The challenges of revenue generation in state universities: The case of Zimbabwe

Chinyoka, Andrias; Mutambara, Emmanuel

doi:10.1080/23311886.2020.1748477

Cited by 13 publications

(4 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The study by Chinyoka and Mutambara (2020) in Zimbabwe examined the challenges of revenue generation in public education institutions. The study employed a case study design, interviews, and purposive sampling to collect data from two financial directors and ten senior staff members.…”

Section: Literature Reviewmentioning

confidence: 99%

Untitled

2022

IJELD

View full text Add to dashboard Cite

This study explored and examined the conceivable challenges heads of schools face in managing School-Based Income-Generating Activities (SB-IGAs) in public secondary schools in Kilimanjaro region, Tanzania. Guided by Resource Dependency Theory, the study adopted the embedded model of convergent design under a mixed research approach for concurrent data collection and analysis. Probability and non-probability sampling techniques were used to obtain 36 Heads of Schools (HOSs), 360 Teachers, 432 Students, and 6 District Education Officers. The quantitative data were descriptively analyzed through frequencies and percentages, and presented in tables, whereas qualitative data were transcribed and analyzed in themes emerging, and explained in words supported by verbatim quotations. The study found that inadequate knowledge and shortage of funds as initial capital were stumbling blocks that prevented the advancement and stability of SB-IGAs. The study also revealed that there was the inadequacy of land set aside and insufficient water supply that was explicitly meant for SB-IGAs in public secondary schools. The study concluded that inadequacy of land, insufficient water supply, lack of transparency, lack of motivation and inadequate funds as initiation capital are the core challenges that prevent the advancement of SB-IGAs and thus hinder financial sustainability in public secondary schools in Kilimanjaro region. Therefore, the study recommends that the Ministry of Education, Science and Technology should develop and adopt clear strategies for resolving challenges that HOSs face in managing SB-IGAs in public secondary schools in Tanzania.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Untitled

2022

IJELD

View full text Add to dashboard Cite

show abstract

“…Entrepreneurial thinking in the university community in Zimbabwe is necessary to diversify streams and sources of revenues for the university. However, it is difficult to practice due to unfavourable policies which inhibit public universities from engaging in commercial activities (Chinyoka & Mutambara, 2021). Promotion of entrepreneurial culture in Zimbabwean universities will require strategic leaders to drive changes ranging from policy, institutional culture, and creation of innovation infrastructure and entrepreneurism which forms an integral part of strategic plans and policies.…”

Section: Promote An Entrepreneurial and Resilient Culturementioning

confidence: 99%

Strategic leadership for a Zimbabwean University in turbulent times: Literature analysis

Gore

Kanyangale

2022

IJRBS

View full text Add to dashboard Cite

The role of strategic leadership in ensuring organisational survival and success has attracted much attention among researchers worldwide. However, more research needs to be conducted on the practice of university strategic leadership in Zimbabwe, especially in times of environmental turbulence. This conceptual paper examines extant literature on strategic leadership to propose a situated strategic leadership framework for research and practice in universities in Zimbabwe. A background literature review on models and frameworks of strategic leadership was conducted in several peer-reviewed journals to identify the dimensions and significance of the higher education institutions (HEIs) in Zimbabwe. The findings show that university strategic leadership requires individual and organisational capabilities, collective sense-making processes, and inclusive envisioning of the future in turbulent times. Three competencies of leading self as a university strategic leader involve strategic thinking, building personal social capital, and ethical competence. Additionally, five organisational-level capabilities include (1) setting and pursuing direction, (2) leading to drive strategy and results, (3) agility in leading strategic change, (4) building and using human capital, (5) and promoting an entrepreneurial and resilient culture. Based on the above components, an integrative framework of strategic leadership is proposed, which hinges on a holistic and systemic balance of the needs of multiple stakeholders, collective sense-making and inclusive envisioning of the future of a university. The paper concludes that university strategic leadership in turbulent times is complex and multi-dimensional and integrates individual and organisational capabilities and processes to reshape Direction, Alignment and Commitment (DAC).

show abstract

“…Lack of planning affects the effectiveness of schools as it complicates reporting on achieved objectives and results. Most schools' financial transactions are not being effectively monitored to the extent that numerous budget amendments and adjustments are being made without the requisite authority's approval (Chinyoka & Mutambara, 2020). In view of the poor financial policies and procedures, most school heads and bursars are being found wanting during the audit process.…”

Section: Introductionmentioning

confidence: 99%

Contributions of Facility Financial Accounting and Reporting System Toward Transparency and Accountability in Financial Management Among Public Primary School Heads in Moshi Municipality, Tanzania

Nicholaus,

Siamoo,

Lyamtane

2023

EJES

View full text Add to dashboard Cite

The study aimed to assess the contributions of Facility Financial Accounting and Reporting System (FFARS) toward transparency and accountability in financial management among public primary school heads in Moshi Municipality. The study problem was answered by using one research question. This study was guided by financial control theory. A mixed method was employed under which a convergent design was used. The target population of this study consisted of 37 public primary schools, 37 head teachers, 1 District Education Officer, 1 District school internal auditor, and 1 District IT manager in Moshi Municipality. The sample size was eleven 11 public primary schools, 11 head teachers, 1 District Education Officer, 1 District school internal auditor, and 1 District IT manager. Questionnaires and interview guide research instruments were used during the data collection process. The validity of the instruments was determined by three experts chosen from the field of educational research at Mwenge Catholic University. The reliability of the instruments was assessed by using Cronbach Alpha. Qualitative data and quantitative data were analysed accordingly. The study found out that FFARS had contributed to transparency and accountability among heads of schools in financial management since the head teachers were able to share financial information with staff members and other stakeholders. The study concluded that head teachers were being transparent by keeping all financial records to the FFARS. The research recommended that the government should provide sufficient training to all the head teachers concerning the use of FFARS in managing school funds to equip the head teachers with financial management skills. Article visualizations:<img src="/-counters-/soc/0031/a.php" alt="Hit counter" />

show abstract

The challenges of revenue generation in state universities: The case of Zimbabwe

Cited by 13 publications

References 12 publications

Untitled

Untitled

Strategic leadership for a Zimbabwean University in turbulent times: Literature analysis

Contributions of Facility Financial Accounting and Reporting System Toward Transparency and Accountability in Financial Management Among Public Primary School Heads in Moshi Municipality, Tanzania

Contact Info

Product

Resources

About