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This service, being maintained by the University Library, increases the visibility of UNZA's research; help reach a worldwide audience through exposure to search engines such as Google and begins the process of digitally preserving the University's intellectual output.

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Challenges in the implementation of quality assurance mechanisms at the university of Zambia.
(Science and Education Publishing, 2025) Shanziwe, Abesi Mijere; Harrison, Daka; Mukuka, Lydia, Mulenga – Hagane; Ireen, Bwembya; Boniface, Banda; Friday, Chazanga and Mulenga-Hagane, Mukuka Lydia.
The study examined the implementation challenges faced by both academic and administrative staff of quality assurance mechanisms at the University of Zambia. The study employed a convergent parallel mixed methods design, collecting quantitative data through questionnaires from 89 academic staff and qualitative data through interviews with 10 administrative staff and 5 Quality Assurance Directorate personnel and 5 students in leadership. Data analysis included descriptive statistics, correlation analysis, multiple regression and thematic analysis. Findings revealed that resource constraints emerged as the predominant implementation challenge (84.27%). Qualitative findings revealed improved role clarity and streamlined processes attributed to quality systems, but severe understaffing and infrastructure limitations hindered implementation. Based on these findings, the study recommends implementing a tiered quality assurance training framework and establishing a decentralized quality assurance support structure with designated officers in each school. Keywords: Quality Assurance, Higher Education, Staff Perceptions, Academic Performance, Institutional Effectiveness
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Strategies for improving students’ records management using technological advancements: a case of the university of Zambia.
(Global Scientific Journal, 2025) Daka, Harrison; Kakupa, Paul; Banda, Boniface; Chazanga, Friday Chasowa; Mulenga – Hagane, Lydia Mukuka; Tembo, Pilira; Bwembya, Ireen.
Public as well as private organizations are increasingly realizing that sound records management is linked to service delivery. However, Institutions of higher learning are yet to realize the role of records management to quality service delivery. This may be due to lack of policy frameworks on management, destruction of records and inadequate qualified staff among others. Keeping students' records is a crucial activity in every learning institution. Some learners misplace their results, and their only hope is to obtain a replacement from the institution. Records of what students borrowed (books, equipment) become very important when students seek to clear before graduation. Learning institutions are facing challenges in how to maintain such records as numbers of students increase and years pass. This study therefore investigated the strategies that learning institutions like the University of Zambia can implement using technological advancements in different schools to enhance students’ record-keeping. A case study was conducted to collect data from 20 participants from one of the Schools at the University of Zambia. Non-random sampling was utilized to select key informants from the School of Education, Admission office, Academic office, Student registry and the Library.. Interviews were employed to gather primary data from respondents, while document analysis was used to collect secondary data to corroborate the primary data. Thematic analysis was employed to analyze the data. The findings revealed that students’ records were stored in both hard copy (files) in the school registry and soft copy using software such as Cloud gadget in the Heads of Departments, although this was only in one department. It was also revealed that the use of Atria and Moodle was not considered very reliable by students. The study further showed that the challenges in maintaining students’ records stemmed from the type of software and gadgets used, lack of staff training, poor internet connectivity, and slow technological advancement. Based on these findings, the study recommends that the University of Zambia should adopt advanced technology to enhance students’ record-keeping, especially in internet infrastructure. Additionally, the study suggests that staff members should undergo Continuing Professional Development in the field of Information and Communications Technology (ICT). Moreover, the study recommends that staff from the Library and CICT department should collaborate with schools to improve students’ records. Key words: Records management, Advanced Technology, Registry, Strategies, Internet connectivity
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Coping strategies to learning challenges faced by rural distance students at the university of Zambia.
(The University of Zambia, 2020) Mwale-Mkandawire, Margaret
This study has reported, in more detail the coping strategies to challenges experienced by students from the rural areas of Zambia who are studying by distance at the University of Zambia (UNZA). An initial literature review suggests that a number of studies completed in the past report that most of these studies had been carried out from the point of view and perspectives of the education providers and the management of the institutions providing distance education. However, this research is a case study which has looked at distance education as it was discussed and described by the learners themselves because this was their story, their experiences and their perspectives. In particular, this research looked at the coping strategies to experiences by the male and female distance education students, from rural areas of Zambia, at UNZA. Distance education had helped UNZA to reach a relatively larger pull of students with little additional cost by comparison to enrol in full-time study programs. It had also contributed positively towards the institution’s policy of increasing the participation of women and rural people in university education ( Siachiwena, 2005).This study topic aroused from the discussions with the students rather than being preordained by the research design or derived directly from my own initial interest as a researcher, full-time and distance educator at UNZA. The research mainly employed qualitative methods in the collection and analysis of data. This was because the respondents described their experiences about their learning by distance means. Triangulation was used to verify the information which was given during the study. In terms of theory, a comprehensive literature review was carried out to determine the works other researchers had done in the area of distance education, especially on experiences of distance education students in rural areas. The conclusion of this research has indicated that in designing the learning support, while looking at some good strategies to challenges rural distance learners experience, this paper wishes to encourage the distance education providers to choose appropriate combinations of methods for particular learning contexts. The findings of this study may be of assistance to policy makers and implementers at the Ministry of Education and other institutes of Distance Education in Zambia, to ensure quality, increased access to and participation by males and females in the distance learning programs.
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Enhancing online learning in higher education institutions in Zambia: an evaluation of the measures put in place by the Government of Zambia, internet service providers and higher learning institutions.
(International Journal of Research and Innovation in Social Science, 2025) Chiwoya, Alvin; Daka, Harrison; Mulenga–Hagane, Mukuka Lydia
The study investigated the innovative strategies for enhancing online learning in higher education institutions in Zambia. The objectives of the study were; to establish measures the Government of Zambia has put in place to ensure fast, accessible and affordable internet service in all higher learning institutions, to investigate what Internet Service Providers were doing to enhance internet connectivity in higher learning institutions for the benefit of all learners and educators; and to evaluate the support which higher learning institutions offered to educators and learners involved in online learning in Zambia. The study was guided by the Constructivist Learning Theory and Social Cognitive Theory. The researcher employed a pragmatism paradigm and a descriptive research design. The sample was made up of 180 educators who were purposely selected from four universities. Additionally, 4 Directors of Distance Education in charge of Online Learning in the four universities, 1 ICT Director from the Ministry of Technology and Science and 1 ICT engineer from the Internet Service Provider in the selected universities were also purposely selected. Four research instruments were used to collect data; a questionnaire which was used to collect quantitative data from educators and three interview guides which were used to collect qualitative data. Semi-structured interviews were conducted to validate the constructs and to create new items where need arose. Qualitative data was analysed thematically, while descriptive statistics were used to analyse quantitative data. The findings of the study showed significant steps taken by the Government of Zambia to enhance online learning such as introduction of 5G technology, connection of Zambia to satellite internet via Star Link, and mandating and funding of ZAMREN to provide cheaper and quality internet connectivity. Furthermore, the study showed efforts made by Internet Service providers to enhance online learning in higher education institutions in Zambia through provision of learning management systems such as zoom and Big Blue Button for free. Additionally, the study revealed that educators were generally satisfied with the computer expertise they acquired from the trainings conducted by the respective universities, but were not satisfied with the resources and the ICT support provided. Generally, educators had a negative perception of the online learning pedagogy. In view of the findings, the study recommends development of a regulation framework of online learning by the Government of Zambia through Ministry of Education and introduction of mandatory ICT training courses for both learners and educators in the training curriculum by Higher Learning Institutions.
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Utilization of modified early warning score among ward nurses at Konkola mine hospital, Chililabombwe, Zambia.
(The University of Zambia, 2025) Kanyenda, Regina Mutolwa
Background: Hospitalized patients, including those in the Intensive Care Unit, often experience clinical deterioration. The Modified Early Warning Score helps healthcare providers monitor patients’ conditions to anticipate serious adverse events. The recognition, response, and treatment of deteriorating patients are essential for improving patient outcomes and reducing unexpected deaths,length of stay, and cost of Intensive Care Unit care. Therefore, improving patient monitoring, using a simple and user-friendly tool like the Modified Early Warning Score system, remains crucial for early detection and prompt treatment to prevent severe adverse effects. Aim: To establish the utilization of Modified Early Warning Score and its associated factors among ward nurses at Konkola Mine Hospital, Chililabombwe, Zambia. Methods: A cross-sectional descriptive study was conducted among 81 randomly selected nurses using simple random sampling. Data were collected using a validated structured questionnaire. All ethical guidelines were upheld. Data was analyzed using SPSS version 27 employing Chi-square and binary logistic regression tests. Results: The study results revealed suboptimal utilization of the Modified Early Warning Score at 68% with significant associations between age group (p= 0.029), gender (p = 0.001), level of education (p = 0.001), training in Modified Early Warning Score (p = 0.001), attitude (p = 0.001), and knowledge (p = 0.001). Training had a significant impact on Modified Early Warning Score utilization as respondents who had not received training were less likely to utilize MEWS compared to those who had received training (AOR = 11.76; 95% CI, 1.34–103.19; p = 0.026). Respondents with a positive attitude towards Modified Early Warning Score were more likely to utilize it compared to those with a negative attitude (AOR = 5.28; 95% CI, 1.08–6.24; p = 0.003). Knowledge was another important predictor, with respondents who had adequate knowledge of MEWS being more likely to utilize it than those with inadequate knowledge (AOR = 3.05; 95% CI, 0.01–0.32; p = 0.002). Conclusion: This study highlights the suboptimal utilization of Modified Early Warning Score among ward nurses, with significant gaps in knowledge and training. The results underscore the need for targeted education and training programs to enhance nurses' understanding and adoption of Modified Early Warning Score, ultimately improving early detection and response to patient deterioration. Addressing these gaps is critical to ensuring the effective implementation of Modified Early Warning Score and enhancing patient safety and outcomes. Keywords: Modified early warning score, utilization, clinical deterioration, intensive care unit