African higher education: Challenges for the 21st century

Teferra, Damtew; Altbachl, Philip G.

doi:10.1023/b:high.0000009822.49980.30

Cited by 374 publications

(255 citation statements)

References 5 publications

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“…They become problematic in a postcolonial and aid-dependent context, where agency is highly restricted. The lack of institutional autonomy in many sub-Saharan African (SSA) countries, for instance, restricts universities from responding directly to country needs (Teferra and Altbach, 2004;Brock-Utne, 1996;Kerr and Mapanje, 2002). Despite the known problematic relationship between SSA universities and industry, this issue has not been incorporated into the thinking for HRH training.…”

Section: Resultsmentioning

confidence: 99%

Professional skills development in a resource-poor setting: the case of pharmacy in Malawi

Lim

Anderson

McGrath

2012

International Journal of Educational Development

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Section: Resultsmentioning

confidence: 99%

Professional skills development in a resource-poor setting: the case of pharmacy in Malawi

Lim

Anderson

McGrath

2012

International Journal of Educational Development

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“…More specifically and given the importance of the challenges in the literature, it was found that most of the identified challenges had been addressed in previous research works. For example, identified challenges related to funding (Keener et al, 2002;Shin & Harman, 2009;Teixeira & Koryakina, 2013), staff management and human resources (Drew, 2010;Fullan & Scott, 2009;Keener et al, 2002), as well as red tape and bureaucracy (Black, 2015;Fullan & Scott, 2009;Teferra & Altbach, 2004) may be specified. In addition, other challenges, which were in alignment with the findings in other research works, included workloads and the nature of academic work (Black, 2015;Ramsden, 1998), collaborations (Black, 2015;Drew, 2010), commitment and loyalty (Black, 2015), lack of time and time management skills (Drew, 2010), and providing supporting services (Fullan & Scott, 2009).…”

Section: Discussionmentioning

confidence: 99%

Issues in Malaysian Higher Education: A Quantitative Representation of the Top Five Priorities, Values, Challenges, and Solutions From the Viewpoints of Academic Leaders

et al. 2018

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This qualitative inquiry aims at identifying the main issues in Malaysian higher education (HE) system and its sectors from the perspectives of Malaysian academic leaders. For this purpose, four open-ended questions were distributed among 2,786 academic leaders in 25 universities. More than 235 completed questionnaires were collected, containing nearly 4,500 records of priorities, values, challenges, and solutions. Through a quantitative content analysis approach, the records were categorized using the software package ATLAS.ti 7. This resulted to the emergence of 112 categories. Using SPSS 23, the top five categories with maximum frequencies of records were focused for further evaluation. The comparison of the issues in Malaysian HE and its sectors revealed that some of issues were common in all the sectors. In addition, the examination of these categories of data did result to the classification of them into five major categories namely Academic Core Activities,

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“…Examining the actual mentoring process would enable researchers to see if people are ready to mentor and be mentored in the studied university. Nevertheless, a study like this one in a developing context where most universities are facing critical student/faculty ratio, low quality of teaching and research (Teferra & Altbach, 2004), it is appropriate to first investigate the determinants of mentoring in order to discover the antecedents of training and career development programs for faculty. Thus, future research can look at the academic mentoring process in the University.…”

Section: Edupij • Volume 6 • Issue 2 • 2017mentioning

confidence: 99%

Determinants of Academic Mentoring in Higher Education: Evidence from a Research University

Abugre¹,

Kpinpuo²

2017

EDUPIJ

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Research has shown that most young and inexperienced faculty members require assistance in developing their career and meeting their teaching quota through mentoring. However, academic mentoring has not been effective in many research universities, especially those in the developing world. This study has investigated the factors that facilitate academic mentoring in a typical research university. The study adapted a quantitative methodology by drawing from a sample of 244 senior and junior teaching staff of a public research university in Ghana and used Multiple Regression as the basis for the study analysis to test the hypotheses. Findings showed a strong positive relationship between institutional career support and the process of mentoring. Findings also showed a strong positive mentoring relationship between senior faculty and inexperienced faculty, as well as between colleague faculty. Similarly, findings showed a very low presence of academic mentoring in the University of Ghana. This work contributes strongly to academic mentoring and discovers some legitimate antecedents of mentoring in institutions of Higher Education. By this, the work provides HE institutions with the value of developing their internal human capital asset that can leverage their performance.

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African higher education: Challenges for the 21st century

Cited by 374 publications

References 5 publications

Professional skills development in a resource-poor setting: the case of pharmacy in Malawi

Professional skills development in a resource-poor setting: the case of pharmacy in Malawi

Issues in Malaysian Higher Education: A Quantitative Representation of the Top Five Priorities, Values, Challenges, and Solutions From the Viewpoints of Academic Leaders

Determinants of Academic Mentoring in Higher Education: Evidence from a Research University

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