University Of Malawi Research Articles

Final year projects in engineering education: a comparative study of final year engineering projects at public universities in Malawi, Namibia and South Africa

Final year projects in engineering education: a comparative study of final year engineering projects at public universities in Malawi, Namibia and South Africa

Academic Writing for French Language Programs: Undergraduate students in Malawi as a Case Study

The transition from secondary school to university in Malawi necessitates the implementation of purposeful academic skills courses that are intervention oriented. These courses are aimed at equipping students with the necessary competencies, particularly in the domain of academic writing. Given that Malawi is an anglophone nation, these courses predominantly concentrate on enhancing students’ writing abilities within the context of the English language. Nonetheless, it is worth noting that certain academic institutions in Malawi also admit students who are enrolled in French programs or are pursuing French courses. This underscores the importance of developing academic skills training programs tailored to the requirements of French courses. In the present study, we hypothesize that none of the Malawian universities where French programs/courses are offered have courses specifically designed for the acquisition of academic writing skills for the French language. Given this context, the present article attempts to ascertain the assertion of the lack of courses specifically designed for academic writing in French and explores how students acquire and develop the academic writing skills in French in the Malawian university. Data for the study was collected through an online questionnaire Journal of Languages & Translation Vol 04/Issue 01 /January 2024 01-23 Beaton Galafa, Mtende Wezi Nthara & Madalitso David Mulingo 2 distributed to students enrolled in French programs or courses at three higher education institutions in Malawi: University of Malawi, Mzuzu University, and Domasi College of Education. The findings of this study, organized into various thematic categories, provide valuable insights into the realm of academic writing for French language studies within the context of Malawian universities.

Gendering the Decision-Making Positions in Higher Education: A Cross-Sectional Gender Audit in Three Selected Universities in Malawi

Malawi is one of the countries that has doubled its efforts to narrow the gender gap since the 1995 Beijing Platform for Action. The country ratified both international and regional gender protocols as well as enacting the national gender policy to safeguard gender equality at all levels to empower women. The participation of women in decision-making positions is therefore critical at this point. Many researchers globally have claimed that having more women in strategic leadership roles would help to reduce workplace restrictions and influence policies. This paper therefore discusses the gender representation of women in decision-making in higher education at University of Malawi, the Malawi University of Science and Technology, and Mzuzu University. The findings reveal a stagnated culture of colonial regime sustained by with patriarchal structure which continue to favour men in decision-making positions at the expense of women. In addition, all three institutions suffer gender-blind promotion criteria and systematic institutional resistance which makes it difficult for women to ascend to decision-making positions hence the hierarchy is highly dominated by males. The paper provides recommendations as follows: (i) promoting women in research in order to allow more women in positions of decision-making, (ii) repurposing the institution gender policies, (iii) women agency change of mindset and make concerted efforts to emancipate themselves from negative stereotypes and barriers in institutions.

Neonatal nursing faculty fellowship: An international and cross-cultural educational initiative

Thomas Jefferson University's Jefferson College of Nursing (JCN) and Project HOPE collaborated to form a Neonatal Nursing Faculty Fellowship (NNFF). The NNFF includes two faculty from the University of Sierra Leone, College of Medicine, and Health Sciences (COMAHS), two faculty from the University of Malawi, Kamuzu University of Health Sciences (KUHeS), a faculty person from NJ State University, and three faculty members from the JCN. The NNFF project goals are to advance education in neonatal and maternal nursing and to provide state-of-the-art education at COMAHS and KUHeS.

Fluoride Levels in Borehole Water: The Case of Chiradzulu District in Malawi

Aims: The objective of this study was to determine the levels of fluoride in borehole water samples.
 Study Design: The total of eight samples were collected from five villages in Chiradzulu and transported in cooler ice-bath to the laboratory for the analysis.
 Place and Duration of Study: The study was conducted in the Department of Chemistry and Chemical Engineering Laboratories, at University of Malawi in the month of June.
 Methodology: The ion selective electrode technique was used to assess fluoride levels. Physicochemical water parameters were measured with multi-meters. 
 Results: The results obtained ranged from 2.26 to 3.08 mg/L, 136 to 561 mg/L, 261-1212 μs/cm and 6.27 to 6.97, for Fluorides, TDS, conductivity and pH, respectively. Levels of fluorides exceeded permissible limits for borehole water established by WHO and were below the standards for MBS
 Conclusion: The results attained in the scope of the study support coloration of teeth observed amongst individuals in study communities, helping to understand that groundwater is not suitable for consumption. Therefore, the study provides recommendation for urgent implementation of defluoridation measures to provide clean and safe water for the existing community members.

Work-integrated learning placement in engineering education: a comparative contextual analysis of public universities in Malawi, Namibia and South Africa

PurposeThe study compares how work-integrated learning (WIL) placement positioning, duration, assessment strategies and environment at three Southern African universities influence engineering students' academic and employability outcomes.Design/methodology/approachThe study used a qualitative case study approach that drew on the principles of collaborative autoethnography (CAE). The researchers reflected on WIL placement practices, structure, assessment, environment and outcomes at their universities and then analysed the reflections using comparative descriptive techniques.FindingsThe study reports no uniformity among the universities in positioning WIL placement in the curriculum. It is done during end-of-year vacations, between the penultimate and final year or in the last year. The study found WIL placement positioning does not influence academic outcomes; however, the influence on employability outcomes needs further investigation. Components of WIL placement assessment are similar, presentations, logbooks and reports. However, there are differences in the weightings of the various assessment components and the contribution of the industry supervisor. There is a growing trend towards placing students within universities to mitigate the challenges of limited opportunities of placements available in the industry. The impact of this also needs to be further investigated. Lastly, there are policy-related challenges in placing international students. Work restrictions on student visas limit international students’ access to WIL placement. Southern African universities need to lobby the waivers to student visa restrictions that limit their participation in WIL programs if there are to succeed in their internationalisation efforts.Originality/valueThe study highlights the gaps in understanding Southern African universities' WIL placement practices, particularly relating to the positioning of WIL placement in the curriculum, the assessment methods used and the theory to work integration and employability outcomes.

Students' alternative conceptions in quantum mechanics: The case of one-dimensional potential quantum tunneling

Quantum mechanics is generally an abstract theory that challenges intuition since it cannot be understood using ordinary experiences. Quantum tunneling is one of the topics which is more counterintuitive and challenges students' conceptual understanding. The study was aimed at investigating if final year undergraduate quantum mechanics students have alternative conceptions regarding quantum tunneling phenomena after a full course of instruction. In this study, students’ alternative conceptions are referred to as any student ideas related to the incorrect belief of scientific principles. Using the deep structured interviews involving 36 students who were registered in a quantum physics course from the University of Malawi, we found that some students hold on to the idea that the energy of a quantum tunneling electron is lost, the wave function graph depicts the physical wave, and the “potential step,” and “barrier” means a physical object/barrier. The study further established that the possible sources of these alternative conceptions emanated from students’ experience with classical tunneling / classical mechanics, quantum mechanics lecturer notes, and previous quantum mechanics lessons. The findings of this study further portray that traditional pedagogy has its limitation in facilitating students' comprehension of quantum tunneling. We recommend that further research into the design of instructional technology for quantum physics should consider these students' alternative conceptions when designing visual, interactive, and mental models, which may help establish students' conceptual understanding of quantum mechanics.

Degrees of Autonomy: A comparative analysis of governance autonomy for private, faith-based and public universities in Malawi

Degrees of Autonomy: A comparative analysis of governance autonomy for private, faith-based and public universities in Malawi

Metadata creation practices at the Lilongwe University of Agriculture and Natural Resources library’s institutional repository

PurposeThe purpose of this study was to investigate metadata creation practices in a functional academic institution repository in Malawi, with a specific focus on the Lilongwe University of Agriculture and Natural Resources (LUANAR) library.Design/methodology/approachThe study used a qualitative approach with a case study design. The study adopted a case study strategy that focuses on the in-depth, holistic and in-context examination of one or more cases. The researcher used non-probability purposive sampling to include all three LUANAR Digital Repository (LDR) staff at LUANAR library because they were thought to be knowledgeable about the LDR metadata work. The three library staff members directly involved in repository metadata were investigated for the study. Data collection techniques used in a case study approach included semi-structuring face-to-face interviews and documentary analysis. Data from interviews and documentary reviews were manually analyzed and presented in thematic categories based on the study’s objectives.FindingsQualified Dublin Core (DC) was chosen by all participants as the only metadata structure scheme that they will use to create and implement metadata in the repository. DC application profile was the only scheme used to enforce uniform naming and capitalization conventions in the application of Qualified DC element definitions. The scheme, however, was discovered to be the Qualified DC default format in the DSpace system. All participants indicated that the Agricultural Organization of the United Nations Vocabulary is used. Participants highlighted that institutional repository system compatibility, the subject matter of the resources, resource types and staff expertise influenced the selection criteria for the metadata schemes. The repository policy had been developed but had yet to be adopted by the LUANAR management.Research limitations/implicationsThe current study was limited to LUANAR library. A wider study across public and private universities in Malawi is needed to ascertain the role of metadata policy, technical knowledge and metadata specialist institutional repositories.Practical implicationsMetadata policy is to aid in the understanding of the data, ensuring that appropriate security measures are used to protect the data and for metadata harvesting purposes.Social implicationsAcademic libraries should lobby for management support towards metadata policy for institutional repositories.Originality/valueVery little is known about challenges affecting the growth of institutional repositories and standards adopted, including metadata harvesting. This paper bridges the gap in metadata standards for institutional repositories in developing countries.

Application of ARMA information governance maturity model for assessment of records management programme at Chancellor College, University of Malawi

Institutions, whether public or private, create records in the course of conducting their business. Records constitute a vital resource for any organisation, including universities. They are important as they provide the information needed by decision-makers and promote accountability. This study assessed the records management programme at Chancellor College, Malawi, using the ARMA Information Governance Maturity Model. Data for the study were collected through face-to-face interviews with purposively selected participants, an examination of document analysis and non-participant observation. The findings of the study revealed that there is accountability in the records management programme although the responsibility for the records management function is delegated to individuals who do not necessarily have relevant qualifications in the area of records management. The findings also revealed that there is partial compliance with the existing legal and regulatory frameworks in the country. In addition, the findings indicated that retrieval of records, especially semi-current records, is problematic due to insufficient storage space and inadequate storage equipment. Based on the findings, the study concluded that using ARMA Information Governance Maturity Model, the level of maturity of the records management programme at Chancellor College is in the developmental stage. The study recommended that Chancellor College should develop and implement a records management policy and records retention and disposition schedule, train existing staff and provide resources and equipment for managing records so that records in these systems remain authentic and reliable. The study also recommends the development of a national policy on managing university records by the National Archives and Records Services in Malawi as a whole.

E-records management practices in public universities: a developing country perspective

PurposeThis study aims to investigate the management of electronic records (e-records) in public universities in Malawi.Design/methodology/approachThis study adopted a case study research design that made use of predominantly qualitative research methods. Data was collected at three study sites, namely, Mzuzu University, Malawi University of Science and Technology and the Malawi University of Business and Applied Sciences. A purposive sample of three officers per institution (and nine in total) comprising executive officers, deputy university registrar, records clerk, information and communication technology (ICT) directors and ICT manager was attained. The researcher personally conducted the interviews with the research subjects with the aid of interview guides. Observations were also done, whose findings were recorded in the observation protocols. The data collected was transcribed in MS Word, coded and analysed thematically.FindingsThis study concluded that e-records are at high risk in public universities in Malawi. Irrespective of this situation, this study found that there were some areas for e-records to potentially thrive in public universities in Malawi.Research limitations/implicationsThis study covers three of the six public universities in Malawi. Although public universities in Malawi have similar governance structures, there are some noticeable differences that distinguish one institution from the other. It is, therefore, possible that findings made in this study may not completely represent the prevailing situation in all public universities.Originality/valueStudies of this nature have not been done before in public universities in Malawi. It is, therefore, hoped that besides filling the existing knowledge gap, its findings will contribute to policy and practical interventions that will lead to efficiency of the universities involved.

Nursing and Midwifery Students’ Perspectives of Faculty Caring Behaviours: A Phenomenological Study

Aims: The study aimed at exploring faculty caring behaviours from the perspectives of university students enrolled in Nursing and Midwifery programme at one of the public universities in Malawi. Background: The concept of caring has to a larger extent been defined in the context of nursing practice and rarely in the context of nursing education. Caring for students and nurturing a caring attitude in nursing education is the first place for students to learn about the most significant values of their profession. Objective: The objective of this study was to describe faculty caring behaviours from the perspectives of university students who were studying for a degree in Nursing and Midwifery programmes at one of the public universities in Malawi. Methods: A qualitative approach utilising descriptive phenomenology as a study design was used in this study. Data was collected through semi-structured interviews at a public university in Malawi from ten (10) nursing and midwifery students who were purposively selected. All ethical considerations were followed. Data were analysed using Colaizzi’s (1978) method. Results: Five themes emerged that defined faculty caring behaviours from the student’s perspective: (1) Being available, (2) Being respectful, (3) Seeing the person in the student, (4) Being fair and (5) Communication. Conclusion Findings have shown that nursing and midwifery faculty display both caring and uncaring behaviours. The study recommends the establishment of a curriculum with caring as one of its defining philosophies; the establishment of educational faculty - student interactions based on moral and human caring principles, and advocating for faculty to embrace faculty caring to improve nursing and midwifery student's professional socialisation.

Qualitative perspectives of teaching and learning in clinical skills laboratories in a developing country

IntroductionSimulation laboratories help students build a strong foundation of clinical competence in a stress-free environment. There is a paucity of research findings on this topic from nursing education institutions in resource-constrained countries. An evaluation study was therefore conducted at the Kamuzu College of Nursing in Malawi. The purpose of the study was to explore the experiences of students and educators on teaching and learning in a college-based skills laboratories.Data were collected using in-depth and focus group interviews with nurse educators (n = 6) and students (n = 45) respectively following semi-structured interview guides. Seven focus groups were conducted with students and six in-depth interviews with nurse educators. Data were managed using a MAXQDA software and analysed thematically. Ethical approval was obtained from the Human Research Ethics Committee, University of the Witwatersrand and the College of Medicine Research Ethics Committee, University of Malawi. The findings show that demonstrations, return demonstrations, practise sessions and resources contribute effectively to learning. Hasty demonstrations, limited practice time and inadequate resources, affect learning negatively. ConclusionIncreasing practise sessions, increasing staff and modernizing resources, can improve the quality of learning with respect to transitioning to practice and building students’ competence and confidence.

Morphometric Description of Thoracic Vertebral Pedicles in Adult Malawian Cadavers and Implications for Transpedicula Spine Fixation

Thoracic pedicles are important during the surgical repair of the thoracic spine deformities. Individuals show considerable differences in the asymmetric dimensions of the thoracic pedicles across populations. The purpose of this study was to determine the thoracic pedicle size and angle in adult Malawian cadavers and to suggest the clinical implications associated particularly the transpedicular fixation of spinal deformities. Adult thoracic vertebra from undetermined sex specimens (n=227) from the skeletal collection in the Anatomy Division, Biomedical Sciences Department, College of Medicine, University of Malawi were measured to assess the pedicle width, pedicle height, chord length, transverse diameter, interpedicular distance, transverse and sagittal pedicle angles. The mean pedicle width was 4.71 ± 1.83 mm (left side) and 4.82 ± 1.77 mm (right side) and the mean pedicle height was 12.63 ± 2.61 mm (left side) and 12.60 ± 2.54 mm (right side). The mean transverse pedicle angle was 12.22 ± 2.30 degrees (left side) and 12.46 ± 2.34 degrees (right side). The mean sagittal pedicle angle was 9.24 ± 2.67 degrees (left side) and 9.40 ± 2.76 degrees (right side). The mean interpedicular distance was 16.67 ± 2.23 mm. Our sample population generally showed smaller thoracic pedicle dimensions than those reported in other populations. Prior knowledge of the variations regarding the thoracic pedicle dimensions is vital for the determination of the pedicle screw size and design. Most importantly the information helps surgeons during preoperative planning of the transpedicular thoracic spine fixation and radiological interpretation.

Seasonal Variation of Phytochemicals in Four Selected Medicinal Plants

Pharmacognosy Research,2021,13,4,218-226.DOI:10.5530/pres.13.4.14Published:October 2021Type:Original ArticleAuthors:Bonface Mwamatope, David Tembo, Elizabeth Kampira, Cecilia Maliwichi-Nyirenda, and Victoria Ndolo Author(s) affiliations:Bonface Mwamatope1, David Tembo2,*, Elizabeth Kampira3, Cecilia Maliwichi-Nyirenda4, Victoria Ndolo5 1Biomedical Sciences Department, College of Medicine, University of Malawi, Blantyre, MALAWI. 2Physics and Biochemical Sciences Department, The Polytechnic, University of Malawi, Blantyre, MALAWI. 3Medical Laboratory Department, College of Medicine, University of Malawi. 4Research Support Centre, College of Medicine, University of Malawi, Blantyre, MALAWI. 5Department of Human Ecology, Faculty of Science, Chancellor College, University of Malawi, Blantyre, MALAWI. Abstract:Background: The study aimed at assessing total alkaloids content (TAC), total flavonoids content (TFC), total phenolic content (TPC), antioxidant activity (AA) and predominant individual phenolic compounds in methanol extracts of M. oleifera, S.singueana, M.azedarach leaves and stem barks of L. discolor collected during different seasons of the year. Materials and Methods: TPC, TFC and TAC were analyzed using the Folin Ciocalteau assay, aluminum chloride assay and bromocresol green assay, respectively. 2,2-diphenyl-1-picrylhydrazyl (DPPH) and ferric reducing antioxidant power (FRAP) techniques were used to analyse AA. Phenolic compounds; Vanillic acid, (+)-catechin, quercetin, rutin, sinapic acid, 2,4-hydroxybenzoic acid and ferulic acid were analyzed using high performance liquid chromatography diode array detector (HPLC - DAD). Results: Barks of L. discolour exhibited high levels of TPC, TFC, TAC and AA during hot-dry season (summer) as compared to S. singueana, M. oleifera and M. azedarach leaves which showed significantly (p< 0.05) higher levels in hot-wet season (rainy). Levels of TPC, TFC and TAC were significantly (p< 0.05) influenced by seasonal variations and correlated with levels of AA. Profiles of all phenolic compounds analyzed were not similar in terms of chemical composition and concentration during different seasons. Sinapic acid and 2,4-hydroxybenzoic acid were predominant in S. singueana while sinapic acid and ferulic acid were predominant in M. oleifera. Vanillic acid and 2,4-hydroxybenzoic acid were predominant in L. discolor and M. azedarach respectively. Conclusion: The phytochemical constituents in medicinal plants are subject to seasonal variations which in turn influence the optimum season of harvesting. Keywords:Alkaloids, Antioxidant activity, Flavonoids, Medicinal plants, Phenolic compounds, Seasonal variationsView:PDF (984.49 KB)

Communicative Practices from the Margins: The Multilingual and Multicultural Repertoires on University Spaces

We draw from the meaning-making practices on the margins, the communicative repertoires of the multilingual and multicultural students at two Southern African universities: the University of Zambia in Lusaka, Zambia; and the University of Malawi in Zomba, Malawi. As our locus, we are interested in the unique linguistic/semiotic coinages which constitute the students’ linguistic repertoires as multilingual innovations amenable to placemaking. In an attempt to do this, we purposefully unearth lexical innovations which we analyse within the broader framework of translanguaging. Thus, we show the emergence of (new) lexical items through the (re-)invention and disinvention of communicative resources, and the deployment of material artefacts of place as a basis for the creativity and innovation through repurposing of lexical items for new uses. Thus, we privilege students as active manipulators of their communicative practices by showing the semiotic/linguistic creativity and innovation inherent in their repertoires.

Faculty knowledge and skills needs in interprofessional education among faculty at the College of Medicine and Kamuzu College of Nursing, University of Malawi

Undergraduate health professionals' education in Malawi is mostly provided through a uniprofessional approach, even though the World Health Organization (WHO) recommends interprofessional education (IPE) in order to prepare health workers for collaborative practice. Because IPE is not widely practiced in Malawi, faculty may not have the knowledge and skills required for successful IPE implementation. To explore perceived needs for knowledge and skills related to IPE among faculty in undergraduate health professional programs at the University of Malawi - Kamuzu College of Nursing (KCN) and College of Medicine (COM). A qualitative exploratory descriptive study capturing the perspectives of purposively selected participants was conducted at the University of Malawi KCN and COM. Data were collected through in-depth interviews (n = 16) and focus group interviews (n=20). Data analysis was done using qualitative content analysis. Faculty perceived the need for being knowledgeable in IPE and understanding its benefits. The need for training in IPE was perceived as key to increasing faculty members' confidence for IPE. Faculty also perceived the need for enhanced skills in interpersonal relationships, communication, and facilitation of learning, conflict resolution, and clinical teaching in order to successfully implement IPE. Faculty perceived the need to be knowledgeable about IPE, its benefits and the need for enhanced skills related to IPE. The need for formal training in IPE was perceived key for successful implementation of IPE. These findings provide information which can help to identify faculty training needs for IPE and to design faculty training activities.

A Morphometric Study of the Mandibular Foramen in Dry Adult Human Mandibles in a Black Malawian Population

The inferior alveolar nerve block (IANB) technique is a common technique performed on patients in dental surgery, placement of mandibular implants and other procedures involving the mandible. Precise identification of the mandibular foramen (MF) is essential for dental surgeons to accurately administer local anesthetics. Inaccurate localization of the mandibular foramen may result in IANB failure and injury to neurovascular tissues. Therefore, this study aimed at investigating the precise location of the MF from various anatomical land marks in dry adult human mandibles of Malawian population. The study was conducted on 29 dry adult human mandibles of unknown sex of Malawian origin from the Anatomy Division collection of human skeletons housed in the Biomedical Sciences Department, College of Medicine, University of Malawi. To determine the position of the mandibular foramen, distances from mandibular foramen to anterior margin, posterior margin, mandibular notch, gonial angle and mandibular base using a Vernier caliper were measured. The mean distance of the MF from posterior margin of mandibular ramus was 11.26±1.22 mm (right side) and 11.47±1.35 mm (left side), from the anterior margin 20.85±3.12 mm (right side) and 20.85±3.22 mm (left side) mandibles. The mean distance between mandibular notch (MN) and MF was 23.87±2.61 mm (right side) and 23.53 ± 2.65 mm (left side). The mean distance between mandibular base (MB) and MF for the right and left were 28.47 ± 2.90 mm and 27.85 ± 2.99 mm respectively. The inferior limit of the mandibular foramen was located at 24.69 ± 3.65 mm (right side) and 24.25 ± 2.77 mm (left side) to the angle (AG) of the mandible. The findings of this study show that the anterior margin mean distance from the MF for both right and left mandibles seem to be bilateral symmetrical suggesting the interpretation that the needle for IANB could be inserted at about 21 mm from the anterior margin to the MF in an adult of Malawian origin during surgery.

"A Place on the Banknote": The Year in Malawi

"A Place on the Banknote"The Year in Malawi Nick Mdika Tembo (bio) In his introduction to Political Prisoner 3/75, Sam Mpasu berates Malawian writers for what he suspects is their disinterest in documenting the lives of Malawi's many notable figures since independence. "There are no biographies or autobiographies in our bookshops," he laments: "We know little or nothing about the leading personalities who risked life and limb to fight for our freedom and independence" (ix). Mpasu further observes that this lack of interest remains well after Malawi returned to multiparty democracy in 1994,1 for there are no biographies or autobiographies of all the presidents and vice presidents who have since come and gone in Malawi's political history. What baffles Mpasu even more is that this dearth of biographies and autobiographies is not only limited to political figures, but also extends to those in academia, the business community, civil society, and religious organizations who played critical roles to bring about multiparty democracy (xii). However, Timwa Lipenga's Lomathinda: Rose Chibambo Speaks and Ndongolera Mwangupili's A Gift to the People: Sr. Beatrice Chipeta's Legacy could be seen as recent responses to Mpasu's call on writers to gather the stories of figures who have impacted the lives of so many Malawians. In this review, I will focus on Lipenga's biography of Rose Chibambo, which was inspired by the author's desire to document "women of substance and women's contribution to history" in Malawi ("Biography" 38). A lecturer in French at the University of Malawi, Chancellor College, Timwa Lipenga teamed up with two like-minded academics, Jessie Kabwila and Hendrina Kachapila-Mazizwa, to found a self-funded initiative called the Malawian Women's Voices Project to curate the life stories of "women who had engaged in struggles in Malawi in various domains, such as politics, religion, popular culture, education, health and entrepreneurship" (iv). At the project's inception ten years ago, the three scholars drew up a wide range of the women they wanted to feature, including politicians, academics, businesswomen, and traditional birth attendants (iv). Lomathinda was birthed out of this coordinated effort. Niculin Jäger aptly summarizes the book in the following terms: [End Page 106] Coming five decades after [Malawi's] independence, this book provides an insight into the life of Rose Chibambo. It […] tells us the story of her life and how she naturally got involved in politics the moment she sensed the injustice of segregation. It is the story of a woman who stood up and lived up to her convictions, fighting for self-determination, shaping the history of her country, Malawi. Without any preceding experience in politics but with a natural sense of justice and solidarity, she and her fellow colleagues confronted the ruling system, in colonial times and after independence. (ii–iii) The book is shaped around the life and afterlife of Rose Chibambo, one of Malawi's most remarkable and committed political icons, freedom fighters, and philanthropists. Born Lomathinda Ziba, Chibambo is presented in the book as not only surviving her own difficult birth and childhood but also forging a formidable women's political movement to fight against colonial injustice and the neopatrimonialism that followed in its wake. "I went, talking to my friends, from house to house" (87), Chibambo recalls to Lipenga, adding that she "drafted a constitution, on a very plain paper" (88) to guide the operations of the newly formed Women's League. Chibambo was, in a way, incensed by a local chief who had belittled her at the time, saying that she, a woman, should leave political matters to men (86).2 Therefore, she decided to join in the fight against tyranny and injustice. In many ways, Chibambo was challenging the troubling constructions of women in most sub-Saharan societies, and she was speaking against a cultural text that erroneously deems women incapable of doing anything worthwhile on their own. Chibambo went on to become the only female member of parliament and the first female deputy cabinet minister when Malawi gained independence from Britain in 1964. Lipenga opts for a style where narration interrupts speech to present Chibambo's life instead of just...

Smartphone usage patterns in public universities in Malawi: student perspectives

This study was motivated by the shortage of qualitative studies on student uses and gratifications of smartphone technology. Most research studies on mobile device uses and gratifications are quantitative and focus on mobile phones. Further, these studies are quite general, with insufficient information on how participants in those studies appropriate and engage with the technology. The purpose of this study was to investigate motives for use and usage patterns of smartphones among public university students. The study employed qualitative methods in the form of face-to-face interviews, focus group discussions, questionnaires and document analysis. Uses and Gratifications Theory was employed as a theoretical framework to form the basis of this study as well as to interpret the findings. The study found that students were motivated to use smartphones for internet access, social media and communication. As for patterns of use, it was found that the pattern was dominated by social networking. This paper contributes to the body of knowledge by providing a rich understanding of smartphone uses and gratifications which has insufficiently been described in previous similar studies. The paper further added the concept of policy to the main categories of the uses and gratifications framework.