IDEAS home Printed from https://ideas.repec.org/a/eee/injoed/v90y2022ics0738059322000086.html
   My bibliography  Save this article

Enablers of pedagogical change within universities: Evidence from Kenya, Ghana and Botswana

Author

Listed:
  • McCowan, Tristan
  • Omingo, Mary
  • Schendel, Rebecca
  • Adu-Yeboah, Christine
  • Tabulawa, Richard

Abstract

Quality of teaching and learning in higher education is increasingly recognised as a pressing issue on the African continent, and there have been various reform initiatives to transform classrooms and institutions. However, little is known about the factors that affect pedagogical change in institutions, and enable or constrain these innovations from taking root. This study explores the cases of eight diverse universities in Botswana, Ghana and Kenya, ones that had implemented a range of innovations including problem-based learning, community placements and academic development programmes. The analysis draws on qualitative data involving interviews with lecturers and senior management, institutional documentation and campus visits. Lecturers were seen to engage in diverse ways with the initiatives, being either opponents, surface adopters, transformers or champions. Four factors emerged as key to influencing the uptake of pedagogical interventions: the drivers of the initiative; the existence of a shared vision; resourcing and incentives; and opportunities for reflection and transformative learning. While some initiatives are more ‘champion-led’ and others more ‘institution-led’, sustainable change involves attention to both university structures and individual practice, and to the interactions between them.

Suggested Citation

  • McCowan, Tristan & Omingo, Mary & Schendel, Rebecca & Adu-Yeboah, Christine & Tabulawa, Richard, 2022. "Enablers of pedagogical change within universities: Evidence from Kenya, Ghana and Botswana," International Journal of Educational Development, Elsevier, vol. 90(C).
    • Handle: RePEc:eee:injoed:v:90:y:2022:i:c:s0738059322000086
    DOI: 10.1016/j.ijedudev.2022.102558
    as

    Download full text from publisher

    File URL: http://www.sciencedirect.com/science/article/pii/S0738059322000086
    Download Restriction: Full text for ScienceDirect subscribers only
    File URL: https://libkey.io/10.1016/j.ijedudev.2022.102558?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    References listed on IDEAS

    as
    1. McCowan, Tristan, 2018. "Quality of higher education in Kenya: Addressing the conundrum," International Journal of Educational Development, Elsevier, vol. 60(C), pages 128-137.
    2. Schendel, Rebecca, 2015. "Critical thinking at Rwanda's public universities: Emerging evidence of a crucial development priority," International Journal of Educational Development, Elsevier, vol. 42(C), pages 96-105.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Bayley, Stephen H., 2022. "Learning for adaptation and 21st-century skills: Evidence of pupils’ flexibility in Rwandan primary schools," International Journal of Educational Development, Elsevier, vol. 93(C).
    2. Anne W. Njagi & Joseph Ngugi Kamau & Charity W. Muraguri, 2021. "Adhocracy Culture and Strategy Implementation: An Application within Professional Bodies in Kenya," International Journal of Business and Management, Canadian Center of Science and Education, vol. 15(9), pages 1-47, July.
    3. Mr. Micah Asuke & Miss. Charity Otieno & Mr. Isaiah Ouma, 2023. "Educational Strategies for Improved Enrolment into STEM Programs in Kenyan Technical and Vocational Education Training," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 7(8), pages 1582-1589, August.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:eee:injoed:v:90:y:2022:i:c:s0738059322000086. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Catherine Liu (email available below). General contact details of provider: http://www.journals.elsevier.com/international-journal-of-educational-development .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.