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management of the tourism industry are human resources. Universities have always provided a lead in the training and development of human resources. For many SADC countries, offering tourism studies at the university level is a new phenomenon. This offers an opportunity for universities and other stakeholders to engage in consultations on the nature and form that a degree in tourism should take. The author reports on a study undertaken in Zimbabwe using a multistage stratified random sampling that was complemented by proportional sampling of three universities (head of the department plus one other tourism/hospitality lecturer), 314 tourism operators, and 100 university students/graduates (30 students in each of the second, third, and fourth years of study and 10 graduates). The results, according to the author, indicate the need for universities to ensure that tourism education and training is regional in character by addressing the human resources needs and priorities of SADC.
In chapter 3, the author observes that competitive and structural changes in the Nigerian university system initiated the need for the research. A survey research method was utilized to assess the satisfaction of Nigerian students with different dimensions of educational services issues. It was found that Nigerian students were reasonably satisfied with their programs, staff, and departmental heads. However, facilities and deans/directors did not elicit the satisfaction of Nigerian students. The research instrument, a questionnaire, showed reasonable levels of validity and reliability. These findings, according to the author, were discussed with respect to extant literature and anecdotal evidence. Managerial and policy recommendations aimed at improving students' satisfaction are then made, and areas for further studies are suggested.
Chapter 4 examines the extent to which faculty and administrators at Commonwealth African law schools should or could learn from the experiences of their American and British law school peers in developing their own academic degree programs. The author assesses degree programs at American and British law schools with a view to determining whether Commonwealth African law schools should simply transplant models of university degrees from the United States or the United Kingdom to Africa. Analogies are drawn from developments in Canada