment. For further studies in the field of smartphone use and academic performance, we suggest using multiple methods of data collection to uncover how students attach meanings to the use of smartphones and the role of smartphone use in improving their academic performance outcomes.

Student Perceptions of General Education Courses at the Faculty of Engineering and Technology, University of Botswana

To adequately prepare graduates for the ever-changing and complex work environment, students should be equipped with technical and professional skills. This can be achieved by a curriculum that incorporates general education courses (GEC) that teach diverse essential skills that every graduate must possess (e.g., academic and professional competencies, ethics, global learning, and active citizenship). Such courses will produce a well-rounded learning experience and well-versed graduate. A descriptive cross-sectional survey was conducted with undergraduate engineering and industrial design students at the University of Botswana. The study assessed the students' current perceptions of the GEC. The results show that the skills outlined in the learning and teaching policy of the University of Botswana are poorly attained. Furthermore, the skills outlined in the policy are not aligned with the skills that will be needed by graduates in the 4th Industrial Revolution. The GEC curriculum at the University of Botswana needs to be reviewed.

8 - ‘Makererization’: Politics, Leadership and Management at the University of Botswana from 2011-2017

I recently visited a friend in Soweto to pay my condolences after his wife died. While I was still in the process of greeting my bereaved friend, he said to me, “Thabo, I understand that you are the new Vice Chancellor for the University of Botswana, my condolences to you”!Professor Thabo FakoThis article examines an aspect of higher education leadership and university management through a critical appraisal of the leadership style and tenure of Professor Thabo Fako as Vice Chancellor (VC) of the University of Botswana (UB) from 2011 to 2017 and his attempts to dismantle the reforms of his predecessor. It addresses the important role played by the intersection between character, political strategy and administrative leadership in higher education reform. The article thus examines the manner in which these concurrently affect democratic and good corporate governance at university institutions, and as well the risks they pose in engendering widespread fear and institutional paralysis. It is written against the backdrop of a paper in 2004 by this VC castigating organizational restructuring undertaken by UB during that period. The article argues that state intervention in the selection and appointment of university management stalled reform and introduced a leader rendered paranoid by the selection process. ‘Makererization’ is used here to refer to the marginalization of UB by government through reduced funding and the VC’s persecution of university staff and students.

Understanding the role of the bring-your-own-device policy in medical education and healthcare delivery at the University of Botswana’s Faculty of Medicine

PurposeSeeking to leverage on benefits of personal mobile device use, medical schools and healthcare facilities are increasingly embracing the use of personal mobile devices for medical education and healthcare delivery through bring-your-own-device (BYOD) policies. However, empirical research findings that could guide the development of BYOD policies are scarce. Available research is dominated by studies that were guided by technocentric approaches, hence seemingly overlooking the complexities of the interactions of actors in mobile device technologies implementation. The purpose of this study was to use the actor–network theory to explore the potential role of a BYOD policy at the University of Botswana’s Faculty of Medicine.Design/methodology/approachPurposive sampling was used to select the participants and interviews, focus group discussions, observations and document analysis were used to collect data. Data were collected from 27 participants and analysed using grounded theory techniques. Emerging themes were continually compared and contrasted with incoming data to create broad themes and sub-themes and to establish relationships or patterns from the data.FindingsThe results suggest that the potential roles for BYOD policy include promoting appropriate mobile device use, promoting equitable access to mobile devices and content, and integrating mobile devices into medical education, healthcare delivery and other institutional processes.Research limitations/implicationsBYOD policy could be conceptualized and researched as a “script” that binds actors/actants into a “network” of constituents (with shared interests) such as medical schools and healthcare facilities, mobile devices, internet/WiFi, computers, software, computer systems, medical students, clinical teachers or doctors, nurses, information technology technicians, patients, curriculum, information sources or content, classrooms, computer labs and infections.Practical implicationsBYOD is a policy that seeks to represent the interests (presents as a solution to their problems) of the key stakeholders such as medical schools, healthcare facilities and mobile device users. BYOD is introduced in medical schools and healthcare facilities to promote equitable access to mobile devices and content, appropriate mobile device use and ensure distribution of liability between the mobile device users and the institution and address the implication of mobile device use in teaching and learning.Originality/valueThe BYOD policy is a comprehensive solution that transcends other institutional policies and regulations to fully integrate mobile devices in medical education and healthcare delivery.

Human papillomavirus prevalence in male and female university students in Gaborone, Botswana.

AbstractIn 2015, Botswana introduced the quadrivalent human papillomavirus (HPV) vaccine as a two-dose schedule in girls aged 9–13 years. We sought to establish a baseline HPV prevalence in unvaccinated young adults in Botswana. HIV-uninfected men and women aged 18–22 years were recruited from the University of Botswana in Gaborone during October 2019–February 2021. Demographic and behavioural characteristics were self-reported during structured interviews. Self-collected vaginal and penile swabs were tested for 28 HPV types using Seegene Anyplex II HPV28. We compared any HPV type, quadrivalent vaccine (HPV 6, 11, 16, 18)-type and non-quadrivalent vaccine-type prevalence in men and women and evaluated the risk factors for prevalence of any HPV type. A total of 493 men and 500 women were included in the analysis. Compared to men, women had higher prevalence of any HPV type (63.0%versus31.4%,P< 0.001), vaccine-type HPV (21%versus9.7%,P< 0.001) and non-vaccine-type HPV (60.4%versus28.4%,P< 0.001). Higher prevalence of any HPV type in men and women was associated with having ≥2 sex partners in the past 12 months; always using condoms in the past 3 months was associated with a lower HPV prevalence. These data provide baseline information for future evaluation of the population impact of the HPV vaccination programme, including potential herd effects in men.

Determining Optimal Blocking Sizes for Large Exam Groups When Data Matching

Computer literacy courses in the University of Botswana have a large number of students registered for them every year. Exams are multiple-choice, involving shading of identification details and answers on answer forms. This creates a data matching problem, since sometimes identification details are incorrectly shaded. In this paper, we explore the best way to structure such exams such that data matching can be used to match answer forms with students in the master registration list, in such a way that data matching accuracy is very good, due to blocking by exam group, and at the same time maximizing the class room size to save exam administration costs. Our results indicate the effectiveness of an optimal exam room group.

The Role of Confucius Institute in Shaping China’s National Image in Botswana: Case of CI Students

Abstract The purpose of this article is to examine the role of Confucius Institute in Shaping China’s National Image in Botswana in the case of CI Students. The Confucius Institute at the University of Botswana (CIUB) is employed as a case study which is identified as the most active Chinese soft power instrument in Botswana. The paper uses a qualitative research method to help better understand the benefits and limitations of CIUB in creating China’s positive image in Botswana. Primary data is obtained from questionnaires whilst secondary data is derived from journal papers, thesis, and books. The study is framed by soft power theory to assist in learning how China utilises its soft power to improve its image in Botswana. The analysis revealed that CIUB has been fruitful in promoting Chinese language and culture in Botswana impacting positively on China’s national image. The findings of the study show that CIUB has the potential to clear some negative perceptions about China in Botswana. However, the limitation as indicated by the study is that CIUB does not have wide coverage of the population of Botswana as it targets mostly students. It is suggested that CIUB as a single tool cannot fully address all the concerns affecting China’s image.

Interactional Patterns in English as a Second Language Classrooms at Higher Learning

This study investigates the interactional patterns that were used in ESL classrooms at higher learning at the University of Botswana and the reasons for the said patterns. A qualitative approach was employed and the classroom observations were used to investigate the topic. To further shed some light on the patterns used in the CSS classrooms, reference will be made to Vygotsky’s sociocultural theory and Sinclair & Coulthard’s Initiation, Response, Feedback (IRF) analytical tool. The results indicated that there were ‘new’ interactional patterns at the University of Botswana classrooms. Some of these were Initiation Response (IR) and Initiation Response Response (IRR) which led to the conclusions that the patterns of interaction which emanated from the study were, “better”, “good”, and “not so good” (BGN interactional patterns). This study concludes that there is an attempt to produce quality classroom interaction as the interactional patterns of “better”, “good”, and “not so good” (BGN interactional patterns) were demonstrated with the first two categories carrying higher percentages.

Improving the pipeline for pathologists in Botswana

Abstract Introduction/Objective In the United States, there are approximately 39 pathologists per one million people. In contrast, there is only one pathologist per one million people in sub-Saharan Africa. This shortage of the pathologist workforce significantly impacts the quality of pathology and laboratory services that can be provided in Botswana. Methods/Case Report Root cause and SWOT analyses consisting of the major stakeholders including government officials and key leadership figures from the training university and national referral laboratories were conducted to identify areas within the training pipeline that can be improved. The educational structure, core competencies, clinical exposure and hands-on training, as well as retention and additional faculty were some of the areas in the pipeline identified for improvement. Results (if a Case Study enter NA) NA Conclusion The collaborative training program between Botswana and South Africa were strengthened and additional clinical training sites were incorporated into the training program. The core competencies required of residents were reviewed and additional resources were provided to current residents. The collaboration between Botswana and South Africa for residency and fellowship training was strengthened to include active participation of the head of Pathology at the University of Botswana on the educational curriculum committee. These implemented changes led to the successful advancement of four anatomic pathology residents from the didactic phase to the practical phase of their training. Furthermore, two pathologists were hired to support clinical diagnostics and the education of the pathology residents. In conclusion, a structured review of the educational pipeline and resources that included stakeholders that could effect change led to substantial improvement in the training program and workforce of pathologists in Botswana.

An Overview of Chemistry Teaching Transformation during COVID-19 Pandemic: An Experience from University of Botswana

COVID-19-related disruption in teaching in the University of Botswana led the school to prepare new strategies for running classes and to design innovative way of instruction. The most notable change was to replace face-to-face lectures with online teaching at least partially (blended teaching and learning). This posed many challenges, especially in the teaching of science and technology subjects. In a laboratory-based discipline such as chemistry the problems encountered were especially daunting. Moreover, writing mathematical equations, chemical reactions and reaction mechanisms posed their own difficulties. The present communication provides a brief overview of how chemistry education at the University, the premier national university of Botswana, has been transformed during the last three semesters. It is based on experience of the author and as judged by the feed-back received from colleagues and the students. Admittedly, the experience is limited and much discussion is still in progress to meet the unresolved challenges. Theory classes at undergraduate levels are now mostly taught online using packages such as Moodle and MS Teams. The tutorial and laboratory sessions have faced the greatest disruptions and the instructors continue to explore ways to conduct these virtually. Online examinations were found to be limited in their effectiveness, especially in the assessment of drawing chemical structure and reaction mechanisms as well as the students’ ability in scientific writing.

5 - Illicit Capital Flows and Money Laundering in Botswana: An Institutional Economic Analysis

Despite the success story of Botswana’s economy, the country is among other southern African countries that are highly prone to money laundering and illicit financial flows. Botswana has been regarded as one of the global conduits for illicit economic activities. Approximately US$ 1.1 billion and US$ 1.2 billion illicit financial flows were recorded in 2004 and 2013 respectively. However, there is a dearth of literature on the illicit financial flows in Botswana that takes into account the peculiar institutions, transactions and markets in Botswana. This study therefore aims to contribute to the body of literature by using document analysis and an institutional approach to analyse illicit financial flows in Botswana. The results show that over the years, tremendous efforts have been made to respond to money laundering and related offences. However, some deficiencies still remain. It is essential for financial institutions to carry out remedial exercises in their customer due diligence data in order for them to have useful profiles for risk management purposes. Furthermore, inter-agency co-operation and co-ordination should be enhanced and promoted in order to combat illicit capital flows and money laundering.
 Patricia K. Mogomotsi, Associate Professor (Natural Resources Economics), Okavango Research Institute, University of Botswana. Email: finkymadigele@gmail.com; pmadigele@ub.ac.bw
 Goemeone E.J. Mogomotsi, Senior Research Fellow (Environmental Law & Policy), Okavango Research Institute, University of Botswana.
 Wame L. Hambira, Senior Research Fellow (Climate Change Adaptation Economics), Okavango Research Institute, University of Botswana.

Sacred Earth and African Women’s Theology

This special issue is one of the nine academic publications emerging from the Circle of Concerned African Women Theologians’ (the Circle) Fifth Pan-African Conference, held at the University of Botswana (Gaborone), July 2-5, 2019. The conference was also a commemoration of the Circle’s thirty years of existence. It featured papers on some aspects of the theme, “Mother Earth and Mother Africa in Theological/Religious/Cultural/Philosophical Imagination.” As was noted in the Conference Call for Papers:The land is often constructed as female gendered and the oppression of women is interlinked with the oppression of the Earth; and…it is widely acknowledged that we live in the era of global warming - which is humanly induced and of which many have also linked with anthropocentric religious/cultural/theological perspectives.

The Dynamics of social and technological change: COVID-19 and online learning at the University of Botswana

Dr. Motsomi N. Marobela University of Botswana, Department of Management Botswana Email: marobela@UB.AC.BW DOI: 10.47556/J.IJIKMMENA.9.1.2021.3 Purpose: This paper is inspired by the emergence of COVID-19 and how it has profoundly changed the delivery of education and ushered in an online revolution in higher education. Like other institutions of higher learning, the University of Botswana was also affected […]

MAY MEASUREMENT MONTH 2018: AN ANALYSIS OF BLOOD PRESSURE SCREENING RESULTS FROM BOTSWANA

Objective: During the May Measurement Month 2018 (MMM18) campaign, we aimed to raise hypertension awareness and measure blood pressure across different communities in Botswana. Design and method: Study sites were four large villages and Gaborone (capital city). Screening sites included shopping malls, train stations, churches and workplaces. Individuals aged over 18 years were recruited through fliers, word of mouth and volunteer walk-ins at the sites. Demographic and risk factor data were collected through a questionnaire prior to measuring three blood pressure (BP) readings per participant. Weight was measured while height was usually estimated. Hypertension was defined as: SBP above 140 mmHg or DBP above 90 mmHg or taking antihypertensive medication. The mean of readings 2 and 3 was used, and was estimated using multiple imputation where missing. Ethical clearance was obtained from the Ministry of Health and University of Botswana. Results: Amongst 4,599 participants whose BPs were measured, 54.5% were female, mean age was 35.9 years. A total of 1,510 (32.8%) participants were hypertensive with 712 (47.1%) aware of the hypertension. In participants not taking antihypertensive medication, the association between age and sex with SBP showed a linear increase, with the mean BP in males prominently higher than the mean BP in females across ages below 85–90 years, where they became equal. The DBP association showed an inverted U curve, with the mean DBP in males exceeding the mean DBP in females at age of 25 years, and the peak on the male curve at ages 45–50 years, while in females it was at ages 50–55 years. Only 35.2% of hypertensives were on anti-hypertensive treatment with 54.4% having controlled BP. Amongst all hypertensives, only 19.1% had controlled BP. Factors associated with higher BP included obesity, more than 1unit of alcohol/week and BP measured on Sunday. Conclusions: Less than half (52.9%) of those identified to have hypertension during MMM18 campaign were aware of their condition, despite the escalating prevalence of hypertension in the country. Regular BP awareness and opportunistic BP measurement campaigns like the MMM are recommended to improve detection and control of hypertension and other cardiovascular risk factors.

The Global Cohort of Doctoral Students: Building Shared Global Health Research Capacity in High- Income and Low- and Middle-Income Countries

Doctoral students in high- and low-income countries pursuing careers in global health face gaps in their training that could be readily filled through structured peer-learning activities with students based at partnering institutions in complimentary settings. We share lessons learned from the Global Cohort of Doctoral Students, a community of doctoral students based at the Harvard T. H. Chan School of Public Health, Haramaya University, University of Gondar, University of Botswana, and University of Rwanda College of Medicine and Health Sciences. Students in the Global Cohort program engage in collaborative research, forums for constructive feedback, and professional development activities. We describe the motivation for the program, core activities, and early successes.

Development and launch of the first obstetrics and gynaecology master of medicine residency training programme in Botswana

BackgroundSub-Saharan Africa (SSA) faces a severe shortage of Obstetrician Gynaecologists (OBGYNs). While the Lancet Commission for Global Surgery recommends 20 OBGYNs per 100,000 population, Botswana has only 40 OBGYNs for a population of 2.3 million. We describe the development of the first OBGYN Master of Medicine (MMed) training programme in Botswana to address this human resource shortage.MethodsWe developed a 4-year OBGYN MMed programme at the University of Botswana (UB) using the Kern’s approach. In-line with UB MMed standards, the programme includes clinical apprenticeship training complemented by didactic and research requirements. We benchmarked curriculum content, learning outcomes, competencies, assessment strategies and research requirements with regional and international programmes. We engaged relevant local stakeholders and developed international collaborations to support in-country subspecialty training.ResultsThe OBGYN MMed curriculum was completed and approved by all relevant UB bodies within ten months during which time additional staff were recruited and programme financing was assured. The programme was advertised immediately; 26 candidates applied for four positions, and all selected candidates accepted. The programme was launched in January 2020 with government salary support of all residents. The clinical rotations and curricular development have been rolled out successfully. The first round of continuous assessment of residents was performed and internal programme evaluation was conducted. The national accreditation process was initiated.ConclusionTraining OBGYNs in-country has many benefits to health systems in SSA. Curricula can be adjusted to local resource context yet achieve international standards through thoughtful design and purposeful collaborations.

ELearning Tools at the University of Botswana: Relevance and Use Under COVID-19 Crisis

Information communications technology (ICT) is currently a highly sought component of every higher learning institutions, especially universities and colleges gravitate towards eLearning mode of instruction and knowledge acquisition. eLearning encompass multiple technology and Internet-based learning platforms that requires computer literacy from both learners and instructors. eLearning has been upgraded such that it offers more flexibility and comfort as instruction and learning occurs any time and at the users’ preferred environment. However, for most African Universities, the challenge in the use of eLearning is expedited by excess number of students, poor infrastructural development and poor access to the Internet off campus. At the University of Botswana, the need and urgency to address aforementioned difficulties was exposed in the era of COVID-19 pandemic where the use of eLearning was a dare situation for both instructors and learners. In this article, the authors discuss the background of eLearning tools at the University of Botswana, types of eLearning tools, their relevance, use, advantages and the challenges encountered. Prospects are also discussed. The article is based on the experiences of the authors, their observations, as well as the literature review and the use of the social constructionism or social constructivism theory.

Coping with the Impact of COVID-19 in Higher Education: Responses and Recommendations from the University of Botswana

The COVID-19 pandemic has created a serious health crisis across the world. The education sector is one of the hardest hit sectors and countries across the globe are implementing different strategies to ensure students at all different levels of study can continue with their learning. The University of Botswana (UB) announced its first lockdown due to COVID-19 in May 2020, responding to the national expectation. At that time, students were on a five-day short vacation. They had left the campus without anticipating any closure, with some traveling both nationally and internationally, whereas others were on campus accommodated in the residence halls. In the case of those who had traveled, they could not access their belongings, including study materials, on campus. This sudden change took away the students' freedom and personal control, compromising their joy and inflicting stress and anxiety on them. Their lives were hijacked and filled with tension, confusion, worry, and fear. Students started experiencing the fear of their own death and that of their significant others. They also went through the fear of not knowing what was happening and how long it would take for life to return to normal. Students were experiencing a life full of uncertainty about the future, as well as fear of exposure to a seemingly incurable strange virus that had already claimed many lives in other countries. In particular, they were uncertain as to whether they would be able to complete their degrees and graduate: [End Page 83]

A comparative study of performance in three bachelor’s degrees of information system (IS) streams: Implications on delivery

This study describes the difference between student performances across three Information System streams (Business Information Systems, Computer Information Systems, and Information Management) in the University of Botswana. A quantitative approach was employed utilising Chi-square to test significance, as well as means, frequencies, and charts to help understand the performance within the three streams. The purpose of this study was to investigate the relationships between final marks and the streams in seventeen common courses. The data consists of 3119 records of students’ final marks spanning three academic years. The results show that there is significant difference in student performance across the three streams, differences within the individual courses, as well as differences in overall performance for course groupings, none of which are biased by the student belonging to the department that taught the course. The study contributes knowledge in shaping IS curriculum development and highlights the importance of catering for different categories of students taking same courses in multi-disciplinary collaborative environment.