- Title
- Utilisation of Teaching and Learning Centres in State Universities in Zimbabwe: implications for teaching and learning
- Creator
- Machingura, Viola
- Subject
- Active learning -- Zimbabwe
- Subject
- Education, Higher -- Zimbabwe
- Date Issued
- 2019
- Date
- 2019
- Type
- Thesis
- Type
- Masters
- Type
- MEd
- Identifier
- http://hdl.handle.net/10353/12848
- Identifier
- vital:39384
- Description
- The purpose of this research was to examine the utilisation of Teaching and Learning Centres (TLC) in state universities in Zimbabwe and the role they are playing in the improvement of teaching and learning in the institutions of higher learning. The social constructivist paradigm was found most appropriate for this study and was the lens by which reality was examined. The study used the qualitative approach and case study design to examine the issue under study. The purposive sampling technique was used to select participants who were rich informants for the study and these included Pro Vice Chancellors, Directors of Teaching and Learning Centres, Deans, lecturers and students. Data were collected through face to face interviews and focus group discussions that were triangulated by analysis of institutional records. The study was also guided by the theoretical lenses of the Social Practice Theory and the Concerns Based Adoption Model that provided the framework for the investigation. The study employed the Tech‘s qualitative model of data analysis that led to the findings being grouped into five major themes. The study established that Teaching and Learning Centres were not being fully utilised, thus were not helping to improve teaching and learning in a meaningful way in state universities in Zimbabwe. Possible reasons for this were the fact that the unit was not fully understood and different players at different levels in groups and as individuals had varied interpretations of what the TLCs were and what their role in the university was supposed to be. This lack of understanding and the absence of a shared understanding of what TLCs are and what they stand for, coupled with other factors such as the freeze on recruitment on staff in state universities and the assumed superiority of research over teaching for tenure and viii promotion, led to the poor positioning and poor staffing of TLCs leading to their poor utilisation in state universities. Each of the staff levels also had concerns about the utilisation of the TLC that made them reluctant to utilise it. The absence of top management support for the TLC, and the perceived superiority of research over teaching again led to poor utilisation of the unit. The study recommends the hosting of symposia between and among state universities for the dissemination of knowledge and information on what the TLC is and what its role should be. Internal consultations by individual state universities on the functions, staffing and positioning of the TLC and exposure for the TLC staff to established units to raise their knowledge and information levels and confidence is encouraged. Removal of the freeze on recruitment of staff so that TLCs can be better positioned and staffed and review of ZIMCHE guidelines to align teaching, research and university service for tenure and promotion would also help. Acquisition of cutting edge technology for teaching and learning and top management to listen to individual and group concerns and act on those that impede on TLC utilisation is a must.
- Format
- 274 leaves
- Format
- Publisher
- University of Fort Hare
- Publisher
- Faculty OF Education
- Language
- English
- Rights
- University of Fort Hare
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Machingura thesis.pdf | 2 MB | Adobe Acrobat PDF | View Details Download |