Policy and practice disjunctures: quality teaching and learning in Zimbabwean higher education

Mukwambo, Patience

doi:10.1080/03075079.2019.1596075

Cited by 8 publications

(7 citation statements)

References 15 publications

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“…Changes have also occurred in terms of governments’ regulation/formula on financing HEIs, i.e. linking their financial support to the results produced by HEIs (Mukwambo, 2019). Thus, public and private HEIs focus more on student satisfaction because tuition fees facilitate self-financing (Xu et al , 2018).…”

Section: Introductionmentioning

confidence: 99%

Students’ perception and satisfaction of services provided by public and private higher education institutes: a case study in Albania

Kruja

Tabaku

2021

IJQSS

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Purpose There have been many research studies on students’ satisfaction of services in universities in developed countries. However, students’ expectation and satisfaction of public and private higher education institutions (HEIs) with regard to service quality in Eastern Europe have been under-researched. Therefore, this study aims to offer an empirical examination of student satisfaction of the service quality of public and private HEIs in Albania by evaluating the gap between students’ expectation and perception and the effect of student satisfaction on retention in HEIs. Design/methodology/approach The survey instrument used in this study was the student satisfaction inventory in the USA. Primary data were collected from a survey of students in two private and four public HEIs in Albania. A total of 554 valid responses were collected from the survey. Findings The findings suggested that there were performance gaps between public and private HEIs. Public universities performed well in terms of concern for the individual, campus support services, student-centeredness and instructional effectiveness. Private HEIs scored well in terms of concern for the individual, academic advising effectiveness, instructional effectiveness and safety and security (parking). There is a significant difference in students’ perception of the overall satisfaction of HEIs. Students’ overall satisfaction positively impacts their retention. Originality/value Overall, this study provides valuable insights to private and public HEIs’ administrators regarding to student satisfaction and retention. The findings will have far-reaching managerial implications for all groups of stakeholders in terms of the service delivery by universities in Albania and Eastern Europe.

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Section: Introductionmentioning

confidence: 99%

Students’ perception and satisfaction of services provided by public and private higher education institutes: a case study in Albania

Kruja

Tabaku

2021

IJQSS

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“…Thus, it's about set principles or procedures according to which management, organisation, and their structures can explore occurrences from a holistic approach (Mathur et al, 2023). In support, Mukwambo (2019) highlighted it can be considered as an intellectual view that examines an occurrence or experience taken in its entirety and not as merely the total of its constituent parts. Therefore, in TQM, the holistic view of a high school is emphasised by the importance it places on the interconnection of its components and the objectives to be achieved.…”

Section: Literature Reviewmentioning

confidence: 99%

Total Quality Management Practices and their Influence on Curriculum Implementation: Experiences from Selected High Schools in Zimbabwe

2024

FeD

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The aim of this study was to explore the influence of Total Quality Management practices on new secondary school curriculum framework (2015-2022)’s teaching and learning activities in a selected district in Zimbabwe. The study had two main objectives: to explain the relevance of Total Quality Management practices in teaching and learning activities and to establish approaches that are used when integrating Total Quality Management practices in teaching and learning activities. The research was based on a combination of qualitative and quantitative methods, to allow for integrated analysis procedures by the researchers. For this study, the sample comprised 110 respondents from 10 purposively selected secondary schools. Data was collected through the use of literature method, semi-structured questionnaire, and interviews. Numerical data was analysed through the use of frequencies and percentages, with the non-numerical data being analysed according to emerging themes. The analysed data revealed that Total Quality Management practices were relevant in the implementation of the new high school curriculum implementation. The results revealed that Total Quality Management practices can be used in the implementation of the new high school curriculum. In addition, the analysed data revealed some of the approaches that can be used in the implementation of the new high school curriculum. In conclusion, Total Quality Management practices have an influence on the quality of interactions in the new high school curriculum’s teaching and learning activities. Therefore, the findings of this study will guide the revision of education policies to improve teaching and learning practices that prioritize the needs of students.

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“…In other words, he considers that quality is not, sensu stricto, a quality or characteristic inherent to a product or service, but rather a value (or quality or characteristic) that the recipient attributes to it and that will depend on the degree to which the product or service contributes to satisfying his/her needs, interests, demands or expectations. This approach is also widely accepted in the academic production that emerged from the literature review conducted, both explicitly (i.e., Cardoso, Rosa, and Stensaker, 2016;Cardoso et al, 2018;Dicker, Garcia, Kelly, and Mulrooney, 2019;Mendoza and Ortegón, 2019, among others) and implicitly (i.e., Mukwambo, 2019). Mendoza and Ortegón (2019), for example, estimate that in the field of higher education quality is a subjective concept, susceptible to multiple definitions and valuations, which is evidenced by the fact that the aspects considered as key to quality differ notoriously among students and teachers.…”

Section: Total: Referencesmentioning

confidence: 99%

“…In the second case, the studies focus on analysis units made up of various groups of actors directly or indirectly involved in the organizational dynamics of an educational center: students, teachers, graduates, potential employers (of graduates or advanced students), administrative staff. The review conducted also identified numerous studies aligned with this approach (i.e., Avci, 2017;Cardoso, Rosa, and Stensaker, 2016;Cardoso et al, 2018;Dicker et al, 2019;Mendoza and Ortegon, 2019;Mukwambo, 2019;Scharager, 2018).…”

Section: Total: Referencesmentioning

confidence: 99%

An Extensive Literature Review on the Predominant Conceptualizations of Quality in Higher Education and Its Main Components

2022

JHETP

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Given the multidimensional nature of the notion of quality and its growing relevance in higher education, it is necessary to lay the foundations for conceptualizing it in terms of its context of application, in order to provide support and consistency to the design of specific policies. This paper presents the main methodological guidelines and findings of an exhaustive literature review focused on identifying the conceptions of quality in higher education in papers published in high-impact journals between 2016-2020. Following the axial guidelines of the PRISMA-P method, 186 articles were selected out of 53,290 identified as part of the initial universe. Using open deductive coding, prevailing conceptions of quality of higher education and its valued components were identified. A crucial question arose as a consequence of the analysis of those articles: who is responsible for determining the quality of a product or service in higher education? The answer to this question gave rise to the emergence of an alternative theoretical and conceptual positioning to those that predominate in the specialized literature.

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Policy and practice disjunctures: quality teaching and learning in Zimbabwean higher education

Cited by 8 publications

References 15 publications

Students’ perception and satisfaction of services provided by public and private higher education institutes: a case study in Albania

Students’ perception and satisfaction of services provided by public and private higher education institutes: a case study in Albania

Total Quality Management Practices and their Influence on Curriculum Implementation: Experiences from Selected High Schools in Zimbabwe

An Extensive Literature Review on the Predominant Conceptualizations of Quality in Higher Education and Its Main Components

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