• A Comparison of Staff Development Policies and Practices and Teachers’ Job Performance in Nigerian and Pakistani Universities

      Adewale Awodiji, Omotayo; Y. S. Ijaiya, Nike; Ahmad, Mansoor (International Network for Higher Education in Africa, 2022-07-13)
      A university’s ability to remain competitive in a knowledge-driven world depends on the development of its teaching staff. The government and the private sector have invested in staff development in Nigerian and Pakistani universities. This article compares their staff development policies and practices as well as teachers’ job performance. An expo-facto comparative research design was adopted. We found significant differences between universities’ staff development policies and practices as well as lecturers’ job performance in the two countries (F (3, 657) = 41.879, ρ =.000). The article recommends effective implementation of staff development policies (funding, selection, performance appraisal, and promotion) to enhance staff’s skills and competencies and improve Nigerian universities’ position in global rankings. Key words: Staff development, policies, practices, teachers, performance
    • A Fourth Industrial Revolution Paradigm Shift in Teacher Education?

      Zami Atibuni, Dennis; Manyiraho, Deborah; Nabitula, Agnes Nabitula (International Network for Higher Education in Africa, 2022-07-13)
      This article explores the plausibility of shifting from the instruction paradigm to the learning paradigm in order to prepare teachers to meet the needs of 21st century learners within the fourth industrial revolution (4IR). While the instruction paradigm is dominated by teacher-centred instructional strategies, a shift to the learning paradigm would require teacher training institutions to prepare teachers who will facilitate the teaching/learning process through interactive strategies, that is, teachers who are ‘meddlers in the middle’, who create puzzling situations and work alongside students to construct knowledge. Key aspects of such a shift include training institutions’ mission and purpose, criteria for the institutional and personal success of teacher trainers and trainees, teaching/learning structures within institutions, learning theory, productivity, funding, and the nature of educational stakeholders’ roles. In line with the dictates of the 4IR, training institutions should cultivate versatility to continuously identify, develop, test, implement, and assess effective learning technologies. In turn, their graduates should value learning as a continuous process for themselves, their learners, and their institutions. Key words: Fourth industrial revolution, paradigm shift, teacher training, instruction paradigm, learning paradigm
    • Academic Staff Practices and Challenges of Publishing:

      Alehegn, Abatihun (International Network for Higher Education in Africa, 2021-04-18)
      This article reports on the findings of a study undertaken to establish practices and challenges to academic publishing at a higher education institution in Ethiopia. A descriptive survey design was employed and con- -venience and purposive sampling were used to select the sample. The data were gathered by means of a questionnaire with closed- and open-ended questions and were analysed using descriptive and thematic analysis. The results show that, despite the benefits of publishing, not all academics in the university are publishing in local and international journals due to a number of challenges. These include a lack of commitment and motivation, lack of experience and exposure to publishing, and inadequate information,knowledge and skills to access accredited journals. Academics also suffer from work overload, a lack of support from the university to publish, and challenges emanating from journals themselves. It is recommended thatthe university, the Ethiopian Ministry of Science and Higher Education and other relevant stakeholders should collaborate to address this situation. Key words: academics, academic publishing, higher education institution, challenges, practices, university
    • Academics’ Experiences of a Post Graduate Diploma in Higher Education (PGDHE) Programme: A Case of One University in South Africa.

      Machingambi, Severino (International Network for Higher Education in Africa, 2020-08-19)
      The Post Graduate Diploma in Higher Education is widely accepted as a standard qualification that inducts and orients academics for their roles as university teachers. It equips academics with pedagogical knowledge and competencies thereby helping them to cope with the learning needs of academically under-prepared and diverse group of students. Research, conducted in South Africa and elsewhere, has shown that in order to be effective facilitators of learning, academics need to have a good blend of the knowledge of their disciplines as well as the knowledge of teaching and learning. This study sought to examine the experiences of a group of academics of studying the PGDHE. The sample for the study comprised 15 academics purposively selected from the 20 academics who had recently qualified with the PGDHE programme from one university in South Africa. The research used a qualitative methodology to collect information from the participants through an unstructured questionnaire. The major finding was that the PGDHE empowered academics significantly in their roles as university teachers and participants felt the programme should be made a pre-requisite for one’s appointment as a university teacher.
    • Algerian Engineer Training at a Time of Major Environmental Challenges:

      Gardelle, Linda; Djennadi, Lydia; Beguerna, Mohamed (International Network for Higher Education in Africa, 2022-06-16)
      Environmental problems are having a brutal impact on the daily lives of the North African population. These countries have a young population, with significant numbers in higher education. Given this context, are future graduates being made aware of environmental issues? Since future engineers are the creators of tomorrow’s technological and socio-technical changes, an analysis of their training is of particular interest. This article explores the ways in which choices are made in program creation and what influences changes in three engineering graduate schools in Algeria. Through a curriculum sociology approach, we examine how curricular offers are discussed and implemented when major environmental constraints weigh heavily on Algeria. We analyse higher education policies on engineer training, as well as the creation of programs, via an analysis of the programs themselves and interviews with 24 stakeholders. The article shows that in the absence of instructions imposed by political decision-makers,  teachers enjoy a remarkable amount of freedom when creating curricula. However, tensions arise since there is no authority to arbitrate disagreements. The results open avenues for further reflection for researchers interested in macrosociological reconfiguration in higher education. Key words: engineer training; environment; curriculum; Algeria; macrosociological reconfiguration
    • An Assessment of Ghana’s Policies and Institutional Framework to Promote State-led Academic Diaspora Engagement

      Setrana, Mary Boatemaa; Arhin-Sam, Kwaku; Mensah, Joseph; Owusu Kyei, Justice Richard Kwabena (International Network for Higher Education in Africa, 2021-05-23)
      Despite African governments’ increased interest in tapping the developmentpotential of their diaspora, the transfer of skills by professors andresearchers in higher education institutions abroad has received limitedattention. Known as the academic diaspora, these groups are recognised asreliable mediators for African universities in the midst of unending globalisation,transnationalism and internationalisation of higher education. Thisarticle explores Ghana’s policy environment and institutional frameworkto tap the development potential of its academic diaspora for higher education.We conclude that capacity building and the extension of rights andprivileges are important elements that need to be embraced by the governmentto motivate experienced and highly skilled academics to contribute tothe country’s higher education sector. Key words: academic diaspora, Ghana, diaspora engagement, highereducation, skills transfer, brain gain
    • Beyond Peril and Promise— From Omission to Conviction

      Teferra, Damtew (International Network for Higher Education in Africa, 2016-12-22)
    • Challenges Confronting Postgraduate Supervision at the National University of Lesotho:

      Tlali, Tebello; Chere-Masopha, Julia; Sebatane, Edith; Khalanyane, Tankie (International Network for Higher Education in Africa, 2022-07-13)
      Postgraduate supervision can be a challenging form of teaching, with the challenges further compounded by context or institutional-specific factors.The Faculty of Education at the National University of Lesotho has faced numerous challenges in offering postgraduate degrees, with a few qualified supervisors for the large number of students who enroll in these programmes. This study explored the nature of the challenges confronting postgraduate supervision in this context. It was underpinned by the interpretivist paradigm and employed a qualitative approach. Fifteen supervisors participated, of whom nine (three associate professors and six senior lecturers) were individually interviewed. Six junior lecturers took part in a focus group discussion. Guidelines on postgraduate supervision were also subjected to document review. The findings revealed that while some supervisors had positive experiences, others are frustrated. This is due to a lack of training, and lack of clarity on supervisory procedures, as well as the low academic literacy and lack of commitment exhibited by some students. It is recommended that supervisors should be capacitated through training. Furthermore, supervisory guidelines should be reviewed and benchmarked against best practices in the field. Key words: Postgraduate supervision, constructivism, reflective practice, supervisory guidelines, challenges in supervisory practice
    • Charting African Higher Education: Perspectives at a Glance

      Teferra, Damtew (International Network for Higher Education in Africa, 2014-08-01)
      Higher education in Africa is undergoing a transformation wrought by massive expansion, which has implications for every facet of the sector. What makes Africa’s growth unique is that it has seen a “flash flood” of growth with consequent implications that range from quality to funding, from governance to employment. Ironically, however, despite this massive growth, the system still remains the world’s least developed. This introduction to the International Journal of African Higher Education’s inaugural issue is intended to capture the state of higher education around the themes featured in this volume, based on recent as well as in-press sources. L’enseignement supérieur en Afrique connaît une transformation provoquée par une expansion massive, qui touche de nombreux aspects de ce secteur. Ce qui rend la croissance africaine unique, c’est sa rapidité qui engendre des conséquences qui vont de la qualité au financement, de la gouvernance au recrutement. Ironiquement, malgré cette croissance massive, le système reste le moins développé du monde. Cette introduction au premier numéro du Journal International sur l’Enseignement Supérieur en Afrique a pour objectif de présenter la situation de l’enseignement supérieur autour de thèmes abordés dans ce numéro. Cet article est basé sur des recherches récemment publiées ou encore sous presse.
    • Conceptualising External and Internal Quality Assurance in Higher Education: A Pragmatist Perspective

      Ansah, Francis (International Network for Higher Education in Africa, 2016-03-19)
      The traditional tension between external and internal quality assurance implementation in higher education appears to be declining, based on a rethinking of the relationship between the two concepts. Although there are quality assurance agencies that still consider external and internal quality assurance as separate entities, most quality assurance agencies now regard the two concepts as complementary. In this paper, a case is put that the present rethinking of external and internal quality assurance in most higher education settings is guided by pragmatism, but not explicitly acknowledged in the literature. For a better appreciation of pragmatists’ influence on the current understanding of the relationship between external and internal quality assurance in higher education, this paper provides a further pragmatist conceptualisation of the two concepts to enhance stakeholders’ appreciation of employing a pragmatist approach to quality assurance practices in higher education. The conceptualisation is done through a pragmatist analysis of selected international accounts on higher education quality assurance. The paper concludes that pragmatism helps to understand external and internal quality assurance as nested concepts with reciprocities of accountability and improvement roles, and influences which call for alignment of perspectives through negotiations and settlements in order to focus on their practical relevance for implementation in higher education. La tension traditionnelle entre l’implémentation de systèmes d’assurance qualité interne et externe dans l’enseignement supérieur semble s’affaiblir grâce à la reconsidération de la relation entre ces deux concepts. Bien qu’il existe des agences d’assurance qualité qui continuent à considérer les assurances qualité interne et externe comme deux entités distinctes, la plupart des agences considèrent désormais qu’elles sont complémentaires. Cet article soutient que la nouvelle manière de penser les assurances qualité interne et externe dans l’enseignement supérieur est guidée par un souci de pragmatisme mais est encore peu reconnue dans la littérature. Pour mieux apprécier l’influence des pragmatistes sur la compréhension actuelle de la relation entre les assurances qualité interne et externe, cet article offre une conceptualisation pragmatique approfondie de ces deux concepts dans le but d’augmenter l’appréciation des parties prenantes pour l’utilisation d’une telle approche. La conceptualisation proposée provient d’une analyse pragmatique d’un choix d’expériences internationales en matière d’assurance qualité pour l’enseignement supérieur. En conclusion, cet article affirme que le pragmatisme aide à comprendre les assurances qualité interne et externe comme des concepts imbriqués qui ont des rôles réciproques en ce qui concerne la responsabilisation du système et son amélioration. Ces rôles ainsi que l’influence exercée par ces deux types d’assurance qualité requièrent des négociations et accords, pour s’accorder sur les perspectives et pouvoir ensuite se concentrer pleinement sur la pertinence pratique de leur implémentation dans les systèmes d’enseignement supérieur. 
    • Confronting the Challenges of Graduate Education in Sub-Saharan Africa and Prospects for the Future

      Hayward, Fred M.; Ncayiyana, Daniel J. (International Network for Higher Education in Africa, 2014-08-01)
      This study examines the current status of graduate education in Sub- Saharan Africa. How has it been affected by the decline in donor funding, economic crises in much of Africa, the phenomenal growth in undergraduate education, and a shortage of faculty members with PhDs. One of the authors suggested in an earlier study that a short-term response to the shortage of high quality graduate education might be regional graduate centers. Has that taken place? To what extent has graduate education improved and expanded? Where has growth taken place? We explore challenges facing the development of high quality graduate education including those of recruitment and retention, efforts to improve the qualifications of faculty members, funding issues, as well as research and publications. Several innovative graduate programs are examined. Finally, we make recommendations for the growth and quality improvement of graduate education including rekindling a culture of research, a focus on quality teaching, and the critical need for major investments in high quality graduate education. Cette analyse s’intéresse au statut des études de master et de doctorat en Afrique subsaharienne. Comment ont-elles été affectées par la diminution des dons financiers, les crises économiques dans toute l’Afrique, la croissance phénoménale du nombre d’étudiants en licence, et le manque de professeurs titulaires d’un doctorat ? Un des auteurs a suggéré dans de précédents travaux une réponse à court-terme à la pénurie de diplômés de master et de doctorat d’excellent niveau : des centres régionaux consacrés aux études de masters et de doctorat. Ceci a t-il été mis en place ? Dans quelle mesure les formations de master et de doctorat se sont-elles améliorées et leur nombre a t-il augmenté ? Où la croissance a t-elle eu lieu ? Nous nous attardons sur les obstacles au développement de formations de master et de doctorat de qualité, en particulier ceux de recrutement et de rétention des étudiants, les efforts pour améliorer les qualifications des professeurs, la situation financière ainsi que la recherche et les publications. Plusieurs formations innovantes de master et de doctorat sont examinées. Finalement, nous proposons des recommandations pour la croissance et l’amélioration de la qualité des études de master et de doctorat, notamment raviver la culture de recherche, se concentrer sur la qualité de l’enseignement, et le besoin critique d’investissements majeurs dans des masters et doctorats de qualité.
    • Continuing Professional Development for Lecturers at the National University of Lesotho: Milestones and Challenges

      Tlali, Tebello (International Network for Higher Education in Africa, 2019-02-26)
      This article appraises efforts by the National University of Lesotho (NUL) to provide continuing professional development for lecturers. The findings of a previous study suggested that the majority of lecturers at this university were not trained as teachers and that this could negatively impact on their teaching. The establishment of a staff academic development center was long overdue. In April 2014, the university established the Centre for Teaching and Learning (CTL). Drawing on a constructivist perspective, a qualitative approach was adopted to explore the current situation. The findings indicate that efforts to roll out continuing professional development for lecturers have not borne any significant results. The problem is exacerbated by a lack of support from the university community as well as lecturers’ poor attendance at the staff academic development workshops hosted by the CTL. It is thus recommended that management put mechanisms in place to support the center and ensure compulsory staff participation.  Cet article vise à évaluer les moyens mis en place par l’Université Nationale du Lesotho (National University of Lesotho ou NUL) pour offrir une formation professionnelle continue aux Maîtres de conférence. Une précédente recherche a démontré que la majorité des Maîtres de conférence de cette université ne recevait pas de formation en tant qu’enseignants, ce qui pouvait avoir un impact négatif sur leur activité d’enseignement. Il était donc grand temps de créer un centre de formation pour le personnel universitaire. En avril 2014, l’université a inauguré un Centre d’Enseignement et d’Apprentissage (Centre for Teaching and Learning ou CTL). A partir d’un point de vue constructiviste, la situation actuelle a été examinée selon une approche qualitative. Les résultats de cette recherche indiquent que les moyens mis en place pour proposer aux Maîtres de conférence une formation professionnelle continue n’ont pas été concluants. Le problème est accentué par un manque de soutien de la part de la communauté universitaire et par les absences répétées des Maîtres de conférence aux ateliers de formation organisés par le CTL pour le personnel universitaire. Il serait pertinent que la direction mette en place des mécanismes permettant de soutenir le Centre et de rendre la participation du personnel obligatoire.
    • Continuous professional development and student support in an open and distance e-learning institution: a case study

      Modise, Mphoentle Puleng (International Network for Higher Education in Africa, 2020-08-19)
      Faced with emerging technologies and a diversity of students entering higher education in South Africa, lecturers must continuously equip themselves with the necessary skills to teach and support today’s learners effectively. This article reports on the lessons learnt and experiences of academics at an open distance learning (ODL) institution who participated for the first time in the fully online teaching and learning programme at an international institution, through a partnership aimed at developing academic capacity in ODL. The author suggests that academics cannot impart and transfer to learners skills they themselves do not possess, and makes recommendations for striving towards an effective student support system through continuous professional development in distance education and e-learning. The study revealed that the participants appreciated the support they received and valued the skills acquired in the programme. They also indicated that they were planning to use the new skills to enhance their own teaching.  The study followed a case study methodology and made use of a range of data collection methods and tools that are in line with qualitative studies.Keywords: continuous professional development (CPD), distance education, e-learning, student support, open and distance e-learning (ODeL), transactional distance, community of inquiry (CoI)
    • Continuous Workplace-based Assessment as an Indication of Clinical Competence in Paediatric Dentistry

      Mohamed, Nadia; Smit, Liezl (International Network for Higher Education in Africa, 2021-12-08)
      An authentic workplace setting provides the ideal opportunity for assessmentof students’ clinical competence at the ‘does’ level of performance.Final-year dental students in the Department of Paediatric Dentistry at theUniversity of the Western Cape are evaluated in the clinical environmenton a daily basis through multiple clinical evaluations which assess clinicaland diagnostic skills over a year. An additional end-of-module clinicalassessment in the form of a single-blinded patient case (BPC) determines ifstudents have reached the expected level of clinical competence in terms ofpatient evaluation and diagnosis. However, the reliability and feasibility ofthis single end-of-module clinical case have been questioned in this setting.This study aimed to determine if the current continuous workplace-basedassessment (WPBA) results could be used as an indication of final-yearstudents’ clinical competence at the end of the module. A retrospective,quantitative, cross-sectional study was conducted of all complete assessmentrecords. The correlation between the continuous WPBA components wasanalysed together with an evaluation of the reliability and validity of theassessment results. The continuous formative WPBA practices were foundto be both valid and reliable when using Kane’s (2013) and Royal’s (2017)frameworks for analysis. However, the BPC should be reconsidered due tofeasibility and reliability concerns. Key words: Dental education, Paediatric Dentistry, clinical skills, workplace,summative, formative, continuous assessment
    • COVID-19’s Impact on the Student Learning Process in Rwandan Higher Education Institutions

      Twesige, Daniel; Gasheja, Faustin; Isae Misago, Kadhafi; Muvunyi, Eugen (International Network for Higher Education in Africa, 2021-12-08)
      The coronavirus pandemic has not only challenged health systems, buthas also had a significant impact on education systems across the globe.This study analysed COVID-19’s impact on the student learning processin Higher Education Institutions in Rwanda. A quantitative research designwas adopted and pragmatism was selected as the research philosophy.Primary data was collected from 1 170 students in 30 institutions using aclosed-ended questionnaire. The data was analysed using descriptive andinferential statistical tools. The results indicate that the pandemic has led tochanges in the academic calendar, suspension of examinations, and final yearstudents being unable to conduct research and serve internships. Ithas also affected the quality of learning and learning from peers due tosocial distancing. Students in rural areas and those from vulnerable familieshave been worst affected. Key words: COVID-19, learning, higher education institutions, onlinelearning, students
    • Critical Analysis of the Applicability of the ISO 9001 Standard in Higher Education Institutions

      Kamusoko, Reckson (International Network for Higher Education in Africa, 2020-01-31)
      This paper analyses the applicability of the ISO 9001 standard in higher education institutions (HEIs). The ISO 9001standard, initially developed for application in industry, sets the requirements for implementing a quality management system (QMS) in an organisation. Over the years, the standard has been adapted to the higher education (HE) sector as a model for quality assurance and enhancement. In this study, the standard is analysed based on a framework with the following variables; 1) Importance of the philosophy of the standard in HE, 2) Suitability to HE, 3) Ease of implementation, 4) Effect on quality assurance and enhancement and 5) Effect on quality culture. The mechanisms of how the standard affects quality management are also presented. The analysis shows that ISO 9001 is based on a philosophy that resonates with general approaches to quality assurance in HEIs. The seven principles of the standard provide a good base for an effective QMS. The standard is suitable to HEIs as its provisions can be adapted to the peculiarities of this sector. Although there is some considerable workload exerted by the standard, it can be applied with ease. There is both theoretical and empirical basis for the standard to embolden quality assurance and enhancement in HE. Both academic provision and administrative services can benefit from the standard. The standard can promote and strengthen quality culture in HEIs, more so where staff show deep engagement with the processes of the standard. It is concluded that the ISO 9001 standard provides a framework for a QMS that is applicable to the HE sector.
    • Culture, Actors, and Resources Surrounding Undergraduate Bioethics Education in Sub-Saharan Africa

      Bruce, Elizabeth R. (International Network for Higher Education in Africa, 2019-02-26)
      Scientisation is a growing trend as individuals worldwide harness scientific tools and knowledge to solve problems. This phenomenon is evident in biomedical research, which has increased across sub-Saharan Africa, and when encountering bioethical issues arising during the course of such research. This research synthesis considers how the constructs of culture, actors, and resources in the region shape undergraduate bioethics education. Using a lens of sociological neo-institutionalism, taken-for-granted bioethical scripts, like informed consent and medical confidentiality, are evident in this education; however, actual implementation demonstrates the way they are often adapted and contextualized with implications for students and instructors, and ultimately patients and research participants. The education considered is that for undergraduates in health sciences and medicine because they are prominent actors in research and clinical practice across the region. In considering insights from this literature, the aim is to positively impact health across sub-Saharan Africa.  Le phénomène de scientifisation est de plus en plus répandu : partout dans le monde, les individus s’emparent des outils et connaissances scientifiques pour résoudre des problèmes. C’est particulièrement visible dans le domaine de la recherche biomédicale, qui se développe dans toute l’Afrique subsaharienne, et lorsqu’on considère les questions bioéthiques qui se posent au cours desdites recherches. La présente recherche explore la façon dont les concepts de culture, d’acteurs et de ressources dans la région influencent l’enseignement de la bioéthique durant le premier cycle universitaire. A travers le prisme d’un néo-institutionnalisme sociologique, on constate que les écrits fondateurs de la bioéthique, tels que le consentement éclairé et le secret médical, sont des composantes évidentes de cet enseignement. Cependant, leur mise en oeuvre sur le terrain révèle que ces principes sont souvent adaptés et contextualisés, ce qui a des conséquences pour les étudiants, les formateurs et à terme les patients et les personnes qui participent aux recherches. Cet article se concentre sur l’enseignement du premier cycle universitaire dans les domaines des sciences de la santé et de la médecine, qui sont des acteurs incontournables de la recherche et de la pratique clinique dans la région. En prenant en compte les apports de la littérature, l’objet de cette recherche est d’avoir un impact positif sur le secteur de la santé en Afrique subsaharienne.
    • Decoloniality and Africanisation as Instruments for Change:

      Letsekha, Tebello (International Network for Higher Education in Africa, 2022-06-16)
      The end of 2017 marked a significant change in South African higher education with the government’s announcement that free higher education would be extended to poor and working-class students. For students who engaged in protest action to demand a curriculum which centers Africa and takes African discourses as its point of departure, this was a partial victory. While concessions were made regarding fees and the removal of colonial-era statues, students continue to grapple with the form and purpose of higher education. This struggle is not a new one; it can be traced back to the early 1960s when Black student movements rejected colonial and apartheid ideas at an intellectual level. In grappling with the critical epistemological questions raised by students, scholars have proposed the notions of decoloniality and Africanisation as instruments to rethink the purpose and form of higher education. Using sociological discourse analysis, this article examines the pragmatism of these concepts in the quest for relevance in higher education. Key words: Africanisation, decoloniality, sociological discourse analysis, higher education
    • Doctoral Students’ Academic Engagements in Addis Ababa University, Ethiopia: Nature, Sources, and Challenges

      Desie, Yekoyealem; Tefera, Belay (International Network for Higher Education in Africa, 2017-12-22)
      Doctoral education cultivates thinkers and researchers. This study investigated the engagement of 67 doctoral students conveniently sampled from different departments of Addis Ababa University. Engagement was operationalised in terms of vigour, dedication and absorption in academic activities and measured by the adapted Utrecht Work Engagement Scale for students (UWES-S). Qualitative data were also gathered to explore the sources and challenges of engagement. The results show that 62.7 percent of these doctoral students reported an average level of engagement and that there were no differences in terms of gender and feld of study. The need for professional growth, a sense of contribution, social recognition, and improved employability and income were found to be important sources of engagement. Inadequate research funds, poor facilities, extended coursework, difculty balancing family and academic responsibilities, and relational concerns with supervisors were the major challenges of engagement. La formation doctorale permet de cultiver des penseurs et des chercheurs. Cette étude analyse l’engagement d’un échantillon de 67 doctorants issus de différents départements de l’Université d’Addis Ababa. L’engagement des doctorants a été mesuré en termes de vigueur, de dévouement et de participation dans des activités académiques, en adaptant la « Utrecht Work Engagement Scale for Students » (UWES-S : Echelle d’engagement au travail d’Utrecht pour les étudiants). Des données qualitatives ont aussi été collectées pour explorer les sources de cet engagement et les défs qui y sont liés. Les résultats montrent que 62.7 pour cent de ces doctorants font preuve d’un niveau d’engagement moyen et qu’il n’y a pas de différence entre les genres et les domaines d’études. Le besoin de se développer professionnellement, le sentiment de contribuer, la reconnaissance sociale, et les perspectives d’emploi et de hausses de salaires sont d’importantes sources d’engagement. Des fnancements insufsants pour la recherche, de mauvais équipements, une charge de cours accrue, le difcile équilibre entre responsabilités familiales et académiques, et des inquiétudes liées à la relation avec le directeur de thèse sont les principaux problèmes faisant obstacle à l’engagement.
    • Doctoral Students’ Engagement in Addis Ababa University, Ethiopia: Nature, Sources and Challenges

      Desie, Yekoyealem; Tefera, Belay (International Network for Higher Education in Africa, 2017-10-03)
      Doctoral education cultivates thinkers and researchers. This study investigated the engagement of 67 doctoral students conveniently sampled from different departments of Addis Ababa University. Engagement was operationalised in terms of vigour, dedication and absorption in academic activities and measured by the adapted Utrecht Work Engagement Scale for students (UWES-S). Qualitative data were also gathered to explore the sources and challenges of engagement. The results show that 62.7 percent of these doctoral students reported an average level of engagement and that there were no differences in terms of gender and field of study. The need for professional growth, a sense of contribution, social recognition, and improved employability and income were found to be important sources of engagement. Inadequate research funds, poor facilities, extended coursework, difficulty balancing family and academic responsibilities, and relational concerns with supervisors were the major challenges of engagement.