Research is an essential tool for the creation and advancement of knowledge for socio-economic development. Whilst individuals pursue different kinds of education in order to match international standards, employers are keen to recruit employees with needed skills for a competitive edge. Due to the newly existing educational technologies, individuals have been left with insatiable desire to learn more skills, yet, with limited resources. The advent of Open Education (OE) has led to mass retention, use/re-use, redistribution, revision, and remix of open educational resources (OERs) thereby transforming the learning and research landscape in higher learning institutions. This paper analysed the contribution of OERs and social justice (SJ) on research productivity in higher education institutions. A scoping review was adopted for this study to gather extant literature from relevant available databases with the aim of obtaining as much evidence as possible to make a clearer and succinct conclusion. Existing literature provides evidence that OER and SJ principles positively influence production of research outputs in higher education institutions. The main challenges hindering universality of OERs include economic, technical, legal, social, and infrastructural requirements needed for availing OERs to the beneficiaries including learners, educators, learning institutions and governments. Currently, there are many open and free-to-use resources and websites existing on the internet. There is however, need for attitudinal change towards OERs among students, academics, and scholars among other stakeholders if its optimum uptake is to be realized.

Background: There are low levels of research productivity among Higher Education Institutions (HEIs) in Africa, a situation that is likely to compromise the development agenda of the continent if not addressed. We conducted a systematic literature review to determine the factors associated with research productivity in HEIs in Africa and the researchers’ motives for research. Methods: We identified 838 papers related to research productivity in HEIs in Africa from various databases, from which we included 28 publications for review. The inclusion criteria were that (i) the paper’s primary focus was on factors associated with research productivity; (ii) the setting was on the higher education institutions in Africa; (iii) the type of publication was peer-reviewed papers and book chapters based on primary or secondary data analysis; and (iv) the language was English or French. Essays, opinions, blogs, editorials, reviews, and commentaries were excluded. Results: Most of the studies operationalized research productivity as either journal publications or conference proceedings. Both institutional and individual factors are associated with the level of research productivity in HEIs in Africa. Institutional factors include the availability of research funding, level of institutional networking, and the degree of research collaborations, while individual factors include personal motivation, academic qualifications, and research self-efficacy. Conclusions: Deliberate efforts in HEIs in Africa that addressed both individual and institutional barriers to research productivity are promising. This study recommends that the leadership of HEIs in Africa prioritizes the funding of research to enable researchers to contribute to the development agenda of the continent. Moreover, HEIs should build institutional support to research through the provision of research enabling environments, policies and incentives; strengthening of researchers’ capabilities through relevant training courses, mentorship and coaching; and embracing networking and collaboration opportunities.

Background: There are low levels of research productivity among Higher Education Institutions (HEIs) in Africa, a situation that is likely to compromise the development agenda of the continent if not addressed. We conducted a systematic literature review to synthesize evidence of the factors associated with research productivity in HEIs in Africa and the researchers’ motives for research. Methods: We identified 838 publications related to research productivity in HEIs in Africa from various databases, from which we included 28 papers for review. The inclusion criteria were that (i) the paper’s primary focus was on factors associated with research productivity, and motivations of doing research among faculty members in Africa; (ii) the setting was the HEIs in Africa; (iii) the type of publication was peer-reviewed papers and book chapters based on primary or secondary data analysis; and (iv) the language was English or French. Essays, opinions, blogs, editorials, reviews, and commentaries were excluded. Results: Most of the studies operationalized research productivity as either journal publications or conference proceedings. Both institutional and individual factors are associated with the level of research productivity in HEIs in Africa. Institutional factors include the availability of research funding, level of institutional networking, and the degree of research collaborations, while individual factors include personal motivation, academic qualifications, and research self-efficacy. Conclusions: Deliberate efforts in HEIs in Africa that addressed both individual and institutional barriers to research productivity are promising. This study recommends that the leadership of HEIs in Africa prioritizes the funding of research to enable researchers to contribute to the development agenda of the continent. Moreover, HEIs should build institutional support to research through the provision of research enabling environment, policies and incentives; strengthening of researchers’ capabilities through relevant training courses, mentorship and coaching; and embracing networking and collaboration opportunities.

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