PhD Theses

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Browsing PhD Theses by Subject "College students"

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    Career development for high school and university students in Tanzania: a conceptual model and methodological framework
    (University of Dar es Salaam, 2015) Materu-Bahitsa, Mary Michael
    The purpose of the study was to put forth a conceptual model and a methodological framework for establishing a national career development service for high school and university students in Tanzania. Objectives and research questions aimed at examining the state of students' career development service in selected high schools and universities in Tanzania, assessing students' career information needs and preferences and soliciting stakeholders' views on strategies for improving provision of career development service for high school and university students. The study employed a mixed-methods research design. Data were collected through questionnaires and interviews. The findings revealed that students' general career preparedness was low, while the state of career development services in both high schools and universities in Tanzania was poor. Students' needs and preferences for information were evident. Students and other stakeholders' views pointed to an urgent need for career development service for high school and university students. Several challenges regarding policy and implementation were raised and strategies for the establishment and management of career development service were proposed. Informed by trends noted in the literature review and findings from this study the 'employability development' approach was used in developing a conceptual model and a methodological framework for career development service in Tanzania. The main constructs of the conceptual model are employability development, curriculum content and labour market. The methodological framework, presented in a matrix, outlines a practical guide for interpreting and implementing the ideas presented in the model. The study has several implications for the education sector, the labour market and interventions that may curb graduate un-employability and skills mismatch in Tanzania and developing countries as a whole. The study points to the plausibility of systemically addressing the challenges of youth employment (formal, informal and self-employed), graduate employment and skills mismatch through a career development perspective.
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    Gender analysis of information communication technology adoption into teaching, learning and research by faculty and students of selected universities in Tanzania
    (University of Dar es Salaam, 2013) Katunzi-Mollel, Kokuberwa Rehema Upendo
    Using gender as a tool for analysis, the study investigated the extent of ICT adoption in teaching, learning and research in four purposefully selected Universities in Tanzania. Literature review on adoption of ICTs in education and higher education in Africa and Tanzania revealed the absence of comprehensive studies on ICTs to support the core functions of the Universities. A descriptive research design, which utilized a blend of methodological approaches, was used in this study. The sample comprised of 150 faculty members, 481 students, and 19 key informants. Data were collected through questionnaire, key informant interviews and participants observation and were analyzed using SPSS. Results of the study revealed that, Universities have made modest progress in developing ICT infrastructure to support both academic and administrative functions. However, unequal levels of access to computers between and among faculty and students were observed; while most faculty members have ample access to a connected computer; students are restricted in accessing computers and the Internet. The study revealed that, Faculty members and students are highly engaged with the computer and the Internet; mainly for word processing, e-mails, and to access information for teaching and assignments. The study found no significant gender disparity in the utilisation of computers, computer competence and attitudes towards ICTs. Findings revealed that, female respondents have less access to computer than their males counterparts. Barriers that limit adoption of ICTs were mainly at the institutional level and comprise of inadequate computing facilities; unreliability of the available technologies; lack of technical, pedagogical and administrative support; and lack of institutional policy to guide the implementation of ICTs in teaching and learning processes. Concerted efforts are required at the National, Ministerial and Institutional levels to increase availability, access and adoption of ICTs in higher education institutions.