Higher Education in Sub-Saharan Africa in the 21st Century : Pedagogy, Research and Community-Engagement

This book contributes to the understanding of regional and global perspectives on the development and challenges the higher education sector in sub-Saharan Africa faces in the era of globalization. It focuses on the critical aspects of the higher education sector in the Global South, with a particular emphasis on sub-Saharan Africa. It brings together empirical, theoretical and philosophical perspectives from researchers in some of the leading universities in sub-Saharan Africa. The book highlights the higher education sector’s stages of growth and development and the contemporary challenges it faces in aligning its goals and capacity globally, and maintaining its image and public identity locally. This book covers neoliberal educational reforms, leadership and governance, pedagogy, technology, the global knowledge economy, and digital advancement. It delves into how the nature and practice of learning, teaching, research, and community engagement as core functions of higher education are re-oriented to contribute to societal transformation in Africa. Further, the book discusses the implications of contemporary issues in higher education: internationalization, employability, leadership and management, and accountability and autonomy in teaching, research, and community engagement. Acknowledgements Contents Editors and Contributors History, Philosophy, Theory and Policy Trends and Challenges the Higher Education Sector Face in Sub-Saharan Africa: Introduction 1 Book Audience 2 The Organisation of the Book References Universities of Relevance: The Case of the African Universities 1 University of Relevance: An Old Term with a New Reference? 2 Societal Relevance and Contribution: The Case of the African Universities 3 Economy and Social Relevance: in Competition or in Conjunction? 4 Relevance Embedded in Universities’ Core Functions 5 Relevance in Teaching 6 Relevance in Research 7 Relevance in Community Engagement 8 Revival of Developmental University? 9 Knowledge Democratisation with University of Relevance References From Disruption to Reconstruction: Cultural Parameters for Academic Development at a University in a Fragile Context 1 Introduction 1.1 The University of Burao 1.2 Academic Development Through Scholarship of Teaching and Learning 1.3 Research Aims 2 Method 3 Historical Context of Education in Somalia and Somaliland 3.1 Ancient Traditions 3.2 Islamic Influence 3.3 British Colonial Period 3.4 Independence 3.5 Civil War 3.6 Post-War Reconstruction 3.7 Current Situation 4 Findings and Discussion of FGDs and Interviews 4.1 Finding 1: Disconnect Between Cultural Values and Formal Teaching Methods 4.2 Finding 2: Basis for Benchmarking and Quality Assurance 4.3 Finding 3: Opportunity for Enhancing Academic Staff Development 5 Conclusion References The Humanitarian Approach to Higher Education in Sub-Saharan Africa: Humanitarian Education as an Essential Part of Higher Education Sector in Sub-Saharan Africa 1 Introduction 2 Humanitarian Education and Fundamental Human Rights in the Twenty-First Century 3 Directions and Opportunities of Implementing Humanitarian Education in the Curricula of the Higher Educational System in Sub-Saharan Africa 4 Critical Aspects of Humanitarian Education in Higher Education—Challenges for the Future? 5 Conclusion References The Pursuit of Critical-Emancipatory Pedagogy in Higher Education 1 Introduction 2 Critical-Emancipatory Pedagogies 2.1 Critical Pedagogy 2.2 Emancipatory Pedagogy 2.3 Critical-Emancipatory Pedagogy (CEP) 3 Continuum of Pedagogic Approaches Using Bloom’s Revised Digital Taxonomy 4 Tracing CEP in Higher Education in Sub-Saharan 5 Makerere as a Critical Case of an African University 6 Proposed Model for Critical-Emancipatory Pedagogy for HE 7 Status of CEP implementation at Makerere University 7.1 Proposed Contextual Model of CEP in Sub-Saharan African HE 8 Proactive Steps for Implementation of CEP in Higher Institutions of Learning 9 Recommended Marks Allocation for CEP in HE 10 Conclusion References The Dynamics of Globalisation and Internationalisation Processes Shaping the Policies for African Higher Education 1 Introduction 2 Dynamics Among Globalisation, Internationalisation and Regionalisation Processes 3 Implications of Globalisation, Internationalisation and Regionalisation in African Higher Education 4 Harmonisation of Higher Education Systems 5 Conclusion References African Identity in Graduate Research in African Universities: Experience First, Experience Throughout 1 Introduction 2 Imported Practices in Graduate Research: Drawing on Experiences at Makerere University 3 Literature 3.1 Cultural Ontology and Epistemology 3.2 Right to Education 3.3 Epistemic Hegemony 3.4 Decolonization 3.5 Afrocentric Epistemology 4 Experience 4.1 Identity 4.2 Lived Experience 4.3 Experience and Research 5 Conclusion References Exploring the Context for Enhancing Leadership Capacities in Pedagogy, Research and Community Engagement in Higher Education Institutions in Sub-Saharan Africa 1 Introduction 2 The Nature of Leadership in the Three Regimes 2.1 Leadership in the ‘Nationalist’ Regime 2.2 Leadership in the ‘Neoliberal’ Regime 2.3 Leadership in the ‘Rising Knowledge Society’ Regime 3 Mechanisms for Strengthening Leadership Capacities 4 Discussion and Conclusion References Case Studies Constructing Identities of Females in Higher Education Leadership in Sub-Saharan Africa: A Case of Ugandan Universities 1 Introduction 2 Literature Review 3 Methodology 3.1 Main Research Questions 3.2 Research Design 3.3 Sample Characteristics and Recruitment 3.4 Data Collection 3.5 Data Analysis 4 Findings 4.1 ‘Self’ Factors 4.2 Past Academic Leadership Experience 4.3 Family Background 4.4 ‘Others’ Factors 4.5 Role Models 5 Discussion 5.1 ‘Self’ Factors 5.2 ‘Others’ Factors 6 Conclusions 7 Recommendations References The Challenges of Implementing Effective Policies Against Sexual Harassment in East Africa: ‘The Case of Equality University' 1 Introduction 2 Background to Formulation of the PRASH Policy in Equality University 2.1 Unit Committee 2.2 The Senate Committee 2.3 Challenges in Implementation of PRASH, Which Necessitated a Review in 2018 3 Literature Surrounding the Implementation of Policies Against Sexual Harassment in Universities 3.1 Sexual Harassment: The Concept 3.2 How Do Universities Handle Sexual Harassment? 3.3 Absence of or Weak Penalties 4 Methodology 4.1 Case One: Successfully Investigated and Prosecuted, Resulting in Dismissal of a Lecturer 4.2 Case Two: Successfully Investigated and Prosecuted, Resulting in Dismissal of a Lecturer 4.3 Case Three: Investigated Found Guilty of Sexual Harassment But Acquitted of Sexual Harassment Due to Insufficient Evidence 4.4 Case Four: Failed to Take off 5 Discussion of the Cases and Reflections Therein 5.1 The Role of Top Leadership and Management of the University 5.2 Personal and Institutional Reputation vs Victims’ Rights and Dignity 5.3 Evidence and Policy Implementation 5.4 Pervasive Negative Collegiality Frustrates Implementation 5.5 Institutional Cover-Ups of Sexual Harassment Are a Major Bottleneck 5.6 Confusion Between Seduction, Consensual Relationships and Sexual Harassment 5.7 Academically Struggling, Assertive or Those with Financial Problems Are Most at Risk 5.8 Orientation of New Students and Staff and Continuous Professional Development Critical to Effective PRASH Implementation 5.9 A Vicious Cycle of Intimidation, Fear and Unresponsive Institutional Structures 6 Conclusion and Recommendations References Mapping Key Facts of Ghana’s Higher Education System 1 Historic Overview 2 Ghana’s Current Higher Education Landscape 3 Enrolment and Participation 4 Academic Staff 5 Funding and Resources 6 Research Output 7 Internationalisation 8 Graduate Education and Capacity Development 9 Conclusion and Implications References Quality Knowledge for a Heterogeneous Society: Experiences from Uganda’s University Changing Directions 1 Introduction 2 Methodology 3 Critiquing Utterances by the Government of Uganda 3.1 Institutional Strategies 4 Homogeneous Higher Education 5 Diversification of Higher Education 5.1 Learner Diverse Constituency 5.2 Curriculum Diversification 6 Conclusion References Between National Identity, Research and Social Function—Academics’ Perceptions of the Ambivalent Role of the Algerian University 1 Introduction 2 Ideology Function 3 Elite Selection Function 4 Training of the Bureaucracy Function 5 Research Function 6 Other Functions: Social Need and Post-Colonial Context 7 Notes References Trailing the Analytics and Research Methods (ARM) Programme in East Africa: Evaluation, Overall Satisfaction and Quality 1 Introduction 2 Trialling of ARM in East Africa 3 Differences by University 4 Workshop Type 5 Age 6 Gender 7 Degree 8 Stage of Research 9 Conclusions and Implications References Digital Learning Technologies and Practice Effects of COVID-19 on the Higher Education Online Learning in Sub-Saharan Africa: Evidence from Zambia 1 Introduction 2 Online Learning and Implications During COVID-19 Pandemic 3 Online Learning and Student Satisfaction 4 Proposed Model and Hypotheses 4.1 Hypotheses 5 Methods 5.1 Study Context 5.2 Measures 5.3 Sample Characteristics 6 Measurement Model Results 6.1 Assessment of Common Method Bias 6.2 Tests on Hypotheses 6.3 Structural Equation Model Fit 6.4 Students’ Experiences with Online Learning 7 Discussion 8 Conclusions and Limitations 9 Implications of the Study to Teaching Online Appendices Appendix I: Item Measurements, Factor Loadings, Composite Factor Reliability and Cronbach’s Alpha Reliability Appendix II: Confirmatory Factor Analysis Appendix III: Structural Model References The Affordance and Challenges of Implementing a Massive Open Online Course in Kiswahili in East Africa 1 Introduction and Related Research 2 Methods 3 Participants and Instrument 4 Results 5 Challenges 6 Discussion and Conclusion References Experiences of Graduate Students’ Online Learning via Massive Open Online Courses at the University of Ghana 1 Introduction 2 Methodology 2.1 Participation and Setting 3 Data Analysis 4 Discussion of Findings 5 Demographic Background of Participants 6 Reason for MOOC Course Choice 7 Self-Directed Learning 7.1 Learner-Centred 7.2 Easily Assessing One’s Progress 7.3 Self-Discipline and Time Management 7.4 Facilitation and Mentoring 8 Enhancement of Knowledge and Skills 8.1 Easier Access to Relevant Foreign Materials and Instructors 8.2 Peer Reviewing Skills 8.3 Improving Digital Skills in an Online Learning Environment 8.4 Online Learning Appreciation 8.5 Freely Expressing Opinions and Building Confidence 9 Discussion and Conclusion References Digital Transformation of Higher Education and Twenty-First-Century Skilling in Sub-Saharan Africa: Potentials and Challenges 1 Introduction 2 Digitalization in Higher Education and the Pandemic 3 Digital Competence as a Basis for Digital Transformation 4 Digital Competencies and Courses That Lead to Twenty-First-Century Higher Education Graduate 5 Strategies for Digital Transformation and Their Impact on Digital Competencies in Higher Education 6 Conclusion and Way Forward References Uncovering Epistemic and Social Knowledge Structures That Academic Developers Valorize in the Age of Technology-Mediated Curriculum Development 1 The Changing Nature of Learning, Teaching and Assessment in Sub-Saharan Africa 2 The Role of Academic Development in Technology-Mediated Curriculum Development 2.1 Positioning Academic Development, Instructional and Learning Design in the Process of Technology-Mediated Curriculum Development 3 Perspectives on the Methodological Framework 3.1 Legitimation Code Theory (LCT) and the Specialization Dimension to Explore Types of Knowledge 3.2 Methodology 4 Technology-Mediated Curriculum Development: Suggestions for Reconsideration 4.1 Translation Device in Making Meaning of Technology-Mediated Curriculum Development 4.2 Knowledge and Knower Functions in Technology-Mediated Curriculum Development 5 Conclusion References The Value of Community Engagement in Online Doctoral Education 1 Introduction 2 Literature Review 2.1 The Challenges of Online Higher Education 2.2 Online Doctoral Education in Sub-Saharan Africa 3 The CoLA Project 4 Research Methods 5 Data Analysis 5.1 Descriptive Statistics 5.2 Qualitative Narrative 6 Discussion and Conclusion References Building Professional Networks Through the Use of Open-Source Software 1 Introduction 2 Context and Methodology 3 Open Educational Resources (OER) 4 Free and Open-Source Software (FOSS) 5 FOSS in Teaching and Learning 6 Moodle 7 (Social) Networking for (Professional) Development 8 Knowledge and Usage of OER and FOSS at the University of Eswatini (UNESWA) 9 Professional Development, Professional Learning Networks (PLN) and Platforms 10 Study Limitations 11 Conclusion References The Learning Experiences of Adult Learners in a Blended Learning Environment: Opportunities and Challenges 1 Introduction and Background 2 Statement of the Problem 3 Theoretical Framework 4 Related Literature Review 4.1 Benefits of BL to Adult Learners on DE 4.2 Challenges of Blended Learning 4.3 Strengthening Technology Usage in HEIs 5 Methods 5.1 The Population of the Study 5.2 Research Design 5.3 Sample and Sampling Techniques 5.4 Data Collection Techniques 5.5 Data Analysis 5.6 Credibility and Dependability of Results 5.7 Ethical Consideration 6 Findings 6.1 Benefits of BL to Adult Learners in HEIs 6.2 BL Challenges Faced by Adult Learners in HEIs 6.3 Strengthening Technology Use in HEIs 7 Discussions 8 Implications for Adult Higher Education 9 Conclusions References