Universities in Developmental Transition

2022 ◽  
pp. 220-235
Author(s):  
Ndwakhulu Stephen Tshishonga
Keyword(s):  
Service Learning ◽  
Strategic Plan ◽  
Transition Process ◽  
Ivory Tower ◽  
Direct Impact ◽  
University Transition ◽  
Developmental Transition ◽  
University Of Botswana ◽  
Kwazulu Natal ◽  
The University

This chapter interrogates the benefits that would accrue to and challenges faced by universities in their developmental transition from being an ivory tower to engaged and people-centered institutions. The chapter argues that universities should consider themselves as vehicles of socio-economic change by participating in the process of forming values and setting reachable goals for the benefit of larger society. University of Botswana (UB) adopted ‘Strategy for Excellence: University of Botswana Strategic Plan to 2016 and Beyond' while the University of KwaZulu-Natal has adopted Strategic Plan 2017-2021 with eight goals. Through these plans, the universities seek to have a more direct impact within communities and society. Community engagement or service learning is adopted as one of the vehicles to fast-track the transition process in this chapter. This chapter is qualitative and has made use of UB and UKZN as the case studies to deliberate the university transition from ivory towers into engaged, responsible, and people-centered institutions.

Integration of Digital Preservation Knowledge, Skills and Competencies in the Teaching Curricula of Library and Information Studies at the University of Botswana

Mousaion ◽  
2019 ◽  
Vol 37 (1) ◽  
Author(s):  
Thatayaone Segaetsho ◽  
Julie Moloi
Keyword(s):  
Digital Preservation ◽  
Records Management ◽  
Structured Interviews ◽  
University Of Botswana ◽  
Current Trends ◽  
Teaching Content ◽  
Library And Information Studies ◽  
Information Studies ◽  
The University

In the past few decades, digital technology has found a place in the acquisition, arrangement, description, preservation, and dissemination of information. However, heritage institutions are perturbed by the challenges of digital preservation strategies particularly for education. Despite continuous investment in digital preservation, there are limited skilled professionals to equip learners with the knowledge, skills and competencies required to drive digital preservation in Botswana. Therefore, this paper investigated the knowledge, skills and competencies related to digital preservation in the teaching curricula of the Department of Library and Information Studies (DLIS) at the University of Botswana. Data collection was done through intensive structured interviews with specific educators who teach courses on digital preservation in the archives and records management stream. The study revealed that despite the fact that the educators in preservation courses are aware of current trends in digital preservation, most of them have not obtained formal degree certification specific to digital preservation. The findings further revealed that minimal digital preservation competencies are observed in the teaching curricula. A significant number of challenges observed illustrated mainly a lack of resources and limited skills in terms of practical demonstrations by educators. The curricula mostly lacked clarity on long-term and short-term digital preservation. The study recommends that DLIS and other institutions should conduct surveys or curriculum auditing on digital preservation in order to improve the teaching content. A significant number of shortcomings regarding digital preservation that could motivate further studies are also discussed under the conclusion and recommendations section of this study.

scholarly journals Making the Case and Laying the Groundwork for Integrating Age-Friendly Practices Into a University Strategic Plan

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 552-552
Author(s):  
Melissa Cannon
Keyword(s):  
Older Adults ◽  
Group Discussion ◽  
Strategic Plan ◽  
College Campus ◽  
Institutions Of Higher Education ◽  
Community Members ◽  
Faculty Senate ◽  
Accessibility Issues ◽  
Intensive Group ◽  
The University

Abstract A crucial first step in preparing to become an Age-Friendly University (AFU) is seeking endorsement from the campus community and leadership. This presentation describes the mapping of the AFU principles to the strategic plan and initiatives of Western Oregon University, leading to endorsement by its faculty senate, and highlights a study of the older community members’ use of the university, laying the groundwork for advancing age-friendliness on campus. Data were collected through surveys (N=46), interviews (N=9), and photovoice method (N=7) with older adults, and data were analyzed using SPSS, team coding, and intensive group discussion to develop categories and themes. Themes emerged related to how the college campus is used by older adults, the need to promote lifelong learning to the community, and the need to address accessibility issues in order to be more age-friendly, providing helpful insight to other institutions of higher education seeking to join the AFU network.

scholarly journals Required Longitudinal Service-Learning and Its Effects on Medical Students’ Attitudes Toward the Underserved

2021 ◽  
Author(s):  
Monica Rose Arebalos ◽  
Faun Lee Botor ◽  
Edward Simanton ◽  
Jennifer Young
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Service Learning ◽  
Student Attitudes ◽  
Underserved Populations ◽  
Preclinical Phase ◽  
School Of Medicine ◽  
Students Attitudes ◽  
Medical Student Attitudes ◽  
The University

AbstractAlthough medical students enter medicine with altruistic motives and seek to serve indigent populations, studies show that medical students’ attitudes towards the undeserved tend to worsen significantly as they go through their medical education. This finding emphasizes the need for medical educators to implement activities such as service-learning that may help mitigate this negative trend.All students at the University of Nevada Las Vegas (UNLV) School of Medicine are required to participate in longitudinal service-learning throughout medical school, and a majority of students interact with the underserved at their service-learning sites. Using the previously validated Medical Student Attitudes Towards the Underserved (MSATU), independent sample T-tests showed that students who interact with underserved populations at their sites scored with significantly better attitudes towards the underserved at the end of their preclinical phase. Subjects included 58 medical students with 100% taking the MSATU. This result indicates that longitudinal service-learning, particularly when it includes interaction with the underserved, can be one method to combat the worsening of medical students’ attitudes as they complete their medical education.

scholarly journals eLearning Tools at the University of Botswana: Relevance and Use Under COVID-19 Crisis

2021 ◽  
Vol 8 (1) ◽  
pp. 142-154
Author(s):  
Poloko N. Ntshwarang ◽  
Tumani Malinga ◽  
Nonofo Losike-Sedimo
Keyword(s):  
Social Constructionism ◽  
Social Constructivism ◽  
Computer Literacy ◽  
University Of Botswana ◽  
Information Communications Technology ◽  
Poor Access ◽  
Learning Platforms ◽  
Excess Number ◽  
Instruction And Learning ◽  
The University

Information communications technology (ICT) is currently a highly sought component of every higher learning institutions, especially universities and colleges gravitate towards eLearning mode of instruction and knowledge acquisition. eLearning encompass multiple technology and Internet-based learning platforms that requires computer literacy from both learners and instructors. eLearning has been upgraded such that it offers more flexibility and comfort as instruction and learning occurs any time and at the users’ preferred environment. However, for most African Universities, the challenge in the use of eLearning is expedited by excess number of students, poor infrastructural development and poor access to the Internet off campus. At the University of Botswana, the need and urgency to address aforementioned difficulties was exposed in the era of COVID-19 pandemic where the use of eLearning was a dare situation for both instructors and learners. In this article, the authors discuss the background of eLearning tools at the University of Botswana, types of eLearning tools, their relevance, use, advantages and the challenges encountered. Prospects are also discussed. The article is based on the experiences of the authors, their observations, as well as the literature review and the use of the social constructionism or social constructivism theory.

scholarly journals Development and launch of the first obstetrics and gynaecology master of medicine residency training programme in Botswana

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
R. Luckett ◽  
M. Nassali ◽  
T. Melese ◽  
B. Moreri-Ntshabele ◽  
T. Moloi ◽  
...  
Keyword(s):  
Training Programme ◽  
International Standards ◽  
Sub Saharan Africa ◽  
Subspecialty Training ◽  
Continuous Assessment ◽  
Curricular Development ◽  
Apprenticeship Training ◽  
University Of Botswana ◽  
Sub Saharan ◽  
The University

Abstract Background Sub-Saharan Africa (SSA) faces a severe shortage of Obstetrician Gynaecologists (OBGYNs). While the Lancet Commission for Global Surgery recommends 20 OBGYNs per 100,000 population, Botswana has only 40 OBGYNs for a population of 2.3 million. We describe the development of the first OBGYN Master of Medicine (MMed) training programme in Botswana to address this human resource shortage. Methods We developed a 4-year OBGYN MMed programme at the University of Botswana (UB) using the Kern’s approach. In-line with UB MMed standards, the programme includes clinical apprenticeship training complemented by didactic and research requirements. We benchmarked curriculum content, learning outcomes, competencies, assessment strategies and research requirements with regional and international programmes. We engaged relevant local stakeholders and developed international collaborations to support in-country subspecialty training. Results The OBGYN MMed curriculum was completed and approved by all relevant UB bodies within ten months during which time additional staff were recruited and programme financing was assured. The programme was advertised immediately; 26 candidates applied for four positions, and all selected candidates accepted. The programme was launched in January 2020 with government salary support of all residents. The clinical rotations and curricular development have been rolled out successfully. The first round of continuous assessment of residents was performed and internal programme evaluation was conducted. The national accreditation process was initiated. Conclusion Training OBGYNs in-country has many benefits to health systems in SSA. Curricula can be adjusted to local resource context yet achieve international standards through thoughtful design and purposeful collaborations.

scholarly journals How does the grade obtained at school for English and Mathematics affect the probability of graduation at a university?

Pythagoras ◽  
2017 ◽  
Vol 38 (1) ◽  
Author(s):  
Michael Murray
Keyword(s):  
Structural Equation ◽  
Equation Model ◽  
Mathematical Literacy ◽  
Percentage Point Increase ◽  
Point Increase ◽  
Kwazulu Natal ◽  
Specific Factors ◽  
And Mathematics ◽  
The University ◽  
Better Than

Over half of all students enrolling at a particular university in KwaZulu-Natal fail to complete a degree. This article is wanting to determine to what extent the marks they obtain for English and Mathematics at school impact on their probability of graduation at this university. In addressing this problem, other student specific factors associated with their gender, race and the type of school they have attended need also to be properly accounted for. To provide answers for this study, the performance of 24 392 students enrolling at the university over the period 2004 to 2012 was followed until they graduated or dropped out from their studies. A structural equation model was fitted because it allows one to separate a direct effect from that of an indirect effect. Gender, race and school background were found to be very significant with males, Black Africans and students coming from a less privileged school background having a smaller probability associated with eventually graduating from this university. Males tend to perform better than females in Mathematics, with females performing better males in English. More importantly, however, a single percentage point increase in one’s mark for English increases the probability associated with graduating from this university far more than would be the case if their Mathematics mark were to increase by a single percentage point. In the light of these mediated results, perhaps this university should be directing their efforts more towards improving the English (rather than mathematical) literacy of students entering the university.

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