International Journal of African Higher Education最新文献

{"title":"Experiences of Student Affairs Professionals in Facilitating Co-Curricular Leadership Development Programmes in South African Universities","authors":"G. Xaba","doi":"10.6017/ijahe.v8i3.14159","DOIUrl":"https://doi.org/10.6017/ijahe.v8i3.14159","url":null,"abstract":"Despite the important role that student affairs practitioners play in supportinguniversities to produce well-rounded graduates, few studies have beenconducted on their lived experiences. This article examines the challengesconfronted by these professionals in interacting with student leadersand facilitating leadership programmes in South African universities. Aqualitative methodology was adopted and semi-structured interviews wereconducted with 20 student affairs practitioners responsible for facilitatingstudent leadership development programmes. A focus group discussionwas also held with six student affairs experts. The findings point to a lackof seamlessness in the structure, staffing, and operation of these programmes,as well as a lack of university support to professionalise student affairs.Furthermore, student leadership development programmes werefound to lack proper theoretical grounding. \u0000Key words: Student leadership development programmes, students,student affairs professionals","PeriodicalId":225259,"journal":{"name":"International Journal of African Higher Education","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122604294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Nigerian Diaspora’s Contributions to the Development of Higher Education","authors":"Sharkdam Wapmuk","doi":"10.6017/IJAHE.V8I2.13479","DOIUrl":"https://doi.org/10.6017/IJAHE.V8I2.13479","url":null,"abstract":"While engagement with the Nigerian diaspora has focused on attractinginvestment and remittances, recently, attention has also shifted to its contributionto the development of higher education. The descriptive andqualitative study on which this article is based drew on secondary datathat was analysed through content analysis. The findings revealed that acombination of factors motivated Nigerians, including intellectuals, toemigrate, particularly in the 1980s and 1990s. This compounded existingproblems in Nigeria’s higher education sector. Since 1999, successive governmentshave engaged the diaspora in national development, includinghigher education. The study found that through the Linkages with Expertsand Academics in the Diaspora Scheme, the United Nations DevelopmentProgramme’s Transfer of Knowledge Through Expatriate Nationals, andthe World Bank assisted Nelson Mandela Institution, known as the AfricanUniversity of Science and Technology, as well as alumni associations inthe diaspora, Nigerian diaspora academics have been returning home totransfer knowledge in universities. Other contributions include projects,donations, and programmes. However, several challenges constrain thetapping of their full potential. The article recommends that the Nigeriangovernment should create an enabling environment, ensure clarity ofexpectations, provide adequate funding and adopt long-term approaches toengage with the Nigerian academic diaspora. \u0000Key Words: Nigerian diaspora, higher education, brain-drain, brain-gain,knowledge transfer","PeriodicalId":225259,"journal":{"name":"International Journal of African Higher Education","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125089121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Internationalisation of Higher Education in Latin America and the Caribbean:","authors":"Jocelyne Gacel-Ávila","doi":"10.6017/ijahe.v7i2.12903","DOIUrl":"https://doi.org/10.6017/ijahe.v7i2.12903","url":null,"abstract":"This article assesses the current process of internationalisation of highereducation in Latin America and the Caribbean. Based on data and findingsfrom different national, regional, and international studies, it showsthat, while the region’s primary form of internationalisation is studentmobility, the numbers are relatively small compared to other regionsand that other strategies such as internationalisation at home are largelyunderdeveloped. The article concludes that, while some progress has beenmade in past decades, the internationalisation process needs to be consolidatedand strengthened, particularly in terms of public policy at nationaland the regional level.","PeriodicalId":225259,"journal":{"name":"International Journal of African Higher Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130462659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Disjuncture Between Private Higher Education and Internationalisation","authors":"Wondwosen Tamrat","doi":"10.6017/ijahe.v7i2.12893","DOIUrl":"https://doi.org/10.6017/ijahe.v7i2.12893","url":null,"abstract":"This article examines how the inherent characteristics of private highereducation institutions can impinge on the level and magnitude of theirinternationalisation efforts. It argues that although their current profilesmay disadvantage them in the internationalisation process, which oftenfavours strong institutions from the outset, private higher education institutionscan become active players in the international arena by identifyingtheir niche, augmenting their capacity and increasing their attractiveness.Government higher education policy should also be geared towardsenhancing public and private higher education institutions’ participationin the internationalisation process.","PeriodicalId":225259,"journal":{"name":"International Journal of African Higher Education","volume":"457 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125822100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Financing Higher Education through Student Loans: An Examination of Student Loan Take up and the Debt Burden among Ghanaian Tertiary Students","authors":"S. Dary, H. James","doi":"10.6017/IJAHE.V5I1.10960","DOIUrl":"https://doi.org/10.6017/IJAHE.V5I1.10960","url":null,"abstract":"This article examines the factors influencing demand for student loans from Ghana’s Student Loan Trust Fund (SLTF) and the loan debt burden at completion using a sample of 400 final-year students in two higher education institutions in the country’s Upper West Region. The results show that both the loan take-up rate and the loan debt burden among students are relatively low. Demand for student loans and the loan debt burden is modeled as probit and Tobit (left censored), respectively. The results reveal that student age, household size, parents’ occupation, salary, number of income sources, and the length of the study programme play a significant role in explaining the demand for student loans and the loan debt burden at completion among tertiary students. These socio-economic factors should thus inform the design and administration of student loans.Cet article étudie les facteurs qui influencent les demandes de prêts étudiants auprès du Student Loan Trust Fund (SLTF, Fonds pour le prêt étudiant) du Ghana et le poids de l’endettement à la fin des études, à partir d’un échantillon de 400 étudiants en dernière année dans deux établissements d’enseignement supérieur de la région du Haut Ghana Occidental. Les résultats démontrent que le nombre de demandes de prêt et le poids de l’endettement sont relativement faibles chez les étudiants. Les demandes de prêts étudiants et le poids de l’endettement sont analysés respectivement avec des modèles probit et tobit (censure à gauche). Les résultats indiquent que l’âge des étudiants, la taille du foyer, la profession des parents, le salaire, le nombre de sources de revenus et la durée de la formation permettent en grande partie d’expliquer les demandes de prêts étudiants et le poids de l’endettement à la fin des études pour les étudiants issus de l’enseignement supérieur. Ces facteurs socio-économiques devraient avoir un impact sur la conception et la gestion des prêts étudiants. ","PeriodicalId":225259,"journal":{"name":"International Journal of African Higher Education","volume":"196 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124369315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Shared Governance in Public Universities in Uganda: Current Concerns and Directions for Reform","authors":"L. Nabaho","doi":"10.6017/IJAHE.V5I1.10962","DOIUrl":"https://doi.org/10.6017/IJAHE.V5I1.10962","url":null,"abstract":"This article focuses on Makerere University and Kyambogo University to highlight stakeholders’ concerns pertaining to the shared governance framework for public universities in Uganda. It is anchored in the interpretive lens and the data was derived from three state-sponsored reports on the two public universities. The secondary data were analyzed using content analysis. The findings demonstrate that the size, composition, authority, and effectiveness of the university council and the senate and the mode through which leaders assume office, are the salient governance concerns in the two universities. The results further show that, stakeholders’ concerns regarding the current shared governance framework for public universities relate to the substance of the framework rather than its form or the framework itself. This suggests that the governance framework comprising the university council, the university senate and the administration is fit for purpose and in sync with the nature of the academy. Arguably, these governance organs (and the nature of their work) set a university apart from other organisations. Finally, without being prescriptive, the article sketches options for reform.Le présent article se concentre sur l’Université de Makerere et l’Université de Kyambogo pour mettre en lumière l’inquiétude des parties prenantes au sujet du modèle de gouvernance partagée dans les universités publiques en Ouganda. Il adopte un point de vue interprétativiste et s’appuie sur des données issues de trois rapports commandités par l’Etat sur ces deux universités publiques. Les données secondaires ont été traitées par une analyse de contenu. Les résultats démontrent que la taille, la composition, l’autorité et l’efficacité du conseil universitaire et du sénat de l’université, et la façon dont les dirigeants exercent leurs fonctions sont les principaux sujets d’inquiétude en ce qui concerne la gouvernance de ces deux universités. Les résultats démontrent également que les inquiétudes des parties prenantes au sujet du modèle actuel de gouvernance partagée des universités publiques porte sur le contenu de ce modèle, plus que sur sa forme ou sur le modèle lui-même. Cela montre que le modèle de gouvernance qui comprend le conseil universitaire, le sénat de l’université et l’administration répond aux attentes et est en cohérence avec l’environnement académique.On peut considérer que ces organes de gouvernance (et la nature de leur travail) différencient l’université d’autres types d’organisations. Enfin, sans aucune intention normative, cet article ébauche des possibilités de réforme.","PeriodicalId":225259,"journal":{"name":"International Journal of African Higher Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128908078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Culture, Actors, and Resources Surrounding Undergraduate Bioethics Education in Sub-Saharan Africa","authors":"Elizabeth R. Bruce","doi":"10.6017/IJAHE.V5I1.10964","DOIUrl":"https://doi.org/10.6017/IJAHE.V5I1.10964","url":null,"abstract":"Scientisation is a growing trend as individuals worldwide harness scientific tools and knowledge to solve problems. This phenomenon is evident in biomedical research, which has increased across sub-Saharan Africa, and when encountering bioethical issues arising during the course of such research. This research synthesis considers how the constructs of culture, actors, and resources in the region shape undergraduate bioethics education. Using a lens of sociological neo-institutionalism, taken-for-granted bioethical scripts, like informed consent and medical confidentiality, are evident in this education; however, actual implementation demonstrates the way they are often adapted and contextualized with implications for students and instructors, and ultimately patients and research participants. The education considered is that for undergraduates in health sciences and medicine because they are prominent actors in research and clinical practice across the region. In considering insights from this literature, the aim is to positively impact health across sub-Saharan Africa.  Le phénomène de scientifisation est de plus en plus répandu : partout dans le monde, les individus s’emparent des outils et connaissances scientifiques pour résoudre des problèmes. C’est particulièrement visible dans le domaine de la recherche biomédicale, qui se développe dans toute l’Afrique subsaharienne, et lorsqu’on considère les questions bioéthiques qui se posent au cours desdites recherches. La présente recherche explore la façon dont les concepts de culture, d’acteurs et de ressources dans la région influencent l’enseignement de la bioéthique durant le premier cycle universitaire. A travers le prisme d’un néo-institutionnalisme sociologique, on constate que les écrits fondateurs de la bioéthique, tels que le consentement éclairé et le secret médical, sont des composantes évidentes de cet enseignement. Cependant, leur mise en oeuvre sur le terrain révèle que ces principes sont souvent adaptés et contextualisés, ce qui a des conséquences pour les étudiants, les formateurs et à terme les patients et les personnes qui participent aux recherches. Cet article se concentre sur l’enseignement du premier cycle universitaire dans les domaines des sciences de la santé et de la médecine, qui sont des acteurs incontournables de la recherche et de la pratique clinique dans la région. En prenant en compte les apports de la littérature, l’objet de cette recherche est d’avoir un impact positif sur le secteur de la santé en Afrique subsaharienne.","PeriodicalId":225259,"journal":{"name":"International Journal of African Higher Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117092692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Negotiating the Ethical Conduct of Educational Research in an Institutional Review Board Space: Perspectives from a University in Ethiopia","authors":"A. Alemu","doi":"10.6017/IJAHE.V5I1.10963","DOIUrl":"https://doi.org/10.6017/IJAHE.V5I1.10963","url":null,"abstract":"Some international researchers assume that there is a lack of ethical review of research in many countries of the Global South. However, numerous African countries have recently introduced local and national research ethics guidelines. This article unpacks how ethical reviews of research in education are negotiated in a higher education institution in Ethiopia. It employs a critical analytical lens to challenge some of the assumptions of Beaty’s (2010) Institutional Review Board (IRB) stakeholder model. The article begins with a discussion of the limitations inherent in the IRB model. Critical analyses of institutional documents and non-confidential, off-the-shelf IRB minutes are also conducted. The analysis shows that researchers within the medical and health sciences disciplines have well established organizational engagement when it comes to handling issues related to research ethics. However, the limited representation of the educational and social and behavioral science disciplines remains a challenge. Furthermore, ethical issues in conducting educational research are hardly addressed in the national guidelines for granting research ethics approval. This results in further marginalisation of the contributions of educational research to knowledge production. Certains chercheurs internationaux présument un manque de suivi éthique de la recherche dans plusieurs pays du Sud. Cependant, de nombreux pays d’Afrique ont récemment mis en place des recommandations au niveau local et national en ce qui concerne l’éthique de la recherche. Le présent article analyse comment le suivi éthique de la recherche en sciences de l’éducation est mené dans un établissement d’enseignement supérieur en Ethiopie. Adoptant un point de vue analytique critique, il remet en question certains présupposés du modèle de l’Institutional Review Board (IRB – comité d’éthique de la recherche) de Beaty (2010) basé sur la théorie des parties prenantes. L’article commence par considérer les limites du modèle de l’Institutional Review Board. Des analyses critiques sont également menées à partir de documents institutionnels et de comptes-rendus disponibles et non confidentiels de réunions de l’Institutional Review Board. Cette recherche démontre que les chercheurs en médecine et sciences de la santé ont des positions clairement établies et propres aux organismes auxquels ils appartiennent, qui leur permettent de faire face aux questions d’éthique de la recherche. Cependant, la sous-représentation des sciences de l’éducation, des sciences sociales et des sciences comportementales demeure problématique. De plus, les questions éthiques qui se posent dans la recherche en sciences de l’éducation sont à peine abordées dans les directives nationales qui permettent d’obtenir l’approbation du comité d’éthique de la recherche. Cela a pour conséquence d’éloigner un peu plus les contributions de la recherche en sciences de l’éducation de la production du savoir.","PeriodicalId":225259,"journal":{"name":"International Journal of African Higher Education","volume":"113 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116284205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Continuing Professional Development for Lecturers at the National University of Lesotho: Milestones and Challenges","authors":"Tebello Tlali","doi":"10.6017/IJAHE.V5I1.10966","DOIUrl":"https://doi.org/10.6017/IJAHE.V5I1.10966","url":null,"abstract":"This article appraises efforts by the National University of Lesotho (NUL) to provide continuing professional development for lecturers. The findings of a previous study suggested that the majority of lecturers at this university were not trained as teachers and that this could negatively impact on their teaching. The establishment of a staff academic development center was long overdue. In April 2014, the university established the Centre for Teaching and Learning (CTL). Drawing on a constructivist perspective, a qualitative approach was adopted to explore the current situation. The findings indicate that efforts to roll out continuing professional development for lecturers have not borne any significant results. The problem is exacerbated by a lack of support from the university community as well as lecturers’ poor attendance at the staff academic development workshops hosted by the CTL. It is thus recommended that management put mechanisms in place to support the center and ensure compulsory staff participation.  Cet article vise à évaluer les moyens mis en place par l’Université Nationale du Lesotho (National University of Lesotho ou NUL) pour offrir une formation professionnelle continue aux Maîtres de conférence. Une précédente recherche a démontré que la majorité des Maîtres de conférence de cette université ne recevait pas de formation en tant qu’enseignants, ce qui pouvait avoir un impact négatif sur leur activité d’enseignement. Il était donc grand temps de créer un centre de formation pour le personnel universitaire. En avril 2014, l’université a inauguré un Centre d’Enseignement et d’Apprentissage (Centre for Teaching and Learning ou CTL). A partir d’un point de vue constructiviste, la situation actuelle a été examinée selon une approche qualitative. Les résultats de cette recherche indiquent que les moyens mis en place pour proposer aux Maîtres de conférence une formation professionnelle continue n’ont pas été concluants. Le problème est accentué par un manque de soutien de la part de la communauté universitaire et par les absences répétées des Maîtres de conférence aux ateliers de formation organisés par le CTL pour le personnel universitaire. Il serait pertinent que la direction mette en place des mécanismes permettant de soutenir le Centre et de rendre la participation du personnel obligatoire.","PeriodicalId":225259,"journal":{"name":"International Journal of African Higher Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116556510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Graduate Unemployment in Ethiopia: the ‘Red Flag’ and Its Implications","authors":"N. W. Reda, M. Gebre-Eyesus","doi":"10.6017/IJAHE.V5I1.10967","DOIUrl":"https://doi.org/10.6017/IJAHE.V5I1.10967","url":null,"abstract":"The Ethiopian higher education sector has experienced a remarkable expansion in the past two decades. However, the accompanying trend of growing graduate unemployment appears to have been overlooked. This article examines graduate unemployment in Ethiopia using secondary data extracted from surveys conducted by the country’s Central Statistics Agency. While these statistics indicate that overall unemployment has decreased in Ethiopia, the percentage of graduate unemployment relative to total unemployment has increased. Moreover, unemployment among female graduates as compared to unemployed females is rising. It is thus timely for Ethiopia to undertake higher education reform aimed at aligning the expansion of the sector with market demand. Le secteur de l’enseignement supérieur en Ethiopie connaît un développement remarquable depuis deux décennies. Cela va cependant de pair avec un phénomène croissant de chômage chez les étudiants diplômés qui semble avoir été largement négligé. Cet article étudie le chômage chez les étudiants diplômés en Ethiopie, à partir de données secondaires qui proviennent d’enquêtes réalisées par l’Agence Centrale de Statistique (Central Statistics Agency) d’Ethiopie. Ces statistiques indiquent que, bien que le taux de chômage en Ethiopie ait baissé de façon globale, le pourcentage d’étudiants diplômés au chômage par rapport au nombre total de chômeurs a augmenté. De plus, le chômage chez les femmes diplômées connaît une augmentation par rapport au chômage chez les femmes de façon générale.","PeriodicalId":225259,"journal":{"name":"International Journal of African Higher Education","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127253572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}