Skip to main content

Advertisement

SpringerLink
Log in

The mediating role of lecturer biographic factors on curriculum implementation in universities

  • Original Paper
  • Published:
International Review of Education Aims and scope Submit manuscript

Abstract

The study presented in this article investigated the influence of lecturer biographic factors on curriculum implementation in universities in Botswana. Over the last two decades, Botswana has been transforming its education system to improve curriculum implementation in universities, particularly in terms of who should be allowed to teach and the qualification level of students they should instruct. A mixed-methods research approach that employed a structured questionnaire and semi-structured interviews was used to collect data from 306 lecturers and 25 academic middle managers (AMMs) respectively. Confirmatory factor analysis (CFA) was used to validate the questionnaire and expert opinion validated the interview guide. To analyse the resulting quantitative data, multiple regression analysis and descriptive statistics were used, while thematic analysis was employed for the qualitative data. Findings showed that lecturers’ educational level, age and teaching experience have a significant influence on effective implementation of curricula in universities, while gender has no significant influence. These results have implications for both policy and practice with regard to lecturer recruitment and curriculum implementation in universities.

Résumé

Le rôle intermédiaire des facteurs biographiques des maîtres de conférences dans la mise en œuvre des curriculums à l’université – L’étude présentée dans cet article examine l’influence des facteurs biographiques des maîtres de conférences sur la mise en œuvre des curriculums dans les universités au Botswana. Au cours des deux dernières décennies, le Botswana a transformé son système de l’éducation en vue d’améliorer la mise en œuvre des curriculums dans les universités, notamment en définissant qui devrait être autorisé à enseigner et à quel niveau d’études. L’étude présentée ici a été réalisée en s’appuyant sur une méthode de recherche mixte recourant à un questionnaire structuré et à des interviews semi-structurées pour collecter des données respectivement auprès de 306 maîtres de conférences et 25 cadres universitaires moyens. Elle a utilisée une analyse factorielle de confirmation pour valider le questionnaire et des experts ont fourni leur avis pour valider le guide des interviews. Pour analyser les données quantitatives recueillies, on a recouru à l’analyse de régression multiple et aux statistiques descriptives, tandis que l’analyse thématique a servi pour les données qualitatives. Les résultats ont révélé que le niveau de formation des maîtres de conférences, leur âge et leur expérience en matière d’enseignement influent considérablement sur l’efficacité de la mise en œuvre des curriculums au sein des universités, tandis que le genre ne joue pas un rôle important à ce propos. Ces résultats ont des conséquences tant politiques que pratiques quant au recrutement des maîtres de conférences et à la mise en mise en œuvre des curriculums dans les universités.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

Notes

  1. This article is an original paper extracted from the first author’s Doctor of Education (DEd) thesis (Rudhumbu 2018) as part of examinations requirements that demand that a student publishes at least one paper from the thesis.

  2. In Botswana, public education is administered and funded by the government, while private education fees are paid for by students/parents.

  3. A triangulation design (or parallel design) refers to combining data (e.g. qualitative and quantitative) collected by different methods (in our case, a survey and interviews during the analysis phase).

  4. Stratified random sampling is “a probability sampling procedure that is used primarily on quantitative-oriented studies in which various subgroups (strata) in a population of interest are proportionately represented in the study sample” (Rudhumbu 2018, p. 147).

  5. The purpose of descriptive statistics is “to summarise the data to allow the researcher to understand the patterns that emerge” (Rudhumbu 2018, p. 158).

  6. Participants identified as male or female in the questionnaire.

  7. Multicollinearity refers to “the existence of a perfect or nearly perfect linear correlation between a set of variables when the regression of some dependent variable on them is being investigated” (OUP 2022).

References

  • Allana, A., Asad, N., & Sheriah, Y. (2010). Gender in academic settings: Role of teachers. International Journal of Innovation, Management and Technology, 1(4), 343–348

    Google Scholar 

  • Arikewuyo, O. (2013). Proliferation of private universities: The Nigerian experience. The ACPET Journal of Private Higher Education, 2(1), 35–41

    Google Scholar 

  • Asebiomo, A. M. (2015). Moving with global trends in curricula innovation: Mitigating the challenges of curricula implementation for effective teaching and learning in Nigeria. International Journal of Managerial Studies and Research, 3(1), 26–33

    Google Scholar 

  • Baputaki, C. (2010). Private tertiary institutions future uncertain. Mmegi, 19 October [online article]. Retrieved 25 October 2018 from https://www.mmegi.bw/news/private-tertiary-institutions-future-uncertain/news

  • Battey, D., Neal, R. A., Leyva, L., & Adams-Wiggins, K. (2016). The interconnectedness of relational and content dimensions of quality instruction: Supportive teacher–student relationships in urban elementary mathematics classrooms. The Journal of Mathematical Behavior, 42, 1–19. https://doi.org/10.1016/j.jmathb.2016.01.001

    Article  Google Scholar 

  • Bediako, S. (2019). Models and concepts of curriculum implementation, some definitions and influence of implementation. Unpublished paper. Retrieved 15 March 2020 from https://www.researchgate.net/publication/333338710_Models_and_concepts_of_curriculum_implementation_some_definitions_and_influence_of_implementation

  • Bouck, E. C. (2008). Exploring the enactment of functional curricula in self-contained cross-categorical programs: A case study. The Qualitative Report, 13(3), 495–530. https://doi.org/10.46743/2160-3715/2008.1590

    Article  Google Scholar 

  • Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press

    Google Scholar 

  • BOTA (Botswana Training Authority). (2011). Accredited tertiary education institutions. Gaborone: Botswana Training Authority. Retrieved 25 June 2014 from www.bota.org.bw/bota-institutions

  • BQA (Botswana Qualifications Authority). (2016). BQA happy with tertiary institutions. Retrieved 23 July 2016 from http://www.mmegi.bw/index.php?aid=58318&dir

  • Buabeng-Andoh, C. (2012). Factors influencing teachers' adoption and integration of information and communication technology into teaching: A review of the literature. International Journal of Education and Development using Information and communication Technology, 8(1), 136

    Google Scholar 

  • Carson, T. R. (2009). Re-thinking curriculum change from the place of the teacher: Teacher identity and the implementation of curricula in China. In A. Tero, & R. Eero (Eds.), Reforming curricula discourses: Subjects, society and curricula (pp. 231–234). Rotterdam: Sense Publishers,

    Google Scholar 

  • Cavanagh, M., & McMaster, H. (2017). A specialist professional experience learning community focused on mathematical problem solving. Mathematics Teacher Education and Development, 19(1), 47–65

    Google Scholar 

  • Claxton, G., & Lucas, B. (2016). The hole in the heart of education. The Psychology of Education Review, 40(1), 4–12

    Google Scholar 

  • Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (5th ed.). Boston, MA: Pearson

    Google Scholar 

  • Creswell, J. W., & Plano Clark, V. L. (2017). Designing and conducting mixed methods research (3rd ed.). Thousand Oaks, CA: Sage

    Google Scholar 

  • Finger, G., & Houguet, B. (2009). Insights into the intrinsic and extrinsic challenges for implementing technology education: Case studies of Queensland teachers. International Journal of Technology and Design Education, 19(3), 309–334. https://doi.org/10.1007/s10798-007-9044-2

    Article  Google Scholar 

  • Fullan, M. (2001). Implementing change at the building level. Paper prepared for W. Owings and L. Kaplan (Eds), Critical and emerging issues in educational leadership [online paper]. Retrieved 17 May 2015 from http://michaelfullan.ca/wp-content/uploads/2016/06/13396045300.pdf

  • Hair, J., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Upper saddle River, NJ: Pearson Education International

    Google Scholar 

  • Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2014). A primer on partial least squares structural equation modelling (PLS-SEM). Thousand Oaks, CA: SAGE

    Google Scholar 

  • Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2017). A primer on partial least squares structural equation modelling (PLS-SEM) (2nd edn). Thousand Oaks, CA: SAGE

  • Henderson, D. (2017). “It’s more complex than i assumed”: Examining pre-service teacher reflections on preparing to teach history in the Australian curriculum in years.7–10. International Journal of Historical Learning, Teaching and Research, 15(1), 118–136

    Google Scholar 

  • Howell, J., Kurlaender, M., & Grodsky, E. (2010). Postsecondary preparation and remediation: Examining the effect of the Early Assessment Program at California State University. Journal of Policy Analysis and Management, 29(4), 726–748. https://doi.org/10.1002/pam.20526

    Article  Google Scholar 

  • Ibukun, W. O., Oyenole, B. K., & Abe, T. O. (2011). Personality characteristics and principal leadership effectiveness in Ekiti State, Nigeria. International Journal of Leadership Studies, 6(2), 247–262

    Google Scholar 

  • Jacobs, S.R., Weiner, B.J., Reeve, B.B., Hofmann, D.A., Christian, M.., & Weinberger, M. (2015). Determining the predictors of innovation implementation in healthcare: a quantitative analysis of implementation effectiveness. Biomed Central Health Services Research, 15, https://doi.org/10.1186/s12913-014-0657-3. Art. 6

  • Jess, M., Carse, N., & Keay, J. (2016). The physical education curricula process: More complex than you think!!. Education, 44(5), 502–512. https://doi.org/10.1080/03004279.2016.1169482

    Article  Google Scholar 

  • Kaboyakgosi, G. (2018). Government subvention to private colleges threatening BIUST and UB-A rebuttal. Sunday Standard, 28 January [online article]. Retrieved 17 July 2018 from https://www.sundaystandard.info/government-subvention-to-private-colleges-threatening-biust-and-ub-a-rebuttal%E2%94%ACa/

  • Lawyer, B. N. (2019). Curricula implementation in the 21st century classroom: Dynamics and challenges for Cameroon education sector. International Journal of Humanities Social Sciences and Education (IJHSSE), 6(8), 142–152. https://doi.org/10.20431/23490381060813

    Article  Google Scholar 

  • Luo, Y. (2016). Gender and job satisfaction in urban China: The role of individual, family, and job characteristics. Social Indicators Research, 125(1), 289–309. https://doi.org/10.1007/s11205-014-0837-x

    Article  Google Scholar 

  • Maani, J. S. (2010). Analysis of societies’ expectations of the 21st century universities: Kyambogo University as a case study. A paper presented at the 4th University Exhibition held at Lugogo, UMA Show Grounds, Uganda

  • MacDonald, A., Barton, G., Baguley, M., & Hartwig, K. (2016). Teachers’ curriculum stories: Perceptions and preparedness to enact change. Educational Philosophy and Theory, 48(13), 1336–1351. https://doi.org/10.1080/00131857.2016.1210496

    Article  Google Scholar 

  • Makambe, U. (2017). Role of knowledge management enablers in facilitating knowledge management practices in selected private higher education institutions in Botswana. PhD Dissertation, University of South Africa (UNISA), Pretoria. http://hdl.handle.net/10500/23222

  • Mbuya, T. (2017a). The decline and fall of higher education in Botswana, Part I: The curse of commercialization. Mmegi online, 13 May [online article]. Retrieved 5 September 2018 from https://www.mmegi.bw/features/the-decline-and-fall-of-higher-education-in-botswana-the-curse-of-commercialisation-part-i/news

  • Mbuya, T. (2017b). The decline and fall of higher education in Botswana, Part II: Quality assurance authorities complicit. Mmegi online, 20 May [online article]. Retrieved 5 September 2018 from https://www.mmegi.bw/features/the-decline-and-fall-of-higher-education-in-botswana-quality-assurance-authorities-complicit-part-ii/news

  • Miller, D. L., & Karakowsky, L. (2005). Gender influence as impediment to knowledge sharing: When men and women fail to seek peer feedback. Journal of Social Psychology, 139(2), 101–118. https://doi.org/10.3200/JRLP.139.2.101-118

    Article  Google Scholar 

  • Ng, T. W. H., & Feldman, D. C. (2009). How broadly does education contribute to job performance? Personnel Psychology, 62(1), 89–134. DOI:https://doi.org/10.1111/j17446570200801130x

    Article  Google Scholar 

  • Ng, T. W. H., & Feldman, D. C. (2010). Organizational tenure and job performance. Journal of Management, 36(5), 1220–1250. https://doi.org/10.1177/0149206309359809

    Article  Google Scholar 

  • Obasi, I. N. (2007). A policy shift in Botswana’s higher education landscape. International Higher Education, 46, 20–21. https://doi.org/10.6017/ihe.2007.46.7935

    Article  Google Scholar 

  • OECD (Organisation for Economic Co-operation and Development). (2018). The future of education and skills, Education 2030: The future we want. Working paper. Paris: OECD. Retrieved 11 April 2021 from https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf

  • OUP (Oxford University Press). (2022). Multicollinearity. In Oxford English Dictionary [online resource]. Oxford/: Oxford University Press/Lexico.com. Retrieved 11 January 2022 from https://www.lexico.com/definition/multicollinearity

  • Ofem, O. M. E., Iyam, M. A., & Bassey, E. U. (2015). Teacher demographic variables and students’ academic achievement in secondary schools home economics in Calabar educational zone of cross River State. International Journal of Education Learning and Development, 3(6), 36–47

    Google Scholar 

  • Ohide, A. D. F., & Mbogo, R. W. (2017). Demographic factors affecting teachers’ job satisfaction and performance in Yei Town, South Sudan. IRA-International Journal of Education & Multidisciplinary Studies, 8(1), 142–148. https://doi.org/10.21013/jemsv8n1p14

    Article  Google Scholar 

  • Ornstein, A. C., & Hunkins, F. P. (2014). Curriculum: Foundations, principles and issues (6th ed.). Boston, MA: Pearson Educational Inc

    Google Scholar 

  • Ornstein, A. C., & Hunkins, F. P. (2018). Curricula: Foundations, principles and issues (7th ed.). London: Pearson Education Ltd.

    Google Scholar 

  • Otaala, J., Maani, J. S., & Bakaira, G. G. (2013). Effectiveness of university teacher education curriculum on the secondary school teacher performance in Uganda: The case of Kyambogo University. Journal of International Cooperation in Education, 15(3), 95–112. http://doi.org/10.15027/34867

    Article  Google Scholar 

  • Otanga, H., & Mange, D. (2014). Contribution of personal characteristics and school-context factors to job satisfaction among primary school teachers in Coast Province, Kenya. International Journal of Education and Research, 2(7), 24–25

    Google Scholar 

  • Parsons, M. (2015). Visual metaphors: Meaning, interpretation and culture. In M. Fleming, L. Bresler, & J. O'Toole (Eds.), The Routledge international handbook of the arts and education (pp. 68–75). London: Routledge

    Google Scholar 

  • RA (Research Advisors). (2006). Sample size table [online resource]. Plymouth, MA: Research Advisors. Retrieved 12 November 2016 from http://research-advisors.com/index.php

  • Rowe, K. (2005). Teaching reading: Report and recommendations. National Inquiry into the Teaching of Literacy. Canberra, ACT: Department of Education, Science and Training/Australian Council for Educational Research. Retrieved 19 January 2022 from https://research.acer.edu.au/tll_misc/5

  • Rudhumbu, N. (2018). A model for effective curriculum implementation in accredited private higher education institutions in Botswana. Doctoral thesis. University of South Africa, College of Education. Available at http://uir.unisa.ac.za/bitstream/handle/10500/25436/thesis_rudhumbu_n.pdf?isAllowed=y&sequence=1

  • Samboma, T. A. (2017). Regulation of tertiary education institutions in Botswana: Issues and options. Advances in Social Sciences Research Journal, 4(6), 115–123. https://doi.org/10.14738/assrj.46.2786

    Article  Google Scholar 

  • Setume, G. (2013). The role of tertiary institutions in financing their operations. Gaborone: Tertiary Education Council. Retrieved 17 July 2018 from http://www.tec.org.bw/tec-documents

  • Shah, M., & Nair, C. S. (2013). Private for-profit higher education in Australia: Widening access, participation and opportunities for public-private collaboration. Higher Education Research and Development, 32(5), 820–832. https://doi.org/10.1080/07294360.2013.777030

    Article  Google Scholar 

  • Simmonds, S. (2017). Teachers as curriculum leaders: Towards promoting gender equity as a democratic ideal. Educational Research for Social Change, 6(2), 16–28. https://doi.org/10.17159/22214070/2017/v6i2a2

    Article  Google Scholar 

  • Siphambe, H. (2012). The challenges of financing tertiary education in Africa: The case of Botswana. Paper presented 18 March at the Tertiary Education Conference, held in Gaborone, Botswana

  • Spreen, C. A., & Knapczyk, J. J. (2017). Measuring quality beyond test scores: The impact of regional context on curriculum implementation (in northern Uganda).FIRE: Forum for. International Research in Education, 4(1), 1–31

    Google Scholar 

  • Srivastava, G., & National Council of Educational Research and Training (NCERT). (2017). Gender issues in education [online paper, 27 pp.]. New Delhi: Department of Gender Studies,. Retrieved 12 December 2019 from http://www.ncert.nic.in/departments/nie/dse/activities/advisory_board/PDF/Genderconcers.pdf

  • Taguma, M., & Barrera, F. (2019). Draft change management: Facilitating and hindering factors of curriculum implementation. 9th Informal Working Group (IWG) Meeting 22–24 May, Vancouver, BC, Canada. DU/EDPC/RD(2019)24. Paris: OECD

  • TEC (Tertiary Education Council). (2013). Registered institutions. Gaborone: TEC. Retrieved 13 October 2015 from www.tec.org.bw/tec-institutions

  • Registered institutions. TEC, & Gaborone (2015). : TEC. Retrieved 13 October 2015 from www.tec.org.bw/tec-institutions

  • Tillou, L., & Liarte, S. (2008). Accumulation or diversity? Bridging individual experience factors and performance. Paper presented at the 9th International conference on Human resource development research and practice across Europe, held in Lille 21–23 May. Retrieved 25 November 2021 from https://www.ufhrd.co.uk/wordpress/wp-content/uploads/2008/06/136accumulation-or-diversity_tillou.pdf

  • Tsevi, L. (2014). Private higher education’s quality assurance in Ghana. International Higher Education, 75, 22–24. https://doi.org/10.6017/ihe.2014.75.5437

    Article  Google Scholar 

  • UK Essays. (2018). Analysis of the ecological systems theory [online resource]. Nottingham: UK Essays. Retrieved 25 May 2021 from https://www.ukessays.com/essays/psychology/analysis-ecological-systems-theory-2940.php

  • Vold, E. T. (2017). Qualifying foreign language teachers: Is teacher training enough? International Journal of Educational Research, 82, 40–43. https://doi.org/10.1016/j.ijer.2016.12.002

    Article  Google Scholar 

  • Wiles, J. W., & Bondi, J. C. (2014). Curriculum development: A guide to practice (9th ed.). Boston, MA: Pearson

    Google Scholar 

  • Yang, X. (2013). Research on high school students’ everyday life in the new curriculum reforms implementation progress in China. Creative Education, 4(12), 93–99. https://doi.org/10.4236/ce.2013.412A2014

    Article  Google Scholar 

Download references

Acknowledgements:

The authors wish to thank the managers and lecturers from the participating universities whose contributions made this study possible. Without their support, the study would not have succeeded the way it did.

Author information

Authors and Affiliations

  1. Department of Curriculum and Instruction, University of South Africa, Pretoria, South Africa

    Norman Rudhumbu & Elize du Plessis

Authors
  1. Norman Rudhumbu
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Elize du Plessis
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Norman Rudhumbu.

Additional information

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Rudhumbu, N., du Plessis, E. The mediating role of lecturer biographic factors on curriculum implementation in universities. Int Rev Educ 68, 11–31 (2022). https://doi.org/10.1007/s11159-022-09937-x

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11159-022-09937-x

Keywords

Search

Navigation