1,720,966 research outputs found
Synergistic Measures to Mitigate Staff Retention Challenges in Selected Zimbabwe’s Public and Private Universities: Returnee Lecturers’ Perspective
Full text linkThe investigation analysed synergistic measures to mitigate staff retention challenges in Zimbabwe’s two public and two private universities from the perspective of seven criterion sampled Returnee Lecturers. The study’s instrument was an open-ended interview. Interview transcripts were analysed using NVivo data analysis software. The major finding was that the Human Resources Units can exit interview intelligence to retain staff. The other finding was that staff can be actively involved in retaining themselves. The study concluded that involvement of staff themselves in staff retention is among synergistic measures to mitigate staff retention challenges. One other conclusion of the study was that forging partnerships with other universities and organisations is a gateway to enhancement of staff retention in public and private universities. The study recommended that public and private universities need to seriously consider the concerns that quitting lecturers write on the staff exit interview questionnaire as a basis for improving their measures to mitigate staff retention challenges. Future investigations regarding measures to mitigate staff retention challenges need to cover all public and private universities in Zimbabwe and combine quantitative and qualitative research methodologies. Keywords: Staff Retention Challenges, Staff Retention, Staff Retention Challenges, Returnee Lecturers, Public University, Private Universit
Regressive Staff Retention Challenges in Zimbabwe’s Public and Private Universities: Selected Retained Lecturers’ Perceptions
Full text linkThis paper critically assessed regressive staff retention challenges in purposively selected Zimbabwe’s public and private universities from the Retained Lecturers’ perceptions. Three public and one private Universities’ criterion-sampled Retained Lecturers took part in the study. The findings were generated from the open-ended interview. Open-ended interview data were analysed using data analysis software called NVivo. The study’s key finding was that both sets of the universities were let down by inadequate funds. It also found that the regressive challenge regarding recruiting relatively young lecturers to teach Psychology was perceived as one other teething challenge in one of the public universities, a challenge that private universities did not experience. The study’s main conclusion is that lack of funds was the greatest regressive staff retention challenge in both kinds of the studied universities as it undermined all staff retention efforts and attempts in the universities. The major recommendation of the study is the need for public and private universities to source adequate funding from diverse individual funders to world class international donor communities to boost university business operations meant to enhance staff retention. Key words: Regressive Staff Retention Challenges, Staff Retention, Staff Retention Challenges, Retained Lecturers, Retained Lecturers’ Perceptio
Pragmatic Measures to Obviate Staff Retention Challenges: A Case Study of Perceptions of Selected Human Resources Personnel in Zimbabwe’s Public and Private Universities
Full text linkThis exploration critiqued out pragmatic measures to obviate staff retention challenges faced by purposely sampled Zimbabwe’s two public and two private universities from the Human Resources Personnel perceptions. Two private universities and one public university’s Human Resources personnel were selected by means of stakeholder sampling. Data were generated using open-ended interviews. Data were analysed using NVivo software. The study found out pragmatic measures to obviate staff retention challenges faced by Zimbabwe’s public and private universities called for the need for a concerted approach by all stakeholders in the overall development of the universities if staff retention challenges were to be curtailed. The study’s major conclusion was that engagement of diverse strategic partners is one of the routes to effective staff retention in public and private universities. The study recommends that Government needs to be involved in the funding operations of private universities in the similar manner it does to private schools by paying lecturers’ salaries and giving grants and scholarships because it is the government’s duty to educate its citizens. Further studies in staff retention strategies in universities need to be conducted on a wider scale to establish how universities in the country are managing the retention of their academic staff. Keywords: Pragmatic Measures to Obviate Staff Retention Measures, Human Resources Personnel, Staff Retention Challenges,
TRANSLATING EDUCATIONAL RESEARCH INTO ACTION: A FOCUS ON TEACHERS’ COLLEGES IN HARARE, ZIMBABWE
Full text linkThe study sought to examine how educational research could be translated into action in selected Teachers’ Colleges in Zimbabwe. Twelve (12) lecturers were conveniently selected to take part in this qualitative case study. The participants were interviewed using open-ended interviews. The study found that lecturers lacked awareness, knowledge and expertise with respect to how well educational can be translated into action. It also established that educational research informs Teacher Education instructional practices. Teacher Education curricular were found to be devoid of formal teaching of research methods across subject areas. The study concluded that exclusion of formal teaching of research methods from the Teacher Education curricular is an impediment to the translation of educational research into action. Another conclusion was that regular exposure to educational research methods and practice informs Teacher Education instructional practices. The study recommended that teaching of research methods across the Teacher Education curricular needs to be timetabled and become formalised. Further research needs to be conducted in the same area using diverse methodologies and experiences in all Teachers’ Colleges. Keywords: Educational research, Action research, Teachers’ Colleges, Teacher education, Teacher educator
An Investigation into the Rationale, Clarity of Policies and Timeliness of the Inclusion of the Early Childhood Development (ECD) Programmes in Gweru Urban and Peri-Urban Primary Schools in Zimbabwe
No full textThe paper discusses the experiences of the authors of the research conducted in Gweru urban and peri-urban primary schools. The objective was to investigate the rationale, clarity of policy and timeliness of inclusion of the four to five year olds in the formal schools. The study was conducted in five Gweru urban and peri-urban primary schools. Five school heads, 10 parents and 20 Early Childhood Development (ECD) teachers were purposely sampled. Data were collected using interviews, observations and checklists of the appropriateness of the outdoor and indoor play equipment. Findings showed that there is indeed need to include this age group in the public schools because this makes education accessible to all. The inclusion of four to five year olds in primary schools was not timely because the learners were learning and habituating in unsatisfactory infrastructure and generally the schools were unprepared for them in terms of personnel and play equipment. Since the study justified the need for ECD in the schools, it is however, recommended that a more appropriate environment be sought. It also recommended the need to staff develop ECD teachers and supervisors so that they would become craft literate and craft competent, enough to enable them effectively interpret, implement, monitor and evaluate ECD programmes and policies
REASONS FOR CONTINUED PARAGRAPH WRITING MISTAKES BY O’ LEVEL PUPILS IN ENGLISH LANGUAGE FREE COMPOSITION WRITING IN SELECTED SIX SECONDARY SCHOOLS FROM THREE CLUSTERS IN MUTOKO DISTRICT, ZIMBABWE
Full text linkThis qualitative study sought to investigate the reasons for continued paragraph writing mistakes by o’ level pupils in English Language free composition writing in selected six secondary schools from three clusters in Mutoko District. The study was constrained by lack of literature. In this study, accidental sampled 12 teachers and 24 school pupils were used as research subjects. Interview, observation and document analysis methods were used to generate data. Document analysis/ review method was also used to provide information on guidance for the teachers of English Language on the teaching and learning procedures, teaching methods and strategies in paragraph writing as well as the objectives of the teaching of English Language as a foreign language to Zimbabwean students. The study found out that teachers who lack effective syllabus interpretation, expertise, skills and competencies are a detriment to paragraph writing and ultimately to free composition writing by O’ Level pupils. Group work is central to language development of pupils searching for effective composition writing skills. Model paragraphs show learners the way and help them to know the techniques of writing logical compositions. Sentences are the firm foundation upon which effective composition writing based on paragraphs is built. The study concluded that that the possible reasons for continued paragraph writing mistakes by O’ Level English Language pupils are diverse and vary from one student to another. Therefore, the factors and reasons for continued paragraph writing mistakes discovered in this research are inadequate and inconclusive; and they have a direct impact on the students’ ability to construct logical paragraphs. At the same time, collaborative and co-operative learning can help improve paragraph writing and the use of English Language paper one as the yardstick to measure competency in pupils writing skills has a detrimental effect on paragraph writing skills. The study recommends that pupils should develop a broad reading background, taught the structures of paragraphs using the hamburger method, step model, the five part model among others write coherent and logical paragraphs, build a good vocabulary and sentence construction skills and use of continuous assessment to determine the overall mark at O’ Level. The study also recommends the use of continuous assessment by Zimbabwe Schools Examination Council (ZIMSEC) in which pupils work is marked and the assessment marks contribute a certain percentage of the final mark should be introduced. Furthermore, in connection with paragraph writing and free composition writing skills, it is recommended that mother tongue interference and sentence construction are looked at. This might need further exploration which would also help to weigh the effects of different factors of paragraph writing mistakes. Article visualizations
Pathways for Measures to Mitigate Staff Retention Challenges in Selected Zimbabwe’s Public and Private Universities: Retained Lecturers’ Perceptions
Full text linkThe study assessed pathways for measures to mitigate staff retention challenges in purposely selected Zimbabwe’s two public and two private universities from the perceptions of Retained Lecturers. Three Retained Lecturers and one Retained Lecturer were selected using criterion sampling from the public (Cases 1 and 4) and private (Case 2) universities, respectively. One private university (Case 2) had no Retained Lecturer participant of at least five years’ experience at that station. The study generated data using open-ended interview method. Research data were analysed using NVivo data analysis software. The study found out that Retained Lecturers in public and private universities agreed that the key measures to mitigate staff retention challenges were stakeholder involvement, housing and car loans among other measures. They however differed on how sources of funds and external partners could be measures to mitigate staff retention strategies. The study concluded that provision of adequate funds and engagement of diverse strategic partners can mitigate staff retention strategies. The study recommended that the Government needs to be involved in the funding operations of private universities in the similar manner it does to private schools by paying lecturers’ salaries and giving grants and scholarships because it is the government’s duty to educate its citizens. Keywords: Retained Lecturer, Public University, Private University, Staff Retention, Staff Retention Challenges, Retained Lecturers’ perception
Implementation of Financial Resource Mobilisation Programmes to Increase Financial Sustainability in Zimbabwe’s Public Universities: A Panacea or a Pipe Dream?
Full text linkThe study sought to examine how innovative financial resource mobilisation projects/programmes enhanced the financial sustainability of the public universities of Zimbabwe. A combination of correlation and survey research design informed by the positivist research philosophy were employed in the study. The unit of analysis was confined to six public universities in Zimbabwe from which a sample of 229 respondents were selected through systematic random sampling from an accessible population of 1 450 employees in the respective revenue generating units and participated in the Rensis Likert scale questionnaire survey. Quantitative data were validated using tests for normality, kurtosis and skewness, homoscedasticity, multicollinearity, and prior power of the entire model of the study. The test results fell within acceptable values for correlation analysis and multiple regression analysis. Quantitative data were analysed using descriptive statistics, and inferential statistics. The Overall regression results showed that right-tailed, was F (3,164) = 12.7208, p-value = 0.000. Since p-value < α (0.05), H0 (the null hypothesis): Innovative financial resource mobilisation has no significant effect on the financial sustainability of Zimbabwe’s public universities, was rejected and the alternate hypothesis accepted. It was deduced that innovative financial resource mobilisation enhanced the financial sustainability of the public universities of Zimbabwe. Therefore, the more the public universities implemented innovative financial resource mobilisation programmes, the more the financial sustainability. It was recommended that lucrative financial resource mobilisation strategies like \u27grant-winning\u27 research and extension, provision of consultancy and advisory services, sale of merchandise in strategic business units, bond issues financing, endowment financing, and foundations be implemented to maintain the financial sustainability of the public universities of Zimbabwe
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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