The Challenge of Change in Africa's Higher Education in the 21st Century By Kenneth Kaoma Mwenda and Gerry Nkombo Muuka

The Challenge of Change in Africa's Higher Education in the 21st ...

Chapter 1:

Africa's 21st-Century Renaissance in Higher Education: The Need for Strategic Planning

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educational goals for universities in Africa (and elsewhere, for that matter) are the following:

Enhancement of curricula and learning: Here, the institution undertakes to provide intellectually challenging, responsive, and up-to-date curricula in an innovative learning environment to prepare students for competitive and successful global careers—not just for careers in their home country.

Enhancement of faculty and staff: Through this process, the institution undertakes to attract, develop, and retain high-quality and diverse faculty and staff. One key for this development, as it relates to faculty, is the institutional support necessary (and given) so that the institution can enhance the quality and increase the number of peer-reviewed intellectual contributions in the areas of basic, applied, and pedagogical scholarship. AACSB International (2008) recently has reclassified the types of scholarly activities in which faculty in business schools should engage. The three categories are as follows:

Learning and pedagogical scholarship (LPS) contributions are meant to influence the teaching and learning activities of the school. Preparation of new materials for use in courses, the creation of teaching aids, and research on pedagogy all qualify as LPS contributions.

Discipline-based scholarship (DBS) contributions are aimed at adding to the theory or knowledge base of a faculty member's given field. Published research results and theoretical innovations qualify as DBS contributions.

Contributions to practice(CP) research and scholarly activity are meant to influence professional practice in a given faculty member's field, such as accounting. Articles in practice-oriented journals, the creation and delivery of executive education courses, development of discipline-based practice tools, and published reports on consulting all qualify as CP.