Extensiveness of Higher Education Development Programme on Enabling Institutional Linkage to Ensure Quality University Graduates in the Northern Zone Tanzania

Abstract

Institutional linkages has been a demand for all universities in the world. Higher Education Development Programme (HEDP) was meant to cater for this fundamental purpose. This study therefore aimed at finding out the extensiveness of HEDP on enabling institutional linkages of universities in the Northern Zone Tanzania. The study was anchored to the Value-Added-Theory. Convergent design under the mixed research paradigm lead the study. The target population for the study was 18,601 respondents from eight (8) Universities in the Northern Zone of Tanzania. This comprised of 5,118 final year bachelor degree students, 483 lecturers, 8 DVC-academics, 12,292 alumni and 100 employers. The study sample comprised of 697 respondents from which 511 were final year bachelor degree students, 48 lecturers, 4 DVC academics, 124 alumni and 10 employers. Sampling techniques included stratified random, purposive and automatic inclusion. Data collected through questionnaires, indepth interview guides and document analysis guides. Validity of quantitative data collection instruments was ensured through content and face validity while for qualitative was ensured through explanation of the purpose of study and ensuring equal time for each interview. Internal consistency of Likert type items was estimated through Cronbach Alpha, while the dependability of qualitative items was ensured through triangulation. Quantitative data was analyzed by using descriptive statistics where frequencies, percentages, and means were determined. Qualitative data was analyzed through transcription of texts, generate themes, interpret, discuss and making conclusions. The study found that, HEDP is to some extent known to students and alumni for its purpose of establishing linkages. The study concluded that HEDP has to the lower extent achieved the goal of ensuring institutional linkages. The study recommended that universities should conduct periodic review and reform programmes to cater for the needs of the current demands of 21st century soft skills.