The challenge for university teaching and research practice in Zimbabwe: an empirical study

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Abstract

The article examines challenges faced by academics in Zimbabwe’s
universities. With a particular focus on university teaching and
research, the article draws upon empirical evidence from a survey
study and in-depth semi-structured interviews with academics
from four public universities. The survey findings suggest that
years of university teaching experience, area of specialisation,
professional title, and education levels are not strong
determinants on the academics’ view towards political instability
as one of the main issues impacting their work. The qualitative
interview data provide further evidence on how all the different
academics consider political instability as a factor negatively
impacting university teaching and research. The most significant
finding is that academics blame government policies. The article
identifies the variegated market-oriented policies adopted in the
university as the cause of the challenges and consequently calls
for an interrogation of the policy from Zimbabwean academics
and all other concerned stakeholders in higher education.
Original languageEnglish
Pages (from-to)266-285
JournalTeaching in Higher Education
Volume29
Issue number1
DOIs
Publication statusPublished - Feb 2024

Keywords

  • Neoliberalism; university teaching and research; international economic sanctions; political instability; Zimbabwe; mixed methods

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