African flagship universities: their neglected contributions

Teferra, Damtew

doi:10.1007/s10734-015-9939-x

Cited by 15 publications

(6 citation statements)

References 12 publications

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“…Nevertheless, the nine graduate IS programmes are offered by flagship universities in SSA. Flagship universities are "almost always public, often among the largest in the system or country, and a leading university in a country or an academic system which is looked to for influence and emulation" (Altbach and Balan 2007, p. 8) and relevant in the SSA context (Teferra 2016) to understanding the nature of graduate IS programmes. Again, Larsson and Boateng (2010) argue that different countries have different resources strengths, maturity and approach in offering IS programmes.…”

Section: The Nature Of Graduate Is Programmes In Ssamentioning

confidence: 99%

Preliminary Insights into the Nature of Graduate IS Programmes in Sub-Saharan Africa

Kevor

Boateng

Kolog

et al. 2020

Lecture Notes in Computer Science

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Extant Information Systems (IS) curriculum research has focused on the nature of undergraduate IS programmes, particularly in the US and UK, eliciting calls for studies on graduate IS programmes and in regions beyond the US and UK. This study, consequently, looks at the nature of graduate IS programmes in Sub-Saharan Africa (SSA). Using a direct survey method, IS courses information were collected from the websites of top universities in SSA based on a 2019 webometric world ranking of universities. The course offerings from these universities are mapped to the competencies specified in the Global competency model for graduate IS programmes (MSIS 2016). The findings generally indicate, among others, non-adherence of graduate IS programmes in SSA to the MSIS 2016. The reasons for the non-adherence to the MSIS 2016 curriculum model is recommended for future research.

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Section: The Nature Of Graduate Is Programmes In Ssamentioning

confidence: 99%

Preliminary Insights into the Nature of Graduate IS Programmes in Sub-Saharan Africa

Kevor

Boateng

Kolog

et al. 2020

Lecture Notes in Computer Science

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“…It is important to note that Portugal only established HE in its African colonies from the 1960s. The current HE landscape mainly reflects developments after independence in the mid-1970s (see Langa, 2013;Langa, Cumaio and Rafael, 2014;Teferra, 2016). For instance, Angola and Mozambique had only one HE institution in 1975, and less than 1,000 students (Langa, 2013).…”

Section: The Palop He In Africamentioning

confidence: 99%

Higher Education as a Field of Research in the Portuguese Speaking Countries: Insights on an Emerging Scientifc Field

Langa

2018

IJAHE

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This article examines the preconditions for the emergence of higher education as a field of research in the Portuguese speaking countries. It uses various sources of data, including the worldwide inventory on higher education by the Center for International Higher Education of Boston College, to map the existing infrastructure for the establishment of higher education as new scientific field. This includes research centres, academic programmes, journals, and professional and academic associations. The article shows that higher education has become a complex social institution, which, according to Altbach (2014), is the condition that leads to the constitution of a new scientific field. Bourdieu's theory of field is used to shed light on the sociological conditions for the establishment of new fields. The article concludes that the prerequisites for an emerging field of higher education research in the Portuguese speaking countries are in place, but further research is required to establish whether the magnet effects of a functioning field have been ignited.

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“…Many of this study's participating institutions are generally positioned among the top 100 in the following global rankings: Shanghai Jiao Tong University Academic Ranking of World Universities (ARWU), Times Higher Education (THE), and Quacquarelli Symonds (QS) (Jacob et al 2015). In this study, we use the term flagship university to address a more relevant model of leading national universities as advocated by Douglass (2016), Douglas and Hawkins (2016), and others (Yonezawa 2007;Gao 2015;Teferra 2016). The role of a flagship university is one that often meets world-class university standards as defined by the leading ranking systems.…”

Section: Introductionmentioning

confidence: 99%

Optimal professional development ICT training initiatives at flagship universities

Wang

Jacob²,

Blakesley

et al. 2020

Educ Inf Technol

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This study explores best practices and roles of information and communication technology (ICT) in select professional development centers at 16 flagship universities. Through adopting a qualitative case study design, this study explores the strengths and weaknesses of current technology training initiatives in the selected professional development centers. As part of the research and teaching programs at flagship universities, professional development center leaders shared about the current ICT practices as well as the strengths and limitations of their own centers. The analysis section includes a critical look at ICT practices among flagship universities from a human resource theory lens. Findings indicate common successes that facilitate the ICT practices of these centers including delivery mediums, services, ideas, and goals, as well as various barriers of implementing ICT training initiatives. The paper concludes with suggestions on how professional development center leaders, senior administrators, and educational policy makers can help improve professional development processes with the assistance of optimal ICT initiatives.

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African flagship universities: their neglected contributions

Cited by 15 publications

References 12 publications

Preliminary Insights into the Nature of Graduate IS Programmes in Sub-Saharan Africa

Preliminary Insights into the Nature of Graduate IS Programmes in Sub-Saharan Africa

Higher Education as a Field of Research in the Portuguese Speaking Countries: Insights on an Emerging Scientifc Field

Optimal professional development ICT training initiatives at flagship universities

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