Education Administration and Policy Studies
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Browsing Education Administration and Policy Studies by Author "Chipindi, Ferdinand"
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- ItemComparing course syllabi from A to Z: examining the contexts, content, and concerns for social foundations of education in Australia and Zambia. In A. E. Mazawi & M. Stack (Eds.). Course Syllabi in faculties of education across the world: bodies of knowledge and their discontents (pp 38–50). Sydney: Bloomsbury, ISBN 978-1-3500-9425-3 (hardback) 978-1-3500-9427-7 (online).(Bloomsbury, 2020-07) Chipindi, Ferdinand; Thomas, Matthew A.M
- ItemExploring selected theories applicable to educational disciplines and social sciences research.(2019) Chipindi, FerdinandThis paper sought to advance an understanding of selected theories applicable to educational disciplines and social sciences. The authors conducted a search on academic institutional repositories for dissertations, theses and research papers across the globe. International databases such as JSTOR, Intellect Journals Collection, and Science Direct were also searched by means of such terms and parameters as theory, educational theories, social science theories and research theories. Google Scholar, Research Gate, Academia, and Scopus were included in the search. The theories were then analyzed through cross-reference with other existing literature for validation. Notes were simultaneously taken and bookended by critical review of emerging trends. The study identified several theories which were grouped in themes based on relatedness and applicability. The theories included intersectionality, Simple View of Reading, Transformational Learning, and commognition. The article concludes that there is a lot of room for theoretical mapping of educational research efforts. Specific recommendations are proposed to help enhance the potency of education-related research.
- ItemFaculty agency, neoliberal reform, and the emergence of entrepreneur-academics in Zambia.(2022-07) Chipindi, FerdinandThis study investigates Zambian academics' construction and reformation of identity in the context of neoliberal reform of higher education since the 1990s. It employs interviews with carefully chosen academics to investigate how they recognized and acted upon several subject positions made available by a neoliberal climate. According to the research study, academics have agency in articulating and re-articulating their identities. Evidence suggests that, far from being passive objects in the neoliberal university's discursive constitution, these academics actively take part in the discourses and negotiate their identities to survive. The study will hopefully broaden the literature's notion of identity by increasing our understanding of how academics overcome material and contextual constraints.
- ItemIlluminating the academic and socio-economic implications of inadequate boarding facilities among students in public tertiary institutions: a case of the University of Zambia.(2016) Chipindi, FerdinandThis study investigated the socio-economic challenges arising from the acute shortage of accommodation at the University of Zambia. With analytical focus on un-accommodated students at the institution’s Great East Road Campus, the study employed a mixed method approach to illuminate the implications of inadequate lodging facilities at UNZA and the resultant effects of such shortages on the academic and social wellbeing of the students. Snapshots of these realities are presented here and recommendations for their amelioration are also proposed.
- ItemThe ontology of mention: contexts, contests, and constructs of academic identity among the University of Zambia faculty. FIRE: Forum for International Research in Education, 4, (3), 102-116. ISSN: 2326-3873.(Forum for International Research in Education, 2018-10) Chipindi, FerdinandThis paper examines the implications of the neoliberal reforms of higher education in Zambia for the professional lives faculty at the University of Zambia (UNZA). It draws on interviews with junior faculty—in their positions for less than 10 years—to argue that their conception of academic identity illustrates the problem of the “ontology of mention” (Broudy, 1986; Lungwangwa, 2000), which contends that faculty do not ‘exist’ in academia unless they publish and are recognized in the publications of other scholars. We also discuss the context under which these academics negotiate their positions in the academy, including material and managerial forces. We argue that junior faculty members in Zambia find themselves torn between the expectation to produce knowledge and the inability of the state to fund their research.
- ItemThe Relationship between assessment practices and Students' academic performances: a case of undergraduate Students at the Medical School of the University of Zambia, 2008 – 2016. Zambian Journal of educational management, administration and leadership, 1, (1), 143-156. ISSN: 2706-7416 (Print).(2020-08) Chipindi, FerdinandThe University of Zambia, School of Medicine has remained a premier academic institution that prides itself with exceptionally high outcomes. In order to delve this issue, this article investigated the relationship between assessment processes and students’ academic performance among undergraduate medical students trained at the University of Zambia, School of Medicine during the years from 2008 to 2016. A mixed methods approach involving qualitative and quantitative methodologies was employed to investigate the above-mentioned issue. An explanatory sequential research design was used for data collection. Data was captured using an evaluation survey instrument, students’ Focus Group Discussion schedule and an in-depth interview schedule for key informants regarding the GPA and examination attritions. Quantitative data from the first set were analysed using descriptive and inferential statistics while qualitative data from the second set analysed using constant comparative method. The article revealed during the period under study that there was little timely feedback (47.8%) and, where it was done, it lacked guiding comments (48%). In addition, the article revealed that 28.8 per cent assessment tasks were misaligned with learning objectives. In conclusion, the article showed that the low students’ GPA and high examination attrition rates at the Medical School of the University of Zambia were due to improper assessment processes. In view of these findings, the article recommended that assessment tasks should be aligned with learning objectives and that feedback should be given to students on time and should be detailed.