Browsing by Subject "Higher education"
Now showing items 1-7 of 7
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Maruatona, T.L. (JCHE, http://www.tandfonline.com/loi/ujch20, November 23, 2010)[more][less]
Abstract: The article argues that, historically, universities have served a select few individuals as part of modernist not transformative agenda. This highly selective process guarantees students good life. The article argues that university education helps to redress colonial inequities through creating opportunities for graduate employability. However, university education has also served conflicting roles of adhering to the global capitalist imperative and attempting to inculcate social inclusion in developing nations. The roles of university-based adult education is analyzed in terms of its curricula, teaching, and research to demonstrate that adult education serves officialdom and has strayed from the initial adult education focus of social transformation. Drawing some illustrations from the Department of Adult Education at the University of Botswana, the article argues that programs serve state interests through engaging in a neoliberal modernist curriculum that excludes the learners. Finally, it is suggested that adult education should rethink the curricula, strengthen civil society, and mobilize community for social transformation. URI: http://hdl.handle.net/10311/1075 Files in this item: 1
Maruatona_JCHE_2010.pdf (4.335Mb) -
Moswela, E.; Mukhopadhyay, S. (DS, http://www.tandfonline.com/, May NaN, 2011)[more][less]
Abstract: Students with disabilities are under-represented in higher education (HE) institutions in Botswana. The number of students with disabilities is on the rise but parity has not been attained. The struggle of students with disabilities to access and participate in HE remains an issue of great concern for disability activists and researches. This paper sought to document the experiences of university students with disabilities took part in the study. Data were gathered through semi-structured focus group interviews. Later on these data were triangulated with an analysis. Six themes emerged, namely: attitudinal barriers; resource barriers; structural barriers; policy related issues; lack of support mechanisms; and lack of skills and knowledge. Implications of the findings to institutions of higher learning are discussed in order to promote wider participation for students with disabilities in HE in Botswana. URI: http://hdl.handle.net/10311/1072 Files in this item: 1
Moswela_DS_2011.pdf (3.053Mb) -
Temtime, Z.T.; Mmereki, R.N. (Emerald Group Publishing Limited, www.emeraldinsight.com, NaN, 2011)[more][less]
Abstract: Purpose – The purpose of this paper is to examine the degree of satisfaction and perceived relevance of the Graduate Business Education (GBE) programme at the University of Botswana. Design/methodology/approach – A self-administered questionnaire and face to face interviews were used to collect data from Master of Business Administration (MBA) participants on their reason for studying MBA, level of satisfaction, and the extent to which the skills and experiences obtained correlate with those required by the corporate world. The data were analyzed using simple descriptive statistics. Findings – The majority of the respondents are male adults attending part time MBA classes and working full time in administrative positions in the public and private sectors. The study found that improved managerial skills, career development and broader business insights are major reasons for joining the MBA programme, while employability and economic gains were ranked low as driving forces. Even though the overall satisfaction with the programme is mixed and inconclusive, the MBA programme has assisted participants to develop basic management and administration skills. However, the programme puts greater emphasis on conceptual, technical and analytical skills than on problem solving, innovation, communication and entrepreneurial skills which are perceived to be most needed by employers, implying a relevance gap. What the MBA participants learnt does not correlate with what they perceived to be most needed by employers. Research limitations/implications – Since the findings are based on perceptions of MBA participants, the conclusions drawn from these findings must be considered tentative and interpreted with care. Future research must include representative sample of all MBA stakeholders such as faculty, students, graduates, employers and administrators to get rich information about quality of inputs, processes and products of MBA programme. Practical implications – There is strong need for the MBA programme to integrate traditional management and administrative skills with experiences and skills relevant for today's world of work. Bridging the growing theory-practice gap requires attracting professors with practical business experience, revising staff recruitment policies and procedures, establishing formal partnership with external organization, and develop long-term strategies to reduce teaching load and staff turnover. Originality/value – Most of the studies on the relevance and quality of GBE programmes are conducted in western higher education institutions, very little has been done in African universities. This is the first of its kind in the context of Botswana, an important contribution to existing literature and foundation for further advanced studies in the area. URI: http://hdl.handle.net/10311/860 Files in this item: 1
Temtime_QAE19_2011.pdf (1.911Mb) -
Mogobe, K.D.; Bruce, J.C.; Meyer, S. (University of South Africa (Unisa Press)http://www.unisa.ac.za/, NaN, 2009)[more][less]
Abstract: Higher education in developing countries face a particular challenge; half of the world’s higher education students are found in developing countries, placing great strain on an already under funded system. Whilst the New Partnership for Africa’s Development (NEPAD) health strategy urges countries to embark on massive capacity building, the truth is that the higher education sector in Africa does not have the resources to do so. The NEPAD higher education document (2001) proposes the idea of multi-country partnerships to address the sector’s problem and at the same time, address the capacity building needs for improved health care delivery. This paper reports on pertinent aspects of collaboration between universities on the African continent for the purpose of capacity building in nursing and midwifery. The paper outlines the rationale and context of the Collaboration in Higher Education for Nursing and Midwifery in Africa (CHENMA) project. The discussion focuses on the conditions in Africa that hamper the development of nursing and midwifery. It describes the efforts of the Tau Lambda at-Large Chapter to improve nursing and midwifery, initially in East Africa and later in Francophone Africa through the CHENMA project. The paper articulates the values and underpinning principles, outcomes of and lessons learnt from the project. URI: http://hdl.handle.net/10311/685 Files in this item: 1
Collaboration in higher education.pdf (1.194Mb) -
Oladokun, O. (Routledge (Taylor & Francis) www.routledge.com, NaN, 2010)[more][less]
Abstract: The study investigated the information seeking behaviour of two categories of distance learners in Botswana, comprising the cross border students and those that registered with the University of Botswana. The return of 364 duly completed questionnaires recorded 70.1 percent response rate. Cross tabulation and chisquare were made to relate the independent variables to the findings and establish possible influence where appropriate. The study made recommendations that could assist the providers of distance education on the information milieu in which distance learners operate generally in Africa and Botswana in particular and also lead to the improvement of students’ use of information resources. URI: http://hdl.handle.net/10311/656 Files in this item: 1
Oladokun_JLISDL_2010.pdf (1.331Mb) -
Mulinge, M.M.; Munyae, M.M. (The Haworth Press, www.haworthpress.com/, NaN, 2008)[more][less]
Abstract: Utilizing data collected from a randomly selected sample of 360 academic and managerial staff, regression analysis was performed to identify the determinants of acceptance of change among employees at the University of Botswana. The results showed moderate levels of employee acceptance of innovations and revealed that, of the four categories of substantive factors analyzed, managerial features were the most important determinants of acceptance of organizational change. It was concluded that management action is needed to boost the levels of acceptance of change and that a more participative approach to the management of the change process is necessary to guarantee the involvement of all stakeholders from the decision-making to the implementation and administration stages of the process. URI: http://hdl.handle.net/10311/1120 Files in this item: 1
Mulinge_JAB_2008.pdf (1.912Mb) -
Ama, N.O. (Academic Journals, http://www.academicjournals.org/ERR, NaN, 2008)[more][less]
Abstract: This study presents the opinions of a stratified sample of 542 graduates of the Faculty of Social Sciences, University of Botswana on their transition from higher education to employment and the extent to which the job held are appropriate to the level of education attained. The study revealed that the mean transition time for all the graduates was 4.6 months with a standard deviation of 0.19 months while they made an average of 13.5 contacts with employers before getting their first employment. The results of the analysis further showed a downward trend in the percentage of graduates whose transition times were less than 4 months over the study period. In addition the study revealed that over 72% of the graduates felt strongly that their jobs were appropriate to their level of education and relevant to the courses taken in the university and the public sector was still the highest employer. Based on the findings, the study recommends among other things, that the Botswana Government should sensitise and boost private sector involvement in the employment of graduates into their services in order to reduce the full burden of employment of graduates. URI: http://hdl.handle.net/10311/653 Files in this item: 1
Ama_ERR_2008.pdf (266.5Kb)
Now showing items 1-7 of 7