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

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

McCowan, T; Omingo, M; Schendel, R; Adu-Yeboah, C; Tabulawa, R; (2022) Enablers of pedagogical change within universities: Evidence from Kenya, Ghana and Botswana. International Journal of Educational Development , 90 , Article 102558. 10.1016/j.ijedudev.2022.102558. Green open access

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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.

Type:	Article
Title:	Enablers of pedagogical change within universities: Evidence from Kenya, Ghana and Botswana
Open access status:	An open access version is available from UCL Discovery
DOI:	10.1016/j.ijedudev.2022.102558
Publisher version:	https://doi.org/10.1016/j.ijedudev.2022.102558
Language:	English
Additional information:	This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords:	African universities; learner-centred education; pedagogical reform; teaching and learning in higher education; transformative learning
UCL classification:	UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society UCL > Provost and Vice Provost Offices > School of Education UCL
URI:	https://discovery.ucl.ac.uk/id/eprint/10146659