Academic literature on the topic 'Educational leadership – Botswana'
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Journal articles on the topic "Educational leadership – Botswana"
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Pansiri, Nkobi Owen. "Performativity in School Management and Leadership in Botswana." Educational Management Administration & Leadership 39, no. 6 (November 2011): 751–66. http://dx.doi.org/10.1177/1741143211416386.
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The thesis of this article is that the uncritical adoption of Western models of education management and leadership policies results in poor performance in schools in disadvantaged communities in developing countries. The argument shows that this has led to the institutionalization of generic education policies that are not contingent to the circumstances of the small, dispersed, rural and remote schools. In my analysis, I agree with the growing concern in educational development debates over the uncritical transportation or the uncritical international transfer of school effectiveness assumptions and models to African contexts. I use Botswana as a case study to show the continuing mismatch between educational management models adopted from Western countries and the application in the Botswana context, and the related failure of school improvement initiatives proposed by aid agencies. When a school fails the head is charged with the underperformance.
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Oyetunji, Christianah. "Reorienting Leadership Styles for Sustainable Education." Journal of Teacher Education for Sustainability 13, no. 2 (January 1, 2011): 59–69. http://dx.doi.org/10.2478/v10099-011-0014-0.
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Reorienting Leadership Styles for Sustainable Education This paper describes the leadership style which can sustain education in Botswana community junior secondary schools (CJSS). The concept was examined based on the policy of education in Botswana, Botswana's vision for 2016 and the current situation in schools. Data was collected by means of a questionnaire and semi-structured interviews from a random sample of community junior secondary school teachers and head-teachers in Botswana. The data suggests that the head-teacher's leadership style affects teachers' and pupils' attitude towards a job and studies and that a participatory leadership style promotes sustainable education in schools. These findings can be useful for education policy makers, school administrators and researchers seeking to promote sustainable improvement in education.
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Moswela, Bernard, and Keonyatse Kgosidialwa. "Leadership and school success: Barriers to leadership in Botswana primary and secondary schools." Educational Management Administration & Leadership 47, no. 3 (November 9, 2017): 443–56. http://dx.doi.org/10.1177/1741143217739355.
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This paper explored two issues as follows: the influence school leaders have on school performances and factors that hinder school leaders’ efforts to achieve school success in Botswana secondary and primary schools. The subjects of the study were 199 teachers and 21 members of the senior management team in primary and secondary schools in Botswana. The participants were to analyse, through semi-structured interviews and a closed-ended questionnaire, the leadership patterns of their leaders and the barriers to effective leadership in schools. The findings revealed that, generally, leaders in Botswana schools practise democratic leadership although not without barriers. Chief among the barriers are the imposition of policies through numerous directives from the Ministry of Education and drug abuse by students supplied by some adults in society. The study ends with a conclusion that draws from the discussion of the findings and relevant studies to the subject being discussed.
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Pheko, Bolelang. "Secondary School Leadership Practice in Botswana." Educational Management Administration & Leadership 36, no. 1 (January 2008): 71–84. http://dx.doi.org/10.1177/1741143207084061.
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Nkobi, Owen Pansiri, Ignatius Ugwu Chikezie, and Bickie Maundeni Wazha. "The theoretical analysis of ethical leadership lapses: A disturbing concern about school leadership in Botswana." Educational Research and Reviews 16, no. 8 (August 31, 2021): 372–81. http://dx.doi.org/10.5897/err2021.4187.
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Pheko, Bolelang C., and Kgosi Linchwe. "Leadership from two cultural perspectives—a tune or discord: Botswana’s experience." International Journal of Lifelong Education 27, no. 4 (July 2008): 399–411. http://dx.doi.org/10.1080/02601370802051397.
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Uys, Philip M. "Critical Success Factors in The Infusion of Instructional Technologies for Open Learning in Development Settings:." International Review of Research in Open and Distributed Learning 4, no. 2 (October 1, 2003). http://dx.doi.org/10.19173/irrodl.v4i2.150.
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<P class=abstract>This article seeks to identify critical success factors for the appropriate infusion of instructional technologies to advance open learning in higher education within developing settings. Describe here is a descriptive account of a two-year case study based on the author’s personal analysis of, and reflection on, factors that contributed to the infusion of instructional technologies to advance open learning at the University of Botswana. The first critical success factors identified in this article include: a clear vision, support of committed leadership, and dedicated personnel/ change agents to ensure successful project implementation. The second critical success factor identified was the need for all involved to fully appreciate and understand the systemic nature of the infusion of instructional technologies for open learning purposes, as well as garner the commitment of strategic partners working in related systems. Finally highlighted, are the requirements needed to address the complex nature of the infusion of instructional technologies into the University’s educational offerings. It is hoped that those involved in education in developing countries, and particularly those desirous of advancing open learning through the use of instructional technologies, will find this descriptive analysis useful. Indeed, those of us involved in implementing instructional technologies in developing nations are still in the initial stages of this exciting yet challenging endeavour.
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<P><B>Key terms:</B> infusion, open learning, instructional technologies, critical success factors, developing settings, Botswana, LASO model</P>
Dissertations / Theses on the topic "Educational leadership – Botswana"
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Oyetunji, Christianah Oluwatoyin. "The relationship between leadership style and school climate in Botswana secondary schools." Thesis, 2006. http://hdl.handle.net/10500/2354.
Full textAbstract:
In Botswana secondary schools, a positive climate is more of an ideal than a reality. It is
the task of stakeholders particularly the headteacher's to create and sustain a conducive
learning environment to improve pupils' academic and behaviour standards. To a large
extent, the headteacher, as an individual occupying the highest official position in the
school, determines how the school is run. His/her expectations, values, beliefs,
relationships with teachers and the examples he/she sets for the whole school shape the
climate in the school. The headteacher can promote or inhibit a positive climate through
his/her leadership behaviour pattern. Thus, the headteacher's leadership style is
significant in creating and sustaining a positive school climate. This study has been
undertaken to examine the connectedness between headteacher leadership style and
school climate. This research focuses on the improvement of climate in Botswana
secondary schools through the headteacher's appropriate use of leadership styles in
different situations with a view to answer the following questions: What different
leadership styles are employed by school headteachers? What are the different types of
climates in schools? Are the leadership styles of school headteachers responsible for the
climate that exists in their schools? What are the implications of the headteachers'
leadership styles for school climate? How can school climate be improved? What roles
can the headteachers, teachers and other stakeholders play to improve school climate?
The research report comprises six chapters: Chapter one contains the background
information of the research, statement of the research problem, aim and objectives of the
research, demarcation of the study, definition of concepts, research methods and the
research structure. Chapter two presents a review of literature on leadership styles, factors
affecting it and discussion of models from different perspectives form part of this chapter.
However, the emphasis is on Hersey and Blanchard's situational model which proposes
the appropriate use of leadership styles to suit situations. Chapter three covers a review of
relevant literature on school climate and factors affecting it. Chapter four presents
detailed report on the empirical study. Questionnaires each of which contains items on
leadership styles and school climate were responded to by secondary school teachers and
interviews were conducted with headteachers. Chapter five contains data analysis and
interpretation. Various leadership styles used by headteachers and the corresponding
climates were identified. The findings indicated that the type of climate that exists in schools is
related to the headteachers leadership style. It emerged that organisational climates vary in
schools and that the participating leadership style promotes an open organisational climate.
Implications for school performance and for the nation's vision (Vision 2016) was given.
Chapter six presents findings from the literature study as well as the empirical study,
conclusions based on the findings and recommendations for improvement for practice
and further research.Educational Studies
DED (EDUC MANAGEMENT)
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Orapeleng, Shathani Rejoyce. "Innovative leadership in managing conflict at selected senior secondary schools in Botswana." Thesis, 2017. http://hdl.handle.net/10500/23231.
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The phenomenon of conflict is the problem that principals are faced with in their respective schools. The aim of this study was to explore the role that innovative leadership could play in managing conflict at the selected schools in Botswana. For the purpose of this study, a qualitative research approach was adopted. It included interviews, during which the informants responded to open-ended questions; observations, where the researcher visited the schools and interacted with the informants; and document analysis. These methods were employed to determine the perceptions of participants regarding the nature, extent, and causes of conflict at the selected schools. The study indicated that a number of factors could significantly contribute in managing conflict. Employing innovative educational leaders, benchmarking, using bottom-up communication skills, and the engagement of policy analysts, are some of the key recommendations made for avoiding further conflict within schools and between schools and the Ministry of Education.Educational Leadership and Management
D. Ed. (Educational Management)
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Bowe, M. L. "Challenges faced by senior management teams in supervision of instruction in Kanye Central Inspectoral school in Botswana / M.L Bowe." Thesis, 2013. http://hdl.handle.net/10394/16101.
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This study was conducted to establish the challenges that Senior Management
Teams face as instructional supervisors. The study begins by highlighting the
statement of the problem as well as the goals. It continues by providing the
historical development of instructional supervision. The study also brings an
overview of instructional supervision in Botswana with particular attention to
primary school environments.
The mixed method approach which incorporates both qualitative and quantitative
approaches guided this study. Quantitative data was captured using closed
ended questionnaires while qualitative data was collected using semi-structured
interviews. Field notes and audio recordings were used to record the interviews.
Simple random sampling was used to select a sample of 10 schools from a
population of 26 schools. A purposeful sampling was also used to select suitable
participants who were directly affected by the theme under investigation. The
data was analysed using tables and descriptive formats. The findings of the study
reveal that there are some factors that limit the effectiveness of instructional
supervision in primary schools. Evidence provided by the participants indicates
that supervisors are not well trained on the area of instructional supervision,
instructional supervision problems are left pending and there is no distinction
between instructional supervision and teacher evaluation. The study concludes
by recommending that teachers who assume supervisory roles need to be
orientated on the area of instructional supervision and a blue print for
instructional supervision should be produced so that supervisors can use it as a
guide to improve supervision of instruction in schools.Thesis (M.Ed.) North-West University, Mafikeng Campus, 2013
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Makambe, Ushe. "Role of knowledge management enablers in facilitating knowledge management practices in selected private higher education institutions in Botswana." Thesis, 2017. http://hdl.handle.net/10500/23222.
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This research was set out to investigate the role of knowledge management as a coping strategy for PHE institutions in Botswana, especially given that they operate in a highly regulated environment. One of the major drivers of volatility in the educational sector is
intensely volatile regulatory environment in which the institutions operate. Further, a large portion of the stakeholder community of these institutions hold a strong believe that these institutions offer poor quality education to maximise profit. The primary objective of this
study is therefore to determine the role of knowledge management (KM) enablers in facilitating KM practices in selected PHE institutions in Botswana that operate in this highly regulated environment and to develop a model for effective KM in these institutions. The study adopted a survey research design and collected quantitative data through a structured self-administered questionnaire and document reviews. The subjects comprised all five degree-awarding PHE institutions, which were strictly regulated by the Tertiary
Education Council (TEC). The population surveyed came to 670 and sample size was 350. Data was analysed through various statistical measures such as Structural Equation Modelling (SEM) in the form of Analysis of Variance (ANOVA), multiple regression analysis, and Chi-square test. The results of the study revealed that KM enablers were playing an insignificant role in facilitating KM practices in selected PHE institutions in Botswana. Results of the study can be generalised to similar institutions elsewhere operating in similar environments. In order to enhance KM practices in PHE institutions, it is recommended that the institutions adopt a systematic approach to KM, establish an organisational culture and structure that promote KM practices, and enhance the quality of their human capital including leadership. It should be noted that the state of KM in organisations operating in an uncertain environment can be enhanced if the leadership carefully controls the family-owned setting and organisational culture as these factors can detract from the organisation’s effective practising of KM. However, strategic leadership, organisational structure, and the role played by stakeholders played positive deterministic factors in ensuring an enhanced KM drive.Business Management
D.Admin. (Business Management)
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Ngiri, Lydia Wambui. "A case study of the motivation of intermediate phase learners by teachers at a private school in Botswana." Diss., 2014. http://hdl.handle.net/10500/19004.
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The motivation of learners by teachers is key to learner academic success. Consequently, an understanding of the motivation strategies is important for teachers because learners have diverse learning needs and interest. This study conducted in one private school in Botswana is designed to explore the motivation strategies used in teaching and learning. The aim of this study is to establish the various motivational strategies used by teachers on learners to enhance their academic performance in the intermediate phase. To accomplish this, the objectives of the study are:
- To explore what motivational strategies are that the teachers using currently
- To determine why they are using such strategies
- To establish the efficacy of such motivational strategies
- To map alternate motivational strategies teachers that can use in their classrooms
The theories that underpin the study are teacher leadership and theories of motivation. Three theories of motivation that were drawn on namely are Maslow’s Hierarchy of Needs, Herzberg’s Two - Factor Theory and Behavioural Theories. The related literature both national and international was examined to show how previous research informed the current study. A mixed methods case study design was employed. Questionnaires, focus group interviews and observations were used to generate data. The participants in the study were the intermediate phase teachers and assistant teachers and intermediate phase learners. The data were analysed using descriptive statistics and thematic content analyses. The findings revealed that most of the teachers were using a variety of motivational strategies which had a positive effect on the learner’s academic performance. The findings also revealed that meeting the learner’s needs is key to their learning success. Stemming from the findings, it is recommended that learner’s academic performance can be improved if the teachers could employ a variety of learner-centred teaching and learning activities, capitalize on the learners existing needs and also expand the learners’ opportunities by engaging in alternate learning strategies.Educational Management and Leadership
M. Ed. (Education Management)
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Moswela, Bernard. "A school development plan : the role of the school head in Botswana." Thesis, 2001. http://hdl.handle.net/10500/17516.
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The study was carried out to investigate the role of the secondary school head in
Botswana in respect to four themes, namely: staff development; classroom supervision;
school culture building; and conflict management.
Basically, school development planning was defined as a strategy that can be
employed to improve the teaching and learning processes. This could be achieved by
on-going staff development programmes that equip staff with new knowledge and new
classroom teaching techniques. Details of strategies that could be used to achieve this
were examined and discussed in this thesis.
Two chapters of the literature review were made in this thesis. Chapter II (Part I) made
a direct link between the literature review and the research questions on the main topic
of this thesis. Chapter III (Part II) on the other hand provided, a comparative analysis
of school development planning between Botswana (as the focal point) and the United
Kingdom and Australia (as examples). The analysis was concerned with three issues of: human capacity; budget allocation and its control; and accountability. The inclusion
of this second chapter on the literature analysis was to add weight and to raise the
analytical standard of the thesis.
Closed responses and open-ended questionnaires were used to gather data. A total of
60 respondents comprising heads and teachers from 10 junior and five senior
secondary schools participated in the investigation. Summaries of the findings from
both the empirical and theoretical components for each of the themes are that: • There cannot be development without developing the developer.
• Classroom supervision is essential because it provides the basis for staff
development and subsequently improved teaching.
• School development planning must be a staff co-operative effort leading to the
formation of a sustainable school culture of working teams.
• Conflict is always there in organizations, what is important , however, is for the
administrator to manage it such that it benefits the organization.
Basically, the empirical and theoretical components, supported each other on the
majority of issues.
The United Kingdom and Australia, being developed countries, do not experience the
problems of funding, staffing, and other supportive resources to effectively implement
school development planning to the extent of Botswana.Educational Leadership and Management
D. Ed. (Educational Management)
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Mgomezulu, Victor Yobe. "Stakeholder involvement in strategic planning: a strategy to mitigate the effects of HIV and AIDS on secondary education in Botswana." Thesis, 2007. http://hdl.handle.net/10500/606.
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Stakeholder involvement in strategic planning: a strategy to mitigate the effects of HIV and AIDS on secondary education in Botswana.
This study explores the involvement of stakeholders in strategic planning to mitigate the effect of HIV and AIDS in secondary education in Botswana. The prevalence of HIV and AIDS-related illness and deaths is high in Botswana and affects both teachers and learners. Education provision has been affected through increased mortality and morbidity and increased absenteeism which affect education-related personnel and the demand for education has been reduced due to growing numbers of orphaned and vulnerable children as a consequence of parent/guardian mortality and morbidity related to HIV and AIDS. The problem was investigated by means of a literature review and an empirical inquiry which combined quantitative and qualitative data collection. Based on the findings, in addition to medical and other interventions, an education management approach is required to mitigate the effects of HIV and AIDS on secondary education in Botswana. The strategies of coping, caring and preventing have been effective in this regard. Some internal stakeholders of the Department of Secondary Education (DSE) are not meaningfully involved in strategic planning. Similarly, most of the selected external stakeholders were not involved in the DSE HIV and AIDS strategic plan. Both external and internal stakeholders should be involved at all stages of planning. Furthermore, inducement-contribution exchanges and teacher credibility should be considered in a strategic plan. To improve the current DSE strategic plan, a stakeholder involvement model to involve internal and external stakeholders was designed. Based on this model and the above findings, recommendations for practice and suggestions for future research are made.Educational Studies
D.Ed.(Educational Management)
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Manyeneng, W. G. "Nursing leadership : its impact on the role of village health committees." Thesis, 1999. http://hdl.handle.net/10500/18118.
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Thomas, Pelleth Yohannan. "Towards developing a web-based blended learning environment at the University of Botswana." Thesis, 2010. http://hdl.handle.net/10500/4245.
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Extant literature indicates that web-based blended learning will become the most accepted mode of delivery in the near future as an alternative to traditional face-to-face instruction particularly in the higher education landscape due to its potential to provide increased access to education for more people, increased student engagement with the tutor, rich learning resources, peers, and external experts, and flexibility beyond the limits of classrooms without compromising quality. The study focused on developing a web-based blended learning model that could help reap the benefits of blended learning at the University of Botswana (UB).
With this in mind, the research question, "How can a web-based blended learning environment be designed, developed and implemented at the University of Botswana?" was formulated.
In order to address the research question, a six-dimensional model called LAPTEL was developed. The six dimentions are: Digital Leadership, Equitable Access, Active Participation, Authentic Tasks, Intellectual Engagement and Learning (LAPTEL); the first five dimentions are requisites to enable studnets to progress towards successful learning which is the sixth dimension.
The LAPTEL model depicts guidelines on how to ensure equitable access for students to learning contexts, motivate and enable them to participate in meaningful educational processes, design and develop effective online as well as classroom learning materials (tasks), and engage students in active 'communityes of practice' in order to help them construct their own knowledge (learning) collaboratively under proper leadership. The Researcher considers it essential to have a complex interplay between the three components - active participation, authentic tasks and intellectual engagement to facilitate active, non-linear learning, and it will be catered for in the design, development and delivery of courses based on the LAPTEL model. The fact that these three dimensions have got features of both face-to-face and onlilne learning, integrated seamlessly, makes the LAPTEL a Web-based learning model. The overall aim was to develop a model of curriculum (re)design based on the student-centred pedagogical approaches that combine synergistically the effectiveness of traditional classroomwith technologically enhanced socialization and active learning oppotunities of the online environment in order to support student learning more effectively than what is possible in a typical lecture room.
In a case study to evaluate the effectiveness of the LAPTEL model in the context of UB, the Researcher found that it could provide students with opportunity for increased interactive engagement (more than that is normally possible in 'face-to-face-only' or 'online-only' environments), flexibility and cognitive scaffolding that enhanced their learning experience. The Researcher concludes that the LAPTEL model fits well in the UB context, and it may be adopted by other institutions working under similar contexts.Teacher Education
D. Ed. (Didactics)
Books on the topic "Educational leadership – Botswana"
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Mphahudi, Rebecca Isabella Maelisa. Effects of leadership styles on student satisfaction - with particular reference to Botswana colleges of education. Birmingham: University of Birmingham, 1996.
Find full textBook chapters on the topic "Educational leadership – Botswana"
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Montsho, Cheneso Bolden, and Dama Mosweunyane. "The Evolution of Effective Leadership Practices in Botswana Horticulture Council." In Advances in Educational Marketing, Administration, and Leadership, 158–72. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8589-5.ch008.
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Botswana Horticultural Council was formed by District Horticultural Associations. It represents and advocates for the interest and development of horticultural farmers. Botswana Horticultural Council leads the associations by acting as their voice, protecting their interest, advocating for conducive and favourable horticultural policies, working closely with the Ministry of Agriculture for promoting and facilitating sound extension services for horticulture farmers in the country. Extension Service provides technical knowledge and skills for improved horticultural crop production that ensures good quality products. Botswana Horticultural Council creates linkages by networking with other relevant organizations within the country and outside. It promotes sustainability of the horticultural business in the country by ensuring improved management practices, conformity to the required production standards, good handling and packaging of products, proper records keeping and marketing efficiency. It plays a leading and coordinative role in horticultural crop production in Botswana.
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Modise, Oitshepile MmaB. "Management Issues in the Botswana Adult Basic Education Program." In Advances in Educational Marketing, Administration, and Leadership, 83–98. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8589-5.ch004.
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This chapter is a case study analysis of the management of the Adult Basic Education Program in Botswana. The chapter focuses on management issues in the ABEP program using two districts as a case study. The case study examined management issues faced by those implementing the program. The findings reveal that while the program has undergone several comprehensive structural changes, the reality on the ground has remained the same and worsened in some areas. The program faces a problem of lack of resources such as office accommodation, office furniture, and transport to effectively run the activities of the program. The lack of transport leads to poor supervision, late payment of facilitators and at times to cancellation of planned program activities. Responses were consistent in the two districts to suggest there are some wide ranging issues that probably affect all parts of the program.
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Mosweunyane, Dama, and Cheneso Bolden Montsho. "The Supervision of Programs in Prisons and Rehabilitation Department." In Advances in Educational Marketing, Administration, and Leadership, 99–116. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8589-5.ch005.
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Supervision is very important in the running of any organisation that aims to execute its functions for the benefit of the people in the milieu in which it exists, such as prisons in Botswana. In the discipline organisations such as the Prisons and Rehabilitation department, supervision is strongly guided by the organisational structure and the need to maintain the highest standards of discipline. This explains the reason why professionals who get enlisted in the organisation undergo training that qualifies them to adhere to the prescribed standards and codes of behaviour in the organisation. The supervision in Botswana prisons has become important because of the need to rehabilitate offenders so that they become acceptable members of their respective communities. The prisons do have programs that are geared towards making the stay of prisoners in prisons more as an epoch characterised by training, than that of punishment. The chapter will demonstrate that supervision is important for prisons to run smoothly, with explicit recognisable harmonisation of activities within the institution.
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Morolong, Bantu, Rebecca Lekoko, and Veronica Magang. "Dynamics of Public Training in a University Setting." In Advances in Educational Marketing, Administration, and Leadership, 281–95. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8589-5.ch014.
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The case presented in this chapter submits a general consensus about the role of leadership in a university public training program. Focusing on short training programs provided by the Centre for Continuing Education of the University of Botswana, there are some indications that the effectiveness of these training is compromised by a number of issues. Emerging from reflective evaluations and experiences from coordinators are issues of relevance, feedback loop, inclusiveness and training goals. In the light of our understanding of different goals of training, it becomes clear that current public training at the University of Botswana focus more on the conceptual understanding along with occupational at the expense of other areas of public training. The analysis reveals some shortcomings in a number of aspects that calls for a multi-task, multi-skilled leader who can serve well as a strategic decision-maker, partner with clients; skilled designer and marketer of training programs.
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Tladi, Flora M. "Striking a Perfect Fit in Leadership Style for Effective Farmer Training in Botswana." In Advances in Educational Marketing, Administration, and Leadership, 137–57. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8589-5.ch007.
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Botswana since pre-independence days prides itself with decades of experience in development planning supported by structural frameworks comprising networks of institutions at central government and village levels responsible for leadership and coordination of affairs. Unfortunately when problems arise, development planners focus on the structural frameworks alone disregarding the leadership powering development planning at different structural levels and diverse stakeholder dynamics at play. Therefore, re-structuring is always the common solution even though not necessarily the best intervention. The trend is noted with farmer training whose program organization has for 79 years undergone cycles of re-structuring. The chapter argues for a holistic evaluation approach to always check the fit between the leadership style and whether the power processes at the different structural levels are in synch. The chapter advocates for well aligned leadership style with structural frameworks and recommends a leadership style that can be a perfect fit for effective farmer training.
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Raditloaneng, Wapula N., Morgen Chawawa, and Rakel Kavena Shalyefu. "A Case Study on Training and Leadership." In Advances in Educational Marketing, Administration, and Leadership, 117–36. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8589-5.ch006.
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The challenge for African universities is to refocus their research and teaching missions to transform and revitalize the relationship between higher education and national development needs. Funded by British Academy African Partnerships (BAAP) programme, the University of Botswana, in partnership with The National University of Lesotho, University of Malawi and Calabar University in Nigeria, carried out 18 months of collaborative research project aimed at determining the implementation of Third Mission of Universities through rural community training and leadership. One of the two case studies, in D'Kar by Kellogg, in partnership with BA ISAGO University College yielded some very useful results. This included the necessity to build community leadership for sustainable development and the beginning of the poverty reduction process to take place.
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Pansiri, Nkobi Owen, and Shadreck Zola Majwabe. "A Historical Analysis of Educational Leadership Preparation and Development in Botswana." In Preparation and Development of School Leaders in Africa, 17–36. Bloomsbury Publishing Plc, 2020. http://dx.doi.org/10.5040/9781350081178.0007.
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Kaino, Luckson M., Choshi D. Kasanda, and David Mtetwa. "Information and Communication Technology (ICT) Research Output and Utilization in Selected Southern African Universities." In Advances in Educational Marketing, Administration, and Leadership, 248–66. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4233-1.ch012.
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This chapter analyzes the contribution of academic research outputs in ICTs towards the improvement of economic and social development of communities in Botswana, Namibia, and Zimbabwe. The findings reported emanate from a study that examined ICT projects undertaken at the universities of these countries and how the projects benefited the communities to realize the Millennium Development Goals (MDGs). The findings indicate that studies in ICTs were used as either an object or instrument of inquiry, and a number of challenges were associated with the dissemination and utilization of research outputs. In addition, the MDGs were not deliberately factored in the ICT research agenda, and their treatment was by accident rather than design. The authors recommend that in order for research outputs to address the MDGs, the universities should put in place explicit policies that emphasize production of knowledge relevant to community, and dissemination and utilization strategy policies for research outputs.
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Swami, Bonu Narayana, Tobedza Gobona, and Joe Joseph Tsimako. "Academic Leadership." In Innovation and Shifting Perspectives in Management Education, 1–32. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1019-2.ch001.
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Academic Leadership involves managing people in higher education and also elsewhere. Academic leaders could emerge due to their committed and continued pursuit in research; quality assurance; strategies adopted; marketing abilities; contributing education to wider community; developing new programmes and timely reviewing them. The research is aimed at reviewing the literature that exists in this field and to find out the degree or state of academic leadership that exists within the University of Botswana (UB) and how far UB academic leadership has impacted on its vision and mission statement. Primary data was collected through administering a questionnaire within UB on selected five strata of graduate students, academic staff, lower, middle and top management. Respondents were happy with the Academic Leadership in the areas of motivation, professionalism, sense of belonging, building consensus and communication skills.
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Plante, Jarrad D., Lauren I. Murray, and Thomas D. Cox. "More Lessons without Borders." In Encyclopedia of Strategic Leadership and Management, 1408–26. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1049-9.ch098.
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This paper utilizes the grounded theory method to study the ways in which service-learning participants internalize their experiences four months after returning from a three-week trip to Botswana. Grounded theory has both positivistic and phenomenological roots which sometimes leads to confusion about the method. Charmaz's social constructionist (1990) approach to the theory was used to develop and refine the research and interview protocol, identify terms and concepts, ask conceptual questions and ultimately develop results based on the levels and themes identified. Four themes were identified after engaging participants in a focus group discussion of their experiences completing international service learning: education, reorientation and acknowledgement of privilege, self-efficacy, and career goals. Additional themes were also identified after the completion of interviews with participants: cultural understanding individuals within cultures, and understanding individual lessons.