Approaches and impact of non-academic research capacity strengthening training models in sub-Saharan Africa: a systematic review

Abstract Background Sub-Saharan Africa (SSA) suffers from a dearth of concrete information on the causes of women’s under-representation in scientific research workforce particularly at higher levels compared with the wealth of information that exists in the global north. The goal of this study was to illuminate familial and socio-cultural drivers that contribute to intersectional gender inequities in scientific career progression in SSA to inform strategies that could promote career equity for African scientific researchers. Methods This study was nested within the context of ‘Developing Excellence in Leadership, Training and Science in Africa’ (DELTAS Africa)—a health-based scientific research capacity strengthening initiative. It adopted an exploratory qualitative cross-sectional study design. In-depth interviews were conducted among 58 (32 Female and 26 Male) trainees/research fellows at various career stages, affiliated to three purposively selected African Research Consortia. The interviews were conducted between May and December 2018 in English. The data were analysed inductively based on emergent themes. Results The study participants were nationals of thirteen SSA countries. More female than male participants had young children. Four themes were identified. They illustrate women’s and men’s characterisation of the normative career pathway and progression requirements which calls for significant ‘time’ commitments (theme 1), and how social power relations of gender within the family and wider society shapes their participation in scientific research activities (theme 2). This culminates in researchers'' differential experiences of navigating between the ‘two different lives’—family and career, and the resultant implications for their career progression and personal well-being (theme 3). Women researchers made different and conscious trade-offs for navigating the ‘two different lives’ by utilising various metaphors such as the ‘biological clock and career clock’, the ‘glass ball and rubber ball’, and the concept of ‘sacrifice’ (theme 4). Conclusions This study is the first of its kind to demonstrate how intersectional gender analysis through use of qualitative research methods may provide novel insights into the hidden familial and socio-cultural drivers of gender inequitable scientific research career progression. It offers important policy and practice measures and approaches for fostering career equity for women and men scientists within research capacity strengthening initiatives in SSA.

Download Full-text

Research Capacity Strengthening in Sub-Saharan Africa: Recognizing the Importance of Local Partnerships in Designing and Disseminating HIV Implementation Science to Reach the 90–90–90 Goals

AIDS and Behavior ◽

10.1007/s10461-019-02538-0 ◽

2019 ◽

Vol 23 (S2) ◽

pp. 206-213 ◽

Cited By ~ 2

Author(s):

Anna Kalbarczyk ◽

Wendy Davis ◽

Sam Kalibala ◽

Scott Geibel ◽

Aisha Yansaneh ◽

...

Keyword(s):

Implementation Science ◽

Research Capacity ◽

Sub Saharan Africa ◽

Capacity Strengthening ◽

Research Capacity Strengthening ◽

Sub Saharan ◽

Local Partnerships

Download Full-text

Enablers of gender equitable scientific career progression in Sub-Saharan Africa: Insights from the DELTAS Africa Initiative

AAS Open Research ◽

10.12688/aasopenres.13243.1 ◽

2021 ◽

Vol 4 ◽

pp. 42

Author(s):

Millicent L. Liani ◽

Isaac K. Nyamongo ◽

Justin Pulford ◽

Rachel Tolhurst

Keyword(s):

Research Capacity ◽

Career Progression ◽

Sub Saharan Africa ◽

Future Research ◽

Scientific Career ◽

Enabling Factors ◽

Cross Sectional ◽

Capacity Strengthening ◽

Research Capacity Strengthening ◽

Sub Saharan

Background: This paper present findings on current strategies utilised within selected Developing Excellence in Leadership, Training and Science in Africa’ (DELTAS Africa) consortia to promote gender equitable scientific career progression for researchers, as well as participants’ recommendations for change. Findings are drawn from a wider research study nested within this health-based scientific research capacity strengthening initiative that was aimed at gaining an in-depth understanding of the barriers and enablers of gender equitable scientific career progression for researchers in Sub-Saharan Africa. Methods: We adopted an exploratory qualitative cross-sectional study design. The main method of data collection was in-depth interviews (IDIs) with trainees/research fellows at various career stages affiliated to three purposively selected DELTAS Africa Research Consortia. In addition, key informant interviews (KIIs) with consortia research leaders/directors, co-investigators, and management team were also conducted to corroborate information gathered from the IDIs, and to provide additional insights on the enabling factors/actions and policy processes that were currently in place or proposed to enhance gender equitable career progression. In total, fifty-eight IDIs (32 female and 26 male) and twenty KIIs (4 female and 16 male) were conducted. Interviews were carried out between May and December 2018 in English. Data were analysed inductively based on emergent themes, and aligned to the developed integrated conceptual framework. Results: Three overarching themes were identified. First: micro level efforts - individual coping mechanisms and familial level support. Second: Meso level efforts -existing enabling mechanisms at the institutional level. Third: proposed solutions for positive change towards enhancing gender equitable career progression at micro, meso and macro levels. Conclusions: These findings have implications for future research capacity strengthening programming, including DELTAS Africa II initiative (2021-2025); they provide valuable insights on potential strategies and actions aiming to narrow gender inequities in scientific career progression in the context of sub-Saharan African research institutions.

Download Full-text

Institutionalizing research capacity strengthening in LMICs: A systematic review and meta-synthesis

AAS Open Research ◽

10.12688/aasopenres.13116.2 ◽

2020 ◽

Vol 3 ◽

pp. 43

Author(s):

Marta Vicente-Crespo ◽

Ojo Agunbiade ◽

John Eyers ◽

Margaret Thorogood ◽

Sharon Fonn

Keyword(s):

Systematic Review ◽

Full Text ◽

Data Extraction ◽

Research Capacity ◽

Theory Of Change ◽

Inclusion Criteria ◽

Middle Income ◽

Effect Change ◽

Capacity Strengthening ◽

Research Capacity Strengthening

Background: Evidence on effective strategies to ensure sustainability of research capacity strengthening interventions in low- and middle-income country (LMIC) institutions is lacking. This systematic review identified publications describing research capacity building programs and noted their effect, their contexts, and the mechanisms, processes and social actors employed in them. Methods: We searched online databases for the period 2011-2018. Inclusion criteria were that the publications 1) described the intervention; 2) were implemented in LMICs; 3) were based in, or relevant to, university staff or post docs; 4) aimed to improve research capacity; 5) aimed to effect change at the institutional level. Two reviewers screened titles, abstracts and full text in consecutive rounds, a third resolved disagreements. Two people extracted the data of each full text using a data extraction tool covering data relevant to our question. Results: In total 4052 citations were identified and 19 papers were included, which referred to 14 interventions. Only three interventions mentioned using a conceptual framework to develop their approach and none described using a theory of change to assess outcomes. The most frequent inputs described were some method of formal training, promotion of a research-conducive environment and establishment of research support systems. A range of outcomes were reported, most frequently an increased number of publications and proportion of staff with PhDs. When factors of success were discussed, this was attributed to a rigorous approach to implementation, adequate funding, and local buy-in. Those who mentioned sustainability linked it to availability of funds and local buy-in. The lack of a common lexicon and a framework against which to report outcomes made comparison between initiatives difficult. Conclusions: The reduced number of interventions that met the inclusion criteria suggests that programs should be well-described, evaluated systematically, and findings published so that the research capacity strengthening community can extract important lessons.

Download Full-text

“It’s A Steeper Hill for Women to Climb!”: An Intersectional Gender Analysis of Familial and Socio-Cultural Drivers of Inequitable Scientific Career Progression of Researchers in the Context of the DELTAS Africa Initiative

10.21203/rs.3.rs-105425/v1 ◽

2020 ◽

Author(s):

Millicent L. Liani ◽

Isaac K. Nyamongo ◽

Justin Pulford ◽

Rachel Tolhurst

Keyword(s):

Social Power ◽

Scientific Research ◽

Well Being ◽

Research Capacity ◽

Career Progression ◽

Sub Saharan Africa ◽

Scientific Career ◽

Cross Sectional ◽

Capacity Strengthening ◽

Research Capacity Strengthening

Abstract Background: This study sought to illuminate familial and socio-cultural drivers that contribute to intersectional gender inequities in scientific career progression in Sub-saharan Africa (SSA) by drawing on lived experiences of women and men researchers. The findings are drawn from a wider research study that was aimed at gaining an in-depth understanding of the barriers and enablers of gender equitable scientific career progression for researchers in SSA. This was nested within the context of ‘Developing Excellence in Leadership, Training and Science in Africa’ (DELTAS Africa) – a health-based scientific research capacity strengthening initiative. Methods: The study adopted an exploratory qualitative cross-sectional study design. In-depth interviews were conducted with fifty-eight (32 Female and 26 Male) trainees/research fellows at various career stages, supported and/or affiliated to three purposively selected African Research Consortia. The interviews were conducted between May and December 2018 in English. The data was analysed inductively based on emergent themes.Results: Four themes were identified. First: characterisation of the normative career pathway and progression requirements. Second: social power relations of gender within the family and wider society. Third: researchers’ experiences of navigating between the ‘two different lives’, and the resultant implications for their career progression and personal well-being. Fourth, potential strategies utilised by women for navigating the ‘two different lives’ and their impacts. Conclusions: This study offers important policy and practice measures and approaches for fostering equitable scientific research career progression for women and men within research capacity strengthening initiatives in SSA. These includes the need for: reforms in institutional human resources policies and systems; a more fundamental re-think of the normative scientific career structure to create equitable opportunities, improving diversity and well-being of both female and male researchers; additional support and potential adjustments to expectations for language minorities in science; and embracing gender transformative approaches in science.

Download Full-text

Tackling the research capacity challenge in Africa: An overview of African-led approaches to strengthen research capacity

10.1101/518498 ◽

2019 ◽

Cited By ~ 1

Author(s):

Lem Ngongalah ◽

Ngwa Niba Rawlings ◽

Emerson Wepngong ◽

James Musisi ◽

Claude Ngwayu ◽

...

Keyword(s):

General Public ◽

Research Training ◽

Academic Research ◽

Research Capacity ◽

Capacity Strengthening ◽

Local Leadership ◽

South Central ◽

Research Capacity Strengthening ◽

Health And Development ◽

Desk Review

AbstractBackgroundImproved capacity for research is a valuable and sustainable means of advancing health and development in Africa. Local leadership in research capacity strengthening is important for developing contextually appropriate programs that increase locally-driven research, and improve Africa’s ability to adapt and use scientific knowledge. This study provides an overview of African organisations that aim to strengthen research capacity in Africa, and the major initiatives or approaches being used for this purpose.MethodsA desk review of grey and published literature on research capacity strengthening in Africa was conducted, in addition to panel discussions on the determinants of research capacity in Africa. Data was analysed through thematic analysis and a framework developed by the Collaboration for Research Excellence in Africa (CORE Africa).Results11 organisations were identified, spread across South, Central, East and West Africa. The main approaches to improving research capacity were: providing opportunities for academic research and research training. Initiatives to provide research equipment, funding and facilitate research use for policy-making were limited; while strategies to increase research awareness, promote collaboration, and provide guidance and incentives for research were lacking. Most organisations had programs for researchers and academics, with none targeting funders or the general public.ConclusionLocal leadership is essential for improving research capacity in Africa. In addition to providing adequate support to academics and researchers, initiatives that help revitalize the education system in Africa, promote collaboration and engage funders and the general public will be helpful for strengthening research capacity in Africa.

Download Full-text

From 'crisis' to 'transformation'? Shifting orthodoxies of African higher education policy and research

Learning and Teaching ◽

10.3167/175522708783113523 ◽

2008 ◽

Vol 1 (1) ◽

pp. 58-88 ◽

Cited By ~ 5

Author(s):

Yann Lebeau ◽

David Mills

Keyword(s):

Higher Education ◽

Higher Education Policy ◽

Academic Research ◽

Research Capacity ◽

Teaching Quality ◽

Sub Saharan Africa ◽

Post Colonial ◽

Continental Scale ◽

Policy Paradigm ◽

Sub Saharan

After years of neglect, there is renewed international interest in higher education in sub-Saharan Africa. Comparative projects have been launched on a continental scale, looking at the socio-economic relevance of higher education, often with the aim of reviving failing institutions. A new 'transformation' policy paradigm has replaced a previously dominant rhetoric of 'crisis'. Promoted by the major funders, this discourse has been adopted by many within African governments and university administrations. We argue that such interventions are possible because of the particular post-colonial historical ties among African, European and American academies. They represent the latest stage of donor involvement in African universities, and are made possible by the outward-looking perspectives of many African scholars. Yet is this latest paradigm shift leading to real changes in research capacity and teaching quality within African institutions? Is it informed by specific institutional needs? We compare research and development projects led by donors with those led by academics themselves. Attempts by international donors to invigorate locally relevant research capacity are limiting the re-emergence of academic autonomy. Academic research 'collaborations', especially those led by European and American scholars, fare little better.'

Download Full-text

Institutionalizing research capacity strengthening in LMICs: A systematic review and meta-synthesis

AAS Open Research ◽

10.12688/aasopenres.13116.1 ◽

2020 ◽

Vol 3 ◽

pp. 43

Author(s):

Marta Vicente-Crespo ◽

Ojo Agunbiade ◽

John Eyers ◽

Margaret Thorogood ◽

Sharon Fonn

Keyword(s):

Systematic Review ◽

Full Text ◽

Data Extraction ◽

Research Capacity ◽

Theory Of Change ◽

Inclusion Criteria ◽

Middle Income ◽

Effect Change ◽

Capacity Strengthening ◽

Research Capacity Strengthening

Background: Evidence on effective strategies to ensure sustainability of research capacity strengthening interventions in low- and middle-income country (LMIC) institutions is lacking. This systematic review identified publications describing research capacity building programs and noted their effect, their contexts, and the mechanisms, processes and social actors employed in them. Methods: We searched online databases for the period 2011-2018. Inclusion criteria were that the publications 1) described the intervention; 2) were implemented in LMICs; 3) were based in, or relevant to, university staff or post docs; 4) aimed to improve research capacity; 5) aimed to effect change at the institutional level. Two reviewers screened titles, abstracts and full text in consecutive rounds, a third resolved disagreements. Two people extracted the data of each full text using a data extraction tool covering data relevant to our question. Results: In total 4052 citations were identified and 19 papers were included, which referred to 14 interventions. Only three interventions mentioned using a conceptual framework to develop their approach and none described using a theory of change to assess outcomes. The most frequent inputs described were some method of formal training, promotion of a research-conducive environment and establishment of research support systems. A range of outcomes were reported, most frequently an increased number of publications and proportion of staff with PhDs. When factors of success were discussed, this was attributed to a rigorous approach to implementation, adequate funding, and local buy-in. Those who mentioned sustainability linked it to availability of funds and local buy-in. The lack of a common lexicon and a framework against which to report outcomes made comparison between initiatives difficult. Conclusions: The reduced number of interventions that met the inclusion criteria suggests that programs should be well-described, evaluated systematically, and findings published so that the research capacity strengthening community can extract important lessons.

Download Full-text

Institutionalizing research capacity strengthening in LMICs: A systematic review and meta-synthesis

AAS Open Research ◽

10.12688/aasopenres.13116.3 ◽

2021 ◽

Vol 3 ◽

pp. 43

Author(s):

Marta Vicente-Crespo ◽

Ojo Agunbiade ◽

John Eyers ◽

Margaret Thorogood ◽

Sharon Fonn

Keyword(s):

Systematic Review ◽

Full Text ◽

Data Extraction ◽

Research Capacity ◽

Theory Of Change ◽

Inclusion Criteria ◽

Middle Income ◽

Effect Change ◽

Capacity Strengthening ◽

Research Capacity Strengthening

Background: Evidence on effective strategies to ensure sustainability of research capacity strengthening interventions in low- and middle-income country (LMIC) institutions is lacking. This systematic review identified publications describing research capacity building programs and noted their effect, their contexts, and the mechanisms, processes and social actors employed in them. Methods: We searched online databases for the period 2011-2018. Inclusion criteria were that the publications 1) described the intervention; 2) were implemented in LMICs; 3) were based in, or relevant to, university staff or post docs; 4) aimed to improve research capacity; 5) aimed to effect change at the institutional level. Two reviewers screened titles, abstracts and full text in consecutive rounds, a third resolved disagreements. Two people extracted the data of each full text using a data extraction tool covering data relevant to our question. Results: In total 4052 citations were identified and 19 papers were included, which referred to 14 interventions. Only three interventions mentioned using a conceptual framework to develop their approach and none described using a theory of change to assess outcomes. The most frequent inputs described were some method of formal training, promotion of a research-conducive environment and establishment of research support systems. A range of outcomes were reported, most frequently an increased number of publications and proportion of staff with PhDs. When factors of success were discussed, this was attributed to a rigorous approach to implementation, adequate funding, and local buy-in. Those who mentioned sustainability linked it to availability of funds and local buy-in. The lack of a common lexicon and a framework against which to report outcomes made comparison between initiatives difficult. Conclusions: The reduced number of interventions that met the inclusion criteria suggests that programs should be well-described, evaluated systematically, and findings published so that the research capacity strengthening community can extract important lessons.

Download Full-text