Research on best practices in higher education aimed at empowering the disadvantaged learner is s... more Research on best practices in higher education aimed at empowering the disadvantaged learner is scanty. The Learning Advancement Unit of the University of Fort Hare under the Teaching and Learning centre has been established to support learning among students from diverse backgrounds. A unique feature is that this Unit trains and uses an array of local and international scholars to facilitate higher learning with a view of impacting positively on student academic performance. This paper reports on how learning programmes at the rural-based tri-campus University have been structured, run and integrated using best practices for the benefit of local and international students. Using secondary statistical data, captured from various activities in the programmes on offer, the paper generally reveals how such innovative programmes have impacted positively on academic access and performance, socio-cultural and technological integration. Furthermore, the paper highlights a regrettable trend...
ABSTRACT This exploratory case study investigated the perceived leadership styles of Zimbabwean w... more ABSTRACT This exploratory case study investigated the perceived leadership styles of Zimbabwean women in primary school governance within the context of extant literature. The specific objective was to establish the female school heads’ perceptions of themselves, and their teachers. Another objective was to compare interview data with what literature says about the leadership styles of female educational leaders. Literature was also compared with data from a psychometric instrument. Literature reveals gender differences and similar ities in leadership but is not emphatic in describing women’s distinct styles. An explicit theory of leadership particularly of females is a far cry. The key question was whether or not these females possessed distinct styles. This study adopted a case study research design. A convenient sample of nine female heads, and forty-five teachers participated. The LBDQ and interview guides were used to collect the data from subordinate teachers and female school heads respectively. The LBDQ results indicated that most female heads displayed task-oriented behaviours. Interviews revealed a relations orientation. The findings further complicate the search for an explicit feminine leadership theory. Implications for educational practice are highlighted.
Research on best practices in higher education aimed at empowering the disadvantaged learner is s... more Research on best practices in higher education aimed at empowering the disadvantaged learner is scanty. The Learning Advancement Unit of the University of Fort Hare under the Teaching and Learning centre has been established to support learning among students from diverse backgrounds. A unique feature is that this Unit trains and uses an array of local and international scholars to facilitate higher learning with a view of impacting positively on student academic performance. This paper reports on how learning programmes at the rural-based tri-campus University have been structured, run and integrated using best practices for the benefit of local and international students. Using secondary statistical data, captured from various activities in the programmes on offer, the paper generally reveals how such innovative programmes have impacted positively on academic access and performance, socio-cultural and technological integration. Furthermore, the paper highlights a regrettable trend...
ABSTRACT This exploratory case study investigated the perceived leadership styles of Zimbabwean w... more ABSTRACT This exploratory case study investigated the perceived leadership styles of Zimbabwean women in primary school governance within the context of extant literature. The specific objective was to establish the female school heads’ perceptions of themselves, and their teachers. Another objective was to compare interview data with what literature says about the leadership styles of female educational leaders. Literature was also compared with data from a psychometric instrument. Literature reveals gender differences and similar ities in leadership but is not emphatic in describing women’s distinct styles. An explicit theory of leadership particularly of females is a far cry. The key question was whether or not these females possessed distinct styles. This study adopted a case study research design. A convenient sample of nine female heads, and forty-five teachers participated. The LBDQ and interview guides were used to collect the data from subordinate teachers and female school heads respectively. The LBDQ results indicated that most female heads displayed task-oriented behaviours. Interviews revealed a relations orientation. The findings further complicate the search for an explicit feminine leadership theory. Implications for educational practice are highlighted.
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Papers by Alfred Makura