Higher Education Research, Development Agendas in Africa. Where Is the Convergence? A Literature Review

Autor/in	Tumwebaze Alicon, Auf
Titel	Higher Education Research, Development Agendas in Africa. Where Is the Convergence? A Literature Review
Quelle	In: On the Horizon, 30 (2022) 4, S.182-189 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1074-8121
DOI	10.1108/OTH-04-2022-0021
Schlagwörter	Foreign Countries; Higher Education; Food; Energy; Industrialization; Quality of Life; Research; Journal Articles; Sustainable Development; Africa + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lebensmittel; Energie; Industrialisation; Industrialisierung; Lebensqualität; Forschung; Journal article; Zeitschriftenaufsatz; Nachhaltige Entwicklung; Afrika
Abstract	Purpose: This paper aims to examine the possible link among the African Development Bank (AfDB), Results Measurement Framework 2016-2025 and the research published at institutions of higher education on the continent in the last five years. The unregulated commercialisation of higher education in most African countries has been prone to large-scale abuse through wanting curriculum development and processes accruing to competence, skills needy and job market disoriented graduates. Design/methodology/approach: This study took a qualitative literature review analysis where research papers published in the last five years on higher education in Africa were searched. These were from Google and Semantic scholar and these were categorised in a detailed concept matrix. Findings: Findings indicate that there is hardly a connection between the AfDB Group development agenda on the continent and the research conducted and published by institutions of higher learning on the continent. Practical implications: Universities should prioritise a needs-based research agenda in their strategic planning and this implies commitment in terms of funding, human resource competency empowerment and partnerships with development agencies on the continent. African institutions of higher learning have not emphasised applied research practices to tackle pervading knowledge needs on the continent. Just like findings indicate, research in most of these institutions has been donor driven. Originality/value: This study brings to speed the fact that if transforming Africa is going to take a strategic direction in the post-COVID-19 era, then partnerships between higher education institutions and development agencies operating on the continent will be an inevitable venture. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01