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Journal articles on the topic 'Zimbabwe state universities'
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1
Kusekwa, Lovemore, and Aston Mushowani. "The open access landscape in Zimbabwe: the case of university libraries in ZULC." Library Hi Tech 32, no. 1 (March 11, 2014): 69–82. http://dx.doi.org/10.1108/lht-07-2013-0083.
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Purpose – The paper aims to focus on the current state of open access (OA) initiatives in Zimbabwean universities. The paper specifically reports the initiatives at Zimbabwean universities regarding institutional repositories that promote OA and other digital OA collections. Design/methodology/approach – A qualitative research methodology was adopted. Questionnaires were used as the primary data collection method for this research. The research sought to address the following specific areas: the state of institutional repositories and open access in Zimbabwe, the discoverability of content, open access policies and mandates, the benefits of open access in Zimbabwe, and future plans for institutional OA. A total of eight out of 12 universities responded to the questionnaire. The data provided by the universities involved in the research were summarised to give a general picture of the open access landscape in Zimbabwe. Findings – The current initiatives in the universities involved in this survey indicate that most universities in Zimbabwe are going to have institutional repositories that promote open access to information. Most institutions in Zimbabwe are already working on putting open access policies in place in a bid to promote open access. Originality/value – The research will shed more light on the status quo of open access initiatives in Zimbabwe, particularly with regards to institutional repositories, open access policies and open access mandates.
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Moyo, Arnold, and Sothini Natalia Ngwenya. "Service quality determinants at Zimbabwean state universities." Quality Assurance in Education 26, no. 3 (July 2, 2018): 374–90. http://dx.doi.org/10.1108/qae-07-2016-0036.
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Purpose This research sought to empirically identify context specific dimensions of service quality at Zimbabwean State Universities. The study also sought to measure the ‘university-wide’ overall service quality at National University of Science and Technology (NUST) and to explore differences in service quality perception based on selected students’ demographic characteristics. Design/methodology/approach A case study strategy was used. Focus group discussions were used to qualitatively identify service quality variables; which were then subjected to quantitative evaluation through the administration of questionnaires on a sample of 294 students. Exploratory Factor Analysis was used to reduce the service quality variables into service quality dimensions. Findings Five dimensions of service quality were identified, namely: General Attitude, Facilitating Elements, Access, Lecture Rooms and Health Services. Results also showed that most students (48.3 per cent) perceived overall service quality at NUST to be average while 28.6 per cent and 23.1 per cent had a negative and positive perception of overall service quality respectively. Perceived overall service quality at NUST was found to differ significantly based on ‘students’ year of study’ and ‘faculty group’. Differences based on gender were found to be insignificant. Originality/value Identification of the five dimensions was a progressive step in developing a relevant service quality measurement instrument for a Zimbabwean State University context; and in so doing, contributing to literature on relevant service quality dimensions and measurement instruments in Zimbabwe and Africa in general. This was the first such study in Zimbabwe to address the context specific literature-gap on relevant service quality dimensions.
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Tsvuura, Godfrey, and Patrick Ngulube. "Digitisation of records and archives at two selected state universities in Zimbabwe." Journal of the South African Society of Archivists 53 (December 16, 2020): 20–34. http://dx.doi.org/10.4314/jsasa.v53i1.2.
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This study focused on the digitisation of records and archives at two selected state universities in Zimbabwe, namely Zimbabwe Open University (ZOU) and Harare Institute of Technology (HIT). The specific objective was to evaluate the legal and statutory frameworks for managing the digitisation of records and archives at the state universities. The legislative and statutory imperatives in Zimbabwe, the exponential growth in digitised records and archiving in the state universities and the lack of capacity of records personnel with regard to the management of digital records and archives, motivated this study. The records of the state universities are stored on network servers that the university can access. However, individual users are often able to copy or move them to individual desktops and portable devices that are beyond the university’s control. The study adopted a mixed methods convergent parallel research design and collected data through questionnaires and interviews. The data collection instruments provided both quantitative and qualitative data. Quantitative data were analysed using the SPSS analytical software package, while qualitative data were organised into broad themes and the content reported in narrative form. The findings were that both respondents and participants understand the records management functions in their universities and both state universities are busy creating policies and procedures for the digitisation of records and archives in their business transactions. The findings further indicated that the two state universities were digitising their records and archives using untrained personnel. Legislation, policies, and standards and procedures were not enforced. This exposed the materials to major threats and risks in terms of their integrity, security and authenticity. The study recommended that there the legal and statutory frameworks must be formulated, implemented and enforced to cater for the digitisation of records and archives at state universities in Zimbabwe.
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GARWE, Evelyn Chiyevo. "The Status Quo of Doctoral Education in Universities in Zimbabwe." Journal of Studies in Education 5, no. 3 (June 1, 2015): 22. http://dx.doi.org/10.5296/jse.v5i3.7645.
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<p>Globally, the importance of highly qualified human resources (holders of doctoral degrees) in providing the requisite skills for knowledge economies is well acknowledged. Sadly, African universities are reportedly lagging behind in terms of satisfying the required quantity and quality of doctoral graduates (Harle, 2013). This study was aimed at providing empirical evidence on the status of doctoral education in Zimbabwe as well as identifying the reasons for the status quo. Documentary evidence and telephonic interviews were used to collect data from all the 15 (40%) registered universities in Zimbabwe. The interviews involved doctoral students enrolled in local universities as well as in foreign universities, aspiring doctoral candidates and senior academics based in local universities.The findings showed that six out of the 15 universities were offering programmes at doctoral level in 2014 giving a share of 0.2%. The combined doctoral degree enrolment was 150 translating to a share of 0.18% of the total student enrolments. A total of 28 people graduated with doctorates from Zimbabwean universities in 2014. Approximately 565 academics from Zimbabwean universities were pursuing doctoral degrees at universities in the region notably in South Africa and Zambia and yet only one university in Zimbabwe enrolled students from the region. The reasons for this state of affairs included the stringent regulatory environment regarding doctoral study in Zimbabwe, shortage of supervisors due to brain drain, unavailability of doctoral programmes at 60% of the local universities and inadequate funding and resources. The study the study recommends that ZIMCHE and universities should revisit their standards and regulations. In addition, government needs to adequately remunerate university staff and provide funding for research and doctoral studies.</p>
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Chidarikire, Munyaradzi. "Lecturers’ Perceptions on Challenges and Expectations on Work Conditions: Case of Zimbabwe Rural State University." International Journal of Social Science Research 9, no. 2 (June 16, 2021): 87. http://dx.doi.org/10.5296/ijssr.v9i2.18761.
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This qualitative paper explored the Zimbabwe rural university lecturers’ experiences, challenges, and expectations in the execution of their duties, as they are highly de-motivated. The Zimbabwe Higher and Tertiary Education 5.0 thrust states the roles of universities as consisting of five critical issues: Teaching, Research, Community Engagement, Innovation, and Industrialization have been greatly affected by challenges cited in this article. There is a dearth of literature on the challenges faced by and there is a lack of solutions propagated by lecturers in universities located in rural areas in Zimbabwe. The quality of teaching and learning outcomes in Zimbabwe universities have been deteriorating due to financial, high workload among others. Hence, there is a need to engage in this study to find university lecturers’ views on how these challenges should be addressed to enhance the quality of teaching and learning outcomes. Abraham Maslow’s theoretical framework and narrative paradigm were used in this paper. A purposive sample was used to select nine knowledge-rich university lecturers from Faculty of Education. Data was generated through focus group discussions and content thematic analysis was used to analyze data. The participants responded to two critical questions: ‘what are the challenges faced by rural university lecturers and what should be done to mitigate challenges affecting lecturers in rural areas?’ This article found that highly qualified university lecturers in Zimbabwe are leaving rural universities to international universities seeking greener pastures. Therefore, the paper recommended that Zimbabwe university lecturers should receive salaries and other benefits at par with international universities.
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Hodgkinson, Dan. "POLITICS ON LIBERATION'S FRONTIERS: STUDENT ACTIVIST REFUGEES, INTERNATIONAL SOLIDARITY, AND THE STRUGGLE FOR ZIMBABWE, 1965–79." Journal of African History 62, no. 1 (March 2021): 99–123. http://dx.doi.org/10.1017/s0021853721000268.
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AbstractDuring Zimbabwe's struggle for national liberation, thousands of black African students fled Rhodesia to universities across the world on refugee scholarship schemes. To these young people, university student activism had historically provided a stable route into political relevance and nationalist leadership. But at foreign universities, many of which were vibrant centres for student mobilisations in the 1960s and 1970s and located far from Zimbabwean liberation movements’ organising structures, student refugees were confronted with the dilemma of what their role and future in the liberation struggle was. Through the concept of the ‘frontier’, this article compares the experiences of student activists at universities in Uganda, West Africa, and the UK as they figured out who they were as political agents. For these refugees, I show how political geography mattered. Campus frontiers could lead young people both to the military fronts of Mozambique and Zambia as well as to the highest circles of government in independent Zimbabwe. As such, campus frontiers were central to the history of Zimbabwe's liberation movements and the development of the postcolonial state.
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Nyambi, Esther, and Sally Maynard. "An investigation of institutional repositories in state universities in Zimbabwe." Information Development 28, no. 1 (February 2012): 55–67. http://dx.doi.org/10.1177/0266666911425264.
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Chinyoka, Andrias, and Emmanuel Mutambara. "The challenges of revenue generation in state universities: The case of Zimbabwe." Cogent Social Sciences 6, no. 1 (January 1, 2020): 1748477. http://dx.doi.org/10.1080/23311886.2020.1748477.
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Garwe, Evelyn Chiyevo, and Elizabeth Maganga. "The Effect of Student Financial Constraints on University Non-Completion Rates." International Journal of Education 7, no. 2 (June 29, 2015): 321. http://dx.doi.org/10.5296/ije.v7i2.7927.
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<p>The year 2009 saw the government of Zimbabwe redesigning cost-sharing in higher education to lean more towards higher contributions by students and private players. This study was aimed at investigating the effects that this strategy has on university completion rates by students from low socio-economic backgrounds. The study used a quantitative design methodology in a longitudinal study framework incorporating data from three cohorts embarking on four-year study programmes from 2009 to 2014. Administrative data from the Zimbabwe Council for Higher Education database involving six state universities was used. The findings reveal that the graduation rates decreased from 86% in the 2009 cohort to 76% in the 2010 cohort and 75% in the 2011 cohort. This finding coincides with the period from 2013 onwards when cadetship funds dried off. Thus the study clearly revealed a problem of increasing attrition rates creeping into the revered and quality-assured Zimbabwean higher education system. The study recommends the need for conceited efforts by the private sector, government and universities in funding higher education through loans and other forms of sponsorship.</p>
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Machimbidza, Takawira, and Stephen Mutula. "Exploring experiences of librarians in Zimbabwean state universities with the consortium model of subscribing to electronic journals." Information Development 36, no. 2 (March 13, 2019): 193–207. http://dx.doi.org/10.1177/0266666919834055.
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The study explores the experiences of librarians in three state universities in Zimbabwe with the consortium model of subscribing to electronic journals. The study employed a qualitative approach. Interviews were held with nine professional librarians from each of the participating institutions. Findings showed that state universities in Zimbabwe have benefitted from consortium subscribed electronic journals; however, librarians were concerned about their coverage and relevancy. Librarians felt disempowered as they have lost the independence to select resources suitable for their own institutions. The lack of archival rights is detrimental to post-termination access to previously subscribed resources. Institutions face challenges with technological infrastructure that allows them to convey consortium resources to their users. The study provides important insight into the practice of consortium from a developing country context. The findings will alert consortia managers and member institutions to the key shortfalls of consortia arrangements. The study’s recommendations hopefully triggers corrective actions aimed at improving the practice of consortia to the benefit of end users.
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Zvapano, Kaves. "An assessment of the state of sport infrastructural facilities in Universities in Zimbabwe." International Journal of Sport, Exercise and Health Research 1, no. 2 (2017): 70–75. http://dx.doi.org/10.31254/sportmed.1205.
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Wadesango, N., and C. Ncube. "Impact of quality of financial reporting on decision-making in state universities in Zimbabwe." Journal of Nation-building & Policy Studies v4, no. 1 (June 29, 2020): 97–119. http://dx.doi.org/10.31920/2516-3132/2020/v4n1a5.
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Manuere, Faitira, Nelia Eta Marima, and Taurai Manyadze. "A study of perspectives on cultural dimensions and employee performance in Zimbabwe State Universities." Greener Journal of Social Sciences 9, no. 1 (March 10, 2019): 12–17. http://dx.doi.org/10.15580/gjss.2019.1.021919036.
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N, Wadesango, and Mhaka C. "The Effectiveness of Enterprise Risk Management and Internal Audit Function on Quality of Financial Reporting in Universities." Journal of Economics and Behavioral Studies 9, no. 4(J) (September 4, 2017): 230–41. http://dx.doi.org/10.22610/jebs.v9i4(j).1836.
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This study examined the impact of enterprise risk management (ERM) and internal audit function (IAF) on the financial reporting quality (FRQ) of state universities in Zimbabwe. Utilizing a dataset of 250 respondents from across nine (9) state universities, the researchers examined the effectiveness of ERM and the IAF on the quality of financial reporting in state universities. The researchers employed the contingency theory and studied each university separately to report on items that are specific to each and then also establish a commonality in the definition of parameters to be used in setting up the benchmark against which future performance may be measured. The findings were that there is a strong and significant relationship between ERM and the FRQ and also that there is a positive relationship between the internal audit function and FRQ. Quality internal audit results improved corporate governance systems. The results also underscore the significance and need for central government to establish and monitor a system of good ERM processes that minimize corporate governance breaches and enhance integrity and independence in financial reporting in state universities.
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N, Wadesango, and Mhaka C. "The Effectiveness of Enterprise Risk Management and Internal Audit Function on Quality of Financial Reporting in Universities." Journal of Economics and Behavioral Studies 9, no. 4 (September 4, 2017): 230. http://dx.doi.org/10.22610/jebs.v9i4.1836.
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This study examined the impact of enterprise risk management (ERM) and internal audit function (IAF) on the financial reporting quality (FRQ) of state universities in Zimbabwe. Utilizing a dataset of 250 respondents from across nine (9) state universities, the researchers examined the effectiveness of ERM and the IAF on the quality of financial reporting in state universities. The researchers employed the contingency theory and studied each university separately to report on items that are specific to each and then also establish a commonality in the definition of parameters to be used in setting up the benchmark against which future performance may be measured. The findings were that there is a strong and significant relationship between ERM and the FRQ and also that there is a positive relationship between the internal audit function and FRQ. Quality internal audit results improved corporate governance systems. The results also underscore the significance and need for central government to establish and monitor a system of good ERM processes that minimize corporate governance breaches and enhance integrity and independence in financial reporting in state universities.
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Zwana, Solmon. "Failure of Ecumenism: The Rise of Church Related Universities in Zimbabwe." Exchange 38, no. 3 (2009): 292–311. http://dx.doi.org/10.1163/157254309x449746.
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AbstractDiscourses on ethnicity, politics and religion have a propensity to concentrate on their divisive implications and violent aspects. At another level, scholarship on ecumenism has been preoccupied with forms of ecumenism such as interdenominational bodies and grassroots co-operation exhibited in joint worship services and discussion forums. It is noted that in spite of its shortcomings Christianity has registered notable progress in ecumenical co-operation. However, one dimension where the churches have not done well is closer co-operation culminating in cross-denominational pooling of resources leading to the establishment of institutions. This paper seeks to highlight the failure of ecumenism in the emergence of church-related universities in Zimbabwe. It notes that particularly in the early stages of the evolution of church related universities there was consideration of ecumenical ventures but the ideas did not take root for a variety of reasons. This paper isolates ethnicity, regionalism and historical backgrounds among the major reasons for the failure of ecumenism in higher education in Zimbabwe. It argues that over time Christian churches participated through their mission stations in fostering ethnic and regional identities. The emergence of church related universities saw an increase in competition and rivalry rather than co-operation as each church in spite of the absence of an adequate resource base sought to take advantage of the liberalisation of the higher education sector by the state.
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Pinigas, Mbengo, Ruzande Cleopas, and Maxwell A. Phiri. "Acceptance of E-Resources by Students in Zimbabwe State Universities' Libraries: A Consumer Behavior Perspective." International Information & Library Review 50, no. 3 (November 29, 2017): 181–93. http://dx.doi.org/10.1080/10572317.2017.1387443.
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Wadesango, Newman, Charity Mhaka, and Ongayi Vongayi Wadesango. "Contribution of enterprise risk management and internal audit function towards quality of financial reporting in universities in a developing country." Risk Governance and Control: Financial Markets and Institutions 7, no. 2 (2017): 170–76. http://dx.doi.org/10.22495/rgcv7i2c1p5.
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Quality of financial reporting is limited to issues of compliance to statutory provisions under which state enterprises in Zimbabwe operate, usefulness of the reports produced and their impact on the national fiscus. It is thus measured by way of compliance to these expectations and is indicated by way of a disclosure index signifying the presence of each of the expected aspects. This study therefore sought to establish the contribution of enterprise risk management and internal audit function towards the quality of financial reporting in universities in Zimbabwe. The study adopted a desktop analysis where relevant literature was reviewed. Quality of internal audit function was found to influence quality of financial reporting in that the strength, or quality, of the IAF will contribute to a distinctly different control environment depending on the strength of the good corporate governance in the university. Findings of this desktop research have undoubtedly revealed the gaps in the governance processes in state universities and it is envisaged that a careful analysis of these lacunas will provide a guide in the development of strategies and policy that strengthen state enterprise governance processes. It is hoped that this will help the parent ministry in charge of state enterprises, and, the relevant management of specific state enterprises to determine the magnitude of resources and efforts for implementation of efficient and effective enterprise risk management, internal audit function and corporate governance systems.
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Chibaya, Tendai. "Tourism and Hospitality Management Students’ Perceptions Towards Foreign Languages at State Universities in Zimbabwe: Case of Midlands State University." Journal of Tourism Management Research 3, no. 1 (2016): 10–24. http://dx.doi.org/10.18488/journal.31/2016.3.1/31.1.10.24.
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Pride, Mkandatsama, and Nyanhete Tatenda. "Human Resource Planning in an Unstable Economy: Challenges Faced. A Case of State Universities in Zimbabwe." International Journal of Asian Social Science 7, no. 3 (2017): 206–17. http://dx.doi.org/10.18488/journal.1/2017.7.3/1.3.206.217.
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Maseko, Melody, Tinashe Gwendolyn Zhou, and Theo Tsokota. "A framework to manage reluctance to bad news reporting on software projects in state universities in Zimbabwe." Education and Information Technologies 25, no. 6 (May 31, 2020): 5549–64. http://dx.doi.org/10.1007/s10639-020-10235-y.
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Chidarikire, Munyaradzi, Cecilia Muza, and Hessie Beans. "Integration of Gender Equality and Language Diversity in Zimbabwe Teacher Education Curriculum." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES, Issue 2 (April to June 2021) (June 27, 2021): 231–38. http://dx.doi.org/10.46606/eajess2021v02i02.0094.
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This article explored the perceptions of lecturers on integration of gender equality and language diversity in Zimbabwe University teacher education curricula through the qualitative phenomenological design. Out of the population of forty lecturers from one State University and one church owned university in Masvingo Province, nine lecturers from the Department s of Educational Psychology, Educational Sociology and Special Needs Education were picked to participate in this study through Focus Group Discussion which was analyzed through the thematic approach. The study concluded that the challenges that face gender equality include lack of qualified lecturers to teach gender studies in universities, gender studies being elective at universities and lack of scholarly materials that deal with gender issues. These challenges negatively affect the goals of gender equality. The use of a variety of languages helps students and lecturers to socialize. However, some of the challenges that affect the effective use of a variety of languages as instruments of teaching and learning include inability of teachers to master and use all students’ languages, the lack of university course textbooks in various languages and lack of reading materials that are in vernacular languages. The study recommends that lecturers should be trained in gender equality issues through staff development programs periodically. The compulsory teaching and learning of gender studies will equip students with relevant knowledge of gender equality. Institutions of higher learning should have clear and deliberate policies of promoting women to positions of authority as a way for women empowerment. Finally, scholars should write literature in vernacular languages to enhance the use of multiple languages in teaching and learning in Zimbabwe.
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Veronica, Makuvaro, Ngara Rosemary, and Magwa Simuforosa. "Barriers to effective learning by university students on work related learning: A case study of Gweru urban area in the Midlands Province of Zimbabwe." JOURNAL OF SOCIAL SCIENCE RESEARCH 7, no. 1 (March 28, 2015): 1250–60. http://dx.doi.org/10.24297/jssr.v7i1.6635.
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Work Related Learning (WRL) provides a platform for students to link theory and practice. Universities in Zimbabwe have WRL as part of their curricula and whilst some universities refer this programme to as "student attachment", others have adopted the term WRL. The period of student placement at work places may differ among universities. There has however, been a general move from short term periods to longer periods of attachment. When effectively carried out, WRL can benefit students, academic staff / institutions as well as the employer. The aim of this study was to identify barriers to effective learning of students on WRL. A case study was conducted with students on WRL in Gweru urban area. A questionnaire was administered to 50 students who were at 15 different workplaces during the period May-June 2014. Semi-structured interviews were also conducted with a total of eight co-ordinators of the WRL programmesat the Midlands State University in Gweru and supervisors at 12 randomly selected workplaces where students were seconded for the WRL programme. Problems encountered by students on WRL include delays in securing places for attachment, lack of financial incentives to meet basic requirements and limited access to Information Technology and Communication. The study recommends that Universities revisit their WRL programmes to address existing conditions, particularly those of large student numbers and a dwindling industrial base. Policies which permit effective placement and learning of students on WRL at both private and public work-places should also be put in place.
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Degterev, D. A., and V. I. Yurtaev. "Africa: «The Rainbow Period» and Unfulfilled Hopes. Interview with Apollon Davidson, Academician of RAS." Vestnik RUDN. International Relations 20, no. 1 (December 15, 2020): 218–25. http://dx.doi.org/10.22363/2313-0660-2020-20-1-218-225.
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Academician Apollon B. Davidson is an outstanding Soviet and Russian expert in African history, British Studies, also known as a specialist in Russian Silver Age literature. He is an author of more than 500 scientific papers, including 11 monographs, most of which are devoted to the new and recent history of the countries of Tropical and South Africa. Graduate of Leningrad State University (1953), Professor (1973), Doctor of Historical Sciences (1971), Academician of the Russian Academy of Sciences (2011). Under his leadership, at the Institute of World History of the Russian Academy of Sciences a scientific school of African history based on archival documents was created. He prepared more than 30 candidates and doctors of sciences, among famous students - A. Balezin, S. Mazov, I. Filatova, G. Derlugyan. In 2001-2002 two volumes of documents “Russia and Africa” [Davidson 1999] were published under his editorship; the book “USSR and Africa” [Davidson, Mazov, Tsypkin 2002], in 2003 - the volume of documents “Comintern and Africa” [Davidson 2003]. In 2003, a two-volume edition of the documents “South Africa and the Communist International” [Davidson, Filatova, Gorodnov, Johns 2003] was published in London in English, and in 2005-2006 - the fundamental three-volume “History of Africa in Documents” [Davidson 2005-2006]. In 1988, he participated in the South African program at Yale University. In 1991, he lectured for several months at universities in South Africa and worked in the archives of this country. In 1992-1993 he worked at the Rhodes University, in 1994-1998 organized and chaired the Center for Russian Studies at the University of Cape Town. In 1981-1991 he visited Ethiopia, Angola, Lesotho, Botswana and several times - Mozambique, Zambia, Zimbabwe and South Africa. From 1977 to 1991 he participated in the Soviet-American Dartmouth conferences as an expert on Africa. In his interview he talks about the outcome of decolonization for southern Africa, the actual problems of the modern development of the continent, the role of China in Africa, and the Afro-Asianization of the world. Special attention is paid to the problems and prospects of the development of Soviet and Russian African studies and Russian-African relations.
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Machimbidza, Takawira, and Stephen Mutula. "Investigating disciplinary differences in the use of electronic journals by academics in Zimbabwean state universities." Journal of Academic Librarianship 46, no. 2 (March 2020): 102132. http://dx.doi.org/10.1016/j.acalib.2020.102132.
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"A System Driven Method to Research and Intellectual Property Generation." International Journal of Recent Technology and Engineering 9, no. 1 (May 30, 2020): 2078–86. http://dx.doi.org/10.35940/ijrte.f7855.059120.
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Zimbabwe is currently transforming from a Resource-Based Economy to a Knowledge-Based Economy. To achieve the goal of a middle-income economy through unlocking value from research inputs, the Government of Zimbabwe reached a milestone through launching the Intellectual Property rights policy three decades after gaining economic and political freedom. The thrust is to realise value from the funded researches through collaborations. Therefore, this policy created an enabling environment to promote the University, Government, and industry engagement. How can we help poor people earn more from their knowledge-rather than from their sweat and muscle alone? It has been a difficult question for most Zimbabweans. For any developing nation to prosper, there is a need to promote and protect indigenous knowledge. Zimbabwe has improved its educational curriculum for the past three decades. However, the education system has failed to provide graduates who could produce goods and services for a developing nation. The Government had made an effort is trying to solve the anomaly by introducing more than ten state-owned universities and licensing additional two private-owned universities. This effort did not result in the formulation of any new industry, and the new academic programs and degrees did not even improve the confidence of the industry captains on the contribution the universities can do on industrial growth.
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Tsvuura, Godfrey, and Patrick Ngulube. "A framework for the digitisation of records and archives at selected state universities in Zimbabwe." SA Journal of Information Management 23, no. 1 (July 19, 2021). http://dx.doi.org/10.4102/sajim.v23i1.1312.
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Tsekea, Stephen, and Josiline Phiri Chigwada. "COVID-19: strategies for positioning the university library in support of e-learning." Digital Library Perspectives ahead-of-print, ahead-of-print (November 2, 2020). http://dx.doi.org/10.1108/dlp-06-2020-0058.
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Purpose The purpose of this study was to investigate the various innovative support strategies rendered by academic libraries in support of e-learning in Zimbabwean universities. This was necessitated by the change in nature of learning and services provision in universities as a result of COVID-19. Despite the crisis caused by the pandemic, users of libraries still expect services to answer their information needs. Design/methodology/approach A quantitative study was done to unpack the role of digital library services in supporting e-learning in universities in Zimbabwe. An online questionnaire was developed using survey monkey and distributed to 50 professional librarians in both private and state universities in Zimbabwe. A total of 34 librarians responded to the questionnaire and the data was analysed and presented thematically. Data were presented using descriptive statistics in the form of figures. Findings The findings revealed that academic libraries play an important role in supporting e-learning in higher education institutions by providing electronic information resources, which are key in research, learning and teaching. The libraries provide a one-stop shop for accessing electronic resources through the digital library. Patrons have benefitted by accessing and using digital library services during the COVID-19 lockdown period. It was also discovered that libraries should ensure that they are prepared to always offer their services despite the closure of physical buildings because of the pandemic. Research limitations/implications The study used an online questionnaire only as the data collection instrument, as it was the most suitable one to get data from librarians working from home and also because of the COVID-19 health guidance such as maintaining social distance. The other methods were not used because of financial constraints. Practical implications This research showed the importance of digital services in e-learning environments, especially in developing countries. The work revealed how university librarians in Zimbabwe are coming up with practical solutions in supporting e-learning in times of crisis. The research therefore becomes handy for higher education institutions and authorities in crafting e-learning frameworks and positioning academic libraries at the centre of teaching, learning and research activities. Social implications This paper provides useful insights into how libraries can support learning especially during a pandemic. The paper details how libraries support communities by offering correct and reliable information from scholarly information sources. It also chronicles how libraries play an important part in the support of researchers in higher institutions in the fight against COVID-19. Originality/value To the best of authors’ knowledge, this research is one of the first done in Zimbabwe on strategies that libraries are using in the COVID-19 era to support e-learning. The findings presented in this study are helpful for higher and tertiary education authorities and other policymakers in improving e-learning and digital libraries.
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Chitsamatanga, B. B. "Promoting a Gender Responsive Organizational Culture to Enhance Female Leadership: A Case of Two State Universities in Zimbabwe." ANTHROPOLOGIST 31, no. 1-3 (January 8, 2018). http://dx.doi.org/10.31901/24566802.2018/31.1-3.1999.
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Machimbidza, Takawira, and Stephen Mutula. "Factors influencing the behaviour of academics towards peer-reviewed electronic journals in Zimbabwean state universities." South African Journal of Libraries and Information Science 83, no. 2 (February 2018). http://dx.doi.org/10.7553/83-2-1688.
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"Gender Mainstreaming in Student Admissions in Zimbabwean State Universities: The Gap between Implementation and Ideal Practice." Mediterranean Journal of Social Sciences, May 1, 2014. http://dx.doi.org/10.5901/mjss.2014.v5n8p406.
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Bretag, Tracey. "Editorial Volume 4(1)." International Journal for Educational Integrity 4, no. 1 (May 4, 2008). http://dx.doi.org/10.21913/ijei.v4i1.195.
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Welcome to Volume 4(1) of the International Journal for Educational Integrity.
Last year finished in a frenzy of activity at the 3rd Asia-Pacific Conference on Educational Integrity: Creating a Culture of Integrity, held at the University of South Australia, 7-8 December 2007. Professor Cathy Small from Northern Arizona University opened the conference with her thought-provoking presentation, 'The culture of the university: Challenges and implications for academic integrity', based on her undercover year as a college freshman. This was followed by thirty-five papers and workshops, including excellent keynote addresses by Professor Brian Martin from the University of Wollongong, Professor Bob Birrell from Monash University, and Emeritus Professor Robert Crotty from the Ethics Centre of South Australia. The full proceedings are available in CD-Rom by contacting tracey.bretag@unisa.edu.au. The next conference, scheduled for late 2009, will be held at the University of Wollongong in New South Wales, Australia. Further details will be provided in the coming months via this journal and the Asia-Pacific Forum on
Educational Integrity.
I would like to take this opportunity to welcome members of a newly established Editorial Board of the IJEI: Robert Crotty, Ethics Centre of South Australia; Fiona Duggan, Higher Education Academy JISC Academic Integrity Service, UK; Rebecca Moore Howard, Syracuse University; Brian Martin, University of Wollongong; Helen Marsden, University of Canberra; Don McCabe, Rutgers University; Miguel Roig, St. John's College, New York; and Daniel Wueste, Center for Academic Integrity, Clemson University.
The current issue of the journal offers an eclectic mix of international and interdisciplinary insights. Kate Chanock, an Academic Language and Learning (ALL) adviser from La Trobe University in Melbourne, explores survey data which sought to provide an explanation for why many students unwittingly plagiarise. Chanock then shares her own teaching practice as a means of "mediating the gap between students' and lecturers' understandings of the purposes of attribution in scholarly writing".
Sue McGowan from the University of South Australia, and Margaret Lightbody from the University of Adelaide, provide insights from Commerce as they make the case for ongoing plagiarism education for English as an additional language (EAL) students. McGowan and Lightbody outline an assignment "specifically developed to assist EAL students in a second-year financial accounting course delivered in Hong Kong, to develop an understanding of plagiarism issues within the context of their study discipline".
The final two papers come from African nations, and inevitably overshadow some of the integrity issues confronting Western academics. While this is not the first time that African scholars have submitted work for consideration to the journal, this is the first time that authors, reviewers and editors have worked hand-in-hand, over multiple revisions and submissions, and an extended time period, to ensure that the final work meets international academic publishing standards. We trust that readers will agree that the message being told in both papers is important, and that academics in more privileged institutions have a responsibility to collaborate with our colleagues to ensure that these stories reach a wide audience.
Anthony Nwaopara, Anthony Ifebhor and Frank Ohiwerei from Ambrose Alli University Ekpoma in Nigeria, dare to speak out about the shocking breaches of academic integrity occurring everyday in Nigeria. 'Proliferating illiteracy in the universities: A Nigerian perspective' argues that the current crisis in the Nigerian educational system is "contributing to a downward spiral in academic standards, and in particular... to decreasing literacy among Nigerian students". The authors provide a rare inside view of the underfunded Nigerian education system which exists in a broad culture of corruption, and is dominated by examination fraud, violence on campus, sexual harassment and a range of entrenched social problems. One recommendation, among others offered by the authors to ameliorate this situation, is for university authorities, administrators, lecturers, students and parents to maintain a strict code of personal ethics in all educational endeavours.
By fortuitous coincidence, this suggestion is taken up by Blessing Chapfika from Masvingo State University, Zimbabwe, in his paper, 'The role of integrity in higher education'. Chapfika maintains that 'virtue ethics' as opposed to rules-based approaches to ethics, plays a crucial role in higher education. Without referring to specific behaviours or cases, Chapfika makes a strong case for the centrality of the key virtue - integrity - for both teachers and learners.
I do hope you enjoy the current issue of the International Journal for Educational Integrity, and encourage you to consider submitting a paper for review. The December issue of the journal will be a special issue, guest edited by Dr Fiona Duggan, from the Higher Education Academy JISC Academic Integrity Service in the United Kingdom. Dr Duggan is seeking papers focusing on supporting and promoting academic integrity in European Higher Education Institutions. Please send your submissions directly to her at fhduggan@gmail.com. The submission deadline is 8 September 2008.
Other papers not related to the Special Issue, can be submitted to the journal via the automatic tracking system, or directly to me at tracey.bretag@unisa.edu.au.
Tracey Bretag, IJEI Editor
April 2008
List of reviewers 2007-2008
Bambaccus, Mary. University of South Australia
Barthels, Alex. University of Technology, Sydney
Cadman, Kate. University of Adelaide
Di Matteo, Don. University of South Australia
Dick, Martin. RMIT, Melbourne
Duggan, Fiona. JISC Advisory Service, U.K.
East, Julianne. La Trobe University
Foster, Gigi. University of South Australia
Harris, Howard. University of South Australia
Hastie, Brianne. University of South Australia
Higgins-Desbiolles, Freya. University of South Australia
Hinton, Leone. Central Queensland University
Kennelly, Robert. University of Canberra
Li, Laubi. University of South Australia
Marsden, Helen. University of Canberra
Matthews, Brian. Flinders University
Morrow, Margaret. SUNY Plattsburgh, New York, U.S.A.
Muller, Robert. Flinders University
O’Callaghan, Terry. University of South Australia
Palmer, Carolyn. Flinders University
Sharman, Jason. Griffith University
Smith, Erica. Charles Sturt University
Van Hooft, Stan. Deakin University
Wache, Dale. University of South Australia
Winefield, Tony. University of South Australia.