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Quality in Learning in Rwandan Higher Education: Different Stakeholders' Perceptions of Students' Learning and Employability

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Quality in Learning in Rwandan Higher Education: Different Stakeholders' Perceptions of Students' Learning and Employability Quality in Learning in Rwandan Higher Education Different stakeholders’ perceptions of students’ learning and employability Penelope B. Mbabazi Linköping Studies in Behavioural Science No. 171 Linköping University Department of Behavioural Sciences and Learning Linköping 2013 Distributed by: Linköping University Department of Behavioural Sciences and Learning Linköping University SE - 581 83 Linköping Penelope B. Mbabazi Quality in Learning in Rwandan Higher education: different stakeholders’ perceptions of students’ learning and employability Upplaga 1:1 ISBN ISBN 978-91-7519-682-4 ISSN 1654-2029 ©Penelope B. Mbabazi Department of Behavioural Sciences and Learning, 2013 Printed by: Liu-tryck 2013 I dedicate this thesis to my husband Edwin Roland Bamwesiga and our lovely children: Alvin Peter Bamwesiga, Alvis Mathew Bamwesiga and Avin James Bamwesiga. With Love. Contents ACKNOWLEDGEMENTS ...................................................................................... 3 LIST OF ARTICLES ................................................................................................ 5 1. INTRODUCTION ................................................................................................. 7 WHY QUALITY IN LEARNING IN HIGHER EDUCATION IS IMPORTANT IN RWANDA ...10 AIM AND SCOPE OF THE STUDY ..............................................................................12 STRUCTURE OF THE THESIS ....................................................................................13 2. PERSPECTIVES ON QUALITY IN LEARNING ...........................................15 STUDENTS’ LEARNING ............................................................................................16 Quality in learning in terms of transformation .................................................17 Students’ approaches to learning ......................................................................19 QUALITY IN LEARNING IN TERMS OF STUDENTS’ EMPLOYABILITY ..........................20 Perspectives on employability ..........................................................................20 IMPLICATIONS FOR THE PRESENT STUDY ................................................................24 3. HIGHER EDUCATION IN RWANDA .............................................................27 POST-GENOCIDE REFORMS .....................................................................................27 Expansion and access to higher education ........................................................28 Teaching and learning system ..........................................................................29 The education-work relationship ......................................................................31 4. RESEARCH APPROACH AND METHODS ...................................................33 RESEARCH DESIGN .................................................................................................33 CONTEXT OF THE STUDY ........................................................................................34 Participants .......................................................................................................36 Interviews .........................................................................................................37 Analysis ............................................................................................................39 ETHICAL CONSIDERATION ......................................................................................43 QUALITY ASPECTS OF THE STUDY ..........................................................................44 5. SUMMARIES OF ARTICLES ...........................................................................47 ARTICLE ONE: STUDENTS AS LEARNERS THROUGH THE EYES OF THEIR TEACHERS IN RWANDAN HIGHER EDUCATION..............................................................................47 - 1 - ARTICLE TWO: A CONCEPTUAL UNDERSTANDING OF EMPLOYABILITY: THE EMPLOYERS’ VIEW IN RWANDA ..............................................................................49 ARTICLE THREE: A PHENOMENOGRAPHIC STUDY OF STUDENTS’ CONCEPTIONS OF QUALITY IN LEARNING IN HIGHER EDUCATION IN RWANDA ...................................51 ARTICLE FOUR: GRADUATE EMPLOYABILITY: STUDENTS’ PERCEPTIONS ON THEIR PREPAREDNESS FOR FUTURE WORK ........................................................................54 6. DISCUSSION .......................................................................................................57 META-ETHNOGRAPHY ............................................................................................57 Becoming professional .....................................................................................60 Skilful practices ................................................................................................62 Becoming a learner ...........................................................................................65 Becoming responsible.......................................................................................66 International experience ...................................................................................69 IMPLICATIONS OF THE STUDY .................................................................................72 REFLECTIONS ON THE RESEARCH PROCESS .............................................................74 FUTURE RESEARCH .................................................................................................75 REFERENCES .........................................................................................................77 - 2 - Acknowledgements This is my PhD thesis. Although the thesis was a prerequisite for a PhD, becoming a member of an academic community as a researcher was my greatest pride. For that, I am forever grateful to my excellent supervisors, Professor Andreas Fejes, Dr. Sofia Nyström, and the late Professsor Lars-Owe Dahlgren, for guiding me up the stairs to join the academic community. During the hard moments, you never forgot to support me up the stairs and you never forgot to celebrate with me during the moments of achievement. I am deeply grateful for the professional input you have given me during my PhD studies and for the friendly moments we shared during my journey towards becoming a researcher. Great thanks to Åsa Lindberg-sand for the constructive and guiding input into my research during the final seminar. I must say you shed light on the end of this thesis writing. With lots of joy, I would like to extend my thanks to Per Andersson for your critical and constructive ideas at different stages of my thesis writing. I would also like to acknowledge the constructive ideas and interesting conversations with my colleagues at Linköping University in general and in the department of Behavioural Sciences and Learning. Special thanks to Madeleine Abrandt Dahlgren, Elisasbeth Ahlstrand, Song Ee Ahn, Emilia Fägerstam, Gunilla Jedeskog, Susanne Köpsén, Susanne Kreitz-Sandberg and Lena Larsson, for their intellectual support and inspiration. I proudly say a friend in need is a friend indeed! I register my distinguished gratitude to the SIDA-SAREC program and the government of Rwanda through the University of Rwanda for sponsoring my doctoral studies. Becoming a PhD student was not self- evident for me and without the support and follow up from Innocent Mugisha, I could have missed the chance to join Linköping University for my PhD. Thank you Innocent! Heartfelt thanks to my husband and my best friend, Edwin R.B., and our lovely children, Alvin P. B., Alvis M. B. and Avin J. B. Your unfailing love and inspiration have made my days bright. Thanks for remaining by my side. Last but not least, I want to acknowledge everything my parents, Elly Karegire and Janet Karegire, have done for me. Your tireless - 3 - efforts to get me educated during my childhood laid a strong foundation that has proved to be a stepping stone for me. For that, I am deeply indebted. Penelope Mbabazi B. Linköping, January, 2013 - 4 - List of articles This thesis is based on the following articles: I. Mbabazi, P.B., Dahlgren L.O. & Fejes, A. (2012). Students as learners through the eyes of their teachers in Rwandan higher education. International Journal of Lifelong education, 31(4), 503– 521. II. Mbabazi, P.B. (Accepted). A conceptual understanding of employability: The employers’ view in Rwanda. Journal of Adult and Continuing Education. III. Mbabazi, P.B., Fejes, A. & Dahlgren, L-O. (Accepted). A phenomenographic study of students’ conceptions of quality in learning in higher education in Rwanda. Studies in Continuing Education. IV. Mbabazi, P.B. (Submitted). Graduate employability: Students’ perceptions of their preparedness for future work. - 5 - - 6 - 1. Introduction This study concerns quality in learning in Rwandan higher education. Specifically, the focus is students’ learning and employability. The policy and public debates on higher education in Rwanda continue to construct the students as the change agents of the future (Ministry of Education-MINEDUC, 2010). Today, the power of young people to inspire and be the change agents of the world is beyond measure. University graduates are at the centre of attraction in the political, business and academic worlds (Johnson & Hirt, 2011; Tomlinson, 2007; Mohanty, 2003; AIESEC, 2010). They are considered as responsible for addressing the challenges that face the constantly changing world. The contemporary knowledge society and the knowledge economy place cognitive resources
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