Browse Publications
Discover and manage thousands of titles across multiple genres, scientific journals, and classic literature.
Community-led approaches to the academic development of pracademics in universities: evidence from Ghana
By Owusu-Agyeman, Yaw
This paper examines how pracademics who teach at different universities in Ghana contribute to shaping their academic development. In this study, a pracademic refers to an industry practitioner who is employed by a university as a part-time academic to teach academic courses and support the knowledge and skills development of learners. Using a dialogical narrative approach, data were gathered from 14 pracademics who teach academic courses at different universities in Ghana. The findings revealed that the academic development of pracademics is linked to their unique professional identity, the social networks that support their personal and professional growth, and the complex professional community in which they operate. The narratives of the participants revealed that the network of pracademics serves to promote their common interests, which include needs (social, job-related, and resources), expectations, access to opportunities, and their ability to promote academic disciplines. Additionally, pracademics are likely to be highly motivated to join informal networks within a broad context–pracademia, when they know that issues concerning their job security and professional development in the areas of teaching, research, and engaged scholarship will be prioritised by the management of universities. © 2024 Informa UK Limited, trading as Taylor & Francis Group.
English as a foreign language instructors’ questioning behaviors and strategy uses for reflective learning facilitation
By Woreta Haile, Kefyalew
ABSTRACTS: The objective of this study is to examine the questioning behaviours and strategies used by EFL instructors to enhance reflective learning in the communicative English language skills course at Hawassa University, Ethiopia. The descriptive qualitative case study was designed in line with the principles of the interpretivists’ research paradigm, which required qualitative data. To this effect, ten instructors were purposely selected to collect data through classroom observations and semi-structured interviews. Both data were audio-recorded. Then, the researchers transcribed the collected data verbatim. After transcribing, researchers thematically analysed the data. The findings showed that instructors frequently used convergent, divergent, and procedural questions, with probing, redirecting, and repeating as common strategies. Paraphrasing, prompting, and waiting time were less frequently used. Probing, redirecting, and waiting time were mainly used to enhance reflective learning. The study also revealed that many instructors were hesitant to use divergent questions during activities aimed at developing students’ language skills. Another limitation was the insufficient time for students to think and reflect on questions. This study suggests that instructors of the course should plan a variety of divergent questions before classes and allow adequate time for students’ reflection to encourage critical thinking and more idea generation. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Nursing students’ experience of a transformative approach to teaching cross cultural clinical decision making
By Orchard, Carole A.
Objectives: This study reveals the learning gained by Canadian and Rwandan nursing students from a course to enhance cross cultural clinical decision-making skills using a collaborative approach across two countries. Methods: A qualitative descriptive study was conducted using thematic analysis. The study included analysis of end of course reflections of 94 students. Results: Students became more open-minded, curious, strengthening teamwork, increasing their critical thinking, and identifying cross-cultural similarities in practice. They challenged their previous beliefs about others. Conclusions: Students achieved a transformation of previous knowledge and decision-making skills. Results indicate the value of underpinning courses with theories and being open in allowing students to develop their own means to achieve expected learning outcomes. Implications for an international audience: Creating learning environments designed to stimulate open mindedness and exploration of cultures among students can be achieved through online learning. Providing opportunities for students to learn across other countries about their nursing practices and health systems are critical to understanding how future patients who are immigrants and refugees from other countries differing perspectives to their health care needs. © 2024 the author(s),
The Efficacy of the Development Studies Programme in Zimbabwe’s Development Work
By Muzorewa, Terence Tapiwa
The article analyses the impact of the development studies (ds) programme at Zimbabwean higher education institutions on development work in Zimbabwe. It describes how development studies became one of the most popular subjects in the humanities, offered by more than 10 universities and colleges in Zimbabwe. More than two decades later, there is convincing evidence that the programme’s influence on the development sector in Zimbabwe is diminishing. The article contends that the programme has been essential in sparking policy debates and incubating development theory among students and academics. However, the discipline has provided little in terms of actual practice and expertise in development work and community implementation. Therefore, development studies in Zimbabwe is an academic discipline with limited relevance to community development on the ground. This research is qualitative in nature. Qualitative data collected using purposive sampling is used to illustrate the rise of the discipline and its disparate effects on development activities in Zimbabwe. The article recommends a revision of the ds curriculum so that it fits the practical requirements for development work in Zimbabwe. © Terence Tapiwa Muzorewa et al., 2024.
Exploring graduate students’ perception and adoption of AI chatbots in Zimbabwe: Balancing pedagogical innovation and development of higher-order cognitive skills
By William, Fodouop Kouam Arthur
This research paper explores the perceptions and adoption of AI chatbots by graduate students in Zimbabwean universities. The study aims to understand the potential benefits and challenges of adopting AI chatbots in the education sector and its impact on developing higher-order cognitive skills. The study used qualitative methodologies, including field interviews, to analyze the data. The findings suggest that graduate students have a positive attitude towards AI chatbots because they enhance their learning experience, enable them to overcome skill gaps, and aid in test preparation. Furthermore, the study revealed that AI chatbots foster the development of higher-order cognitive skills by augmenting traditional lectures, test preparation, and personalization. However, challenges include plagiarism, outdated information, and financial constraints associated with AI chatbots. The study recommends that AI companies offer discounts to graduate students to enable them to access AI chatbot tools and that universities develop referencing systems allowing students to acknowledge using AI chatbots as sources. © 2024. Fodouop Kouam Arthur William and Muchowe Regis Misheal.
Addressing sexual health concerns in Tanzania: perceived barriers among healthcare professionals and students in the “training for health professionals” study
By Massae, Agnes F.
Little is known about the factors that may prevent healthcare professionals as key stakeholders from exploring sexual health issues in Tanzania. This study examined healthcare professionals’ perspectives on the barriers to addressing sexual health concerns in practice. In June 2019, we conducted an exploratory qualitative study involving 18 focus group discussions among healthcare professionals (n = 60) and students (n = 61) in the health professions (midwifery, nursing, medicine) in Dar es Salaam, Tanzania. Study participants and design were purposively selected and stratified. We used a focus group discussion guide in Kiswahili. Data were transcribed in Kiswahili and translated into English. A thematic analysis approach was used for data analysis. Two themes were developed: (1) differences between health care professional and patient socio-demographic characteristics; (2) health care system and patients’ backgrounds, such as communication barriers, lack of confidentiality and privacy within health facilities, type of clinical presentation and complaint, patient behaviours, and their clinical background. Several key barriers prevented sexual health communication between healthcare professionals and patients, affecting the quality of sexual health service delivery. Additional sexual health clinical training is warranted for health professions students and professionals to optimise sexual health care delivery in a culturally conservative country like Tanzania. © 2024 Informa UK Limited, trading as Taylor & Francis Group.
University teachers’ underlying assumptions about assessment in English as a foreign language context in Ethiopia
By Endale, Dagim
This study investigated EFL teachers’ underlying assumptions about assessment and how these assumptions are congruent with current perspectives in assessment. Informed by interpretivist philosophical underpinnings, the study adopted qualitative research approach. Nine teachers from three universities located in western Ethiopia participated in the semi-structured interviews, and the data were analyzed using thematic and content analysis approaches. Generally, the findings revealed complexity and diversity in teachers’ assumptions, which centered on four emergent themes: knowledge/content, valid approach to assessing knowledge, values and judgements, and power relations. Most of the teachers’ assumptions are contradictory with current perspectives and the expectations of the recent reforms on classroom assessment. A few modernist assumptions that teachers held even could not always translate into practice, suggesting the influences of contextual and institutional factors that should be further studied. The need to help EFL teachers develop contemporary assumptions in foreign language assessment is the primary implication of the study. Findings of this study can be considered as one of the necessary steps towards developing a new measure of assumptions about assessment that can be used to assess the underlying assumptions embedded in EFL teachers views and practices of assessment. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
“They are my people, add them!” The politicisation of poverty reduction programmes in the Global South: Ghana’s Livelihood Empowerment Against Poverty cash transfer programme in focus
By Mohammed, Abdul-Rahim
Numerous impact assessments have shown that Ghana’s cash transfer programme, the Livelihood Empowerment Against Poverty (LEAP), has contributed to poverty alleviation and improved schooling. Although the LEAP programme has been extensively evaluated, its political dimensions have been under-researched. Within this context, the present article aimed at understanding the pathways of politicising the LEAP programme. Drawing on semi-structured interviews with 25 LEAP beneficiaries and 5 programme officers, the data demonstrates how the political actors abuse the targeting system by prioritising “their people” at the expense of other beneficiaries in five districts of northern Ghana. © 2023 Canadian Association for the Study of International Development (CASID).
Teachers’ understanding of classroom assessment: Insights from English language teachers in Dodoma municipality, Tanzania
By Ali, Habibu Dadi
This paper reports on the findings of a baseline study focusing on teachers’ understanding of classroom assessment, their assessment practices, and implications for professional development. Specifically, the study explored English language teachers’ perceptions of classroom assessment practices, the student’s expectations of assessment feedback, the perceived usefulness, and suggestions for improving classroom assessment. The study employed a qualitative research approach with Focus Group Discussions (FGDs) as the primary data collection method. Data were collected from 30 English language teachers in Dodoma Urban District and analyzed using thematic analysis. Study findings indicate that observing student behavior, providing opportunities for individual and group assignments, presentation, questioning, and obtaining feedback orally and in writing were the major assessment procedures practiced by teachers. Most respondents opined about students expecting improved learning, reinforcement, and good grades. The study has identified the knowledge and skills gap of respondents, which is the essence of Assessment for Learning (AfL), namely teachers’ ability to diagnose learning difficulties for group and individual learners so as to provide the necessary support. Moreover, respondents acknowledged the importance of classroom assessment feedback for evaluating pedagogy, detecting students’ understanding, and improving learning. These findings suggest the need for intervention based on a collaborative design and implementation of the designed supporting instructional materials. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Knowledge and use of MOOCs for teaching by library and information science educators in higher educational institutions in Nigeria
By Olatokun, Wole Michael
This study investigates the knowledge and use of MOOCs for teaching among Library and Information Science educators in Nigerian Higher Educational Institutions. A cross-sectional survey of 85 LIS educators across Nigerian universities was conducted. The findings reveal a moderate level of conceptual familiarity with MOOCs but limited applied knowledge of pedagogical integration. While institutional support and student usage of MOOCs are present, direct incorporation into instructor-led curricula is lacking. The results reveal a mix of perceived barriers, with a lack of awareness about available MOOCs and insufficient institutional support emerging as the closest to moderate concerns. However, factors like content quality issues, increased workload demands, costs, and doubts about student motivation did not appear to be major impediments. The results highlight the need for comprehensive professional development, locally relevant MOOC content development, institutional policies incentivizing MOOC adoption, and further research on student outcomes. This study contributes insights into the current MOOC landscape within Nigerian LIS education and provides recommendations for stakeholders to facilitate more effective integration of these online learning platforms. © The Author(s) 2024.
Exploring empathic thinking among history student-teachers in Ghana: A case of Dr J.B. Danquah's letter to Dr Kwame Nkrumah in prison
By Adu-Boahen, Anitha Oforiwah
Learning about emotionally tricky topics sometimes creates educational tension among teachers and learners in the learning environment. In history education, one primary goal of teaching the subject is to promote empathic understanding among learners in the classroom. This study assessed 135 student-teachers ability to understand the actions of past historical actors. Specifically, it explored the student-teachers’ process of contextualising past actions and making moral judgments. The study adopted the qualitative research approach, where student-teachers wrote essays based on a letter Dr J.B. Danquah wrote to Dr Kwame Nkrumah with a follow-up think-aloud to explore the student-teachers thoughts on the letter. The study found that cognitive knowledge of the past promoted the student-teachers ability to contextualise the actors' actions. The student-teachers also viewed historical empathy as a dual construct by using moral and emotional expressions to empathise with the actions and decisions of the historical actors. The seeming suggestion brought forward by these findings is that student-teachers may be able to support their would-be students to empathise with the actions of historical actors in their pedagogical practices. It also points to a need for support in the training of student-teachers where the emphasis is placed on procedural and substantive knowledge as a necessary step for achieving historical understanding. © 2024
Readiness to embrace artificial intelligence in information literacy instruction at a Zimbabwean University
By Chatikobo, Monica Vimbai
The rapid developments in technology and the rise of artificial intelligence (AI) have prompted a need for librarians to revamp their information literacy services. This article evaluates the potential for integrating AI into information literacy (IL) instruction at Bindura University of Science Education Library (BUSEL) by employing the Artificial Intelligence Readiness Index (AIRI) and Chapnick’s Framework. A case study approach was employed, gathering data from library, finance, and ICT staff through questionnaires and interviews. The results indicate that while instructors possess a basic understanding of essential AI concepts, such as human intelligence and task performance, their familiarity with AI tools varies significantly. The study revealed that BUSEL is currently unprepared for AI integration, primarily due to insufficient technological infrastructure and a lack of institutional support. There is absence of leadership influence, which has resulted in a limited understanding of AI among staff members. Although the IL curriculum aligns with relevant frameworks and standards, the library's IL content is outdated and lacks AI-related materials. Furthermore, there are no established policies to guide the integration of AI. AIRI score suggests that BUSEL is AI-aware but not fully prepared to implement it effectively. It is recommended that the library invest in enhancing its infrastructure and initiate comprehensive staff training. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
© 2026 AERD Database System. All Rights Reserved. Developed by Strategic Technologies.