Strategy Implementation And Leadership Agility In Public Tertiary Education Institutions Critical Insights Engaged

Authors

  • NANCY MATSHE Faculty of Management Science and Economics, University of Zimbabwe, Zimbabwe Author
  • MAXWELL SANDADA 1 Faculty of Management Science and Economics, University of Zimbabwe, Zimbabwe Author
  • DENNIS MARAVANYIKA Faculty of Management Science and Economics, University of Zimbabwe, Zimbabwe Author

Keywords:

public sector, tertiary institutions, strategic management, agile leadership

Abstract

This qualitative case study was undertaken to report the emergence of shadow education (SE) in teacher education in Zimbabwe as perceived and portrayed by lecturers and student teachers. WhatsApp discussions and Google interviews generated data from 12 lecturers and 12 students selected using snowball sampling. Informed by Charles Wright Mills‘ sociological imagination and the Technology Acceptance Model, the thematically analysed data reveal that behind the lecturers‘ and student teachers‘ engagement in SE were wider societal problems. Lecturers engaged in SE not only because they were unethical, but also because they were deep in abject poverty and were incapable of supporting their families. Rather than adopting online teaching and learning as an alternative employed to continue education during the COVID-19 pandemic, students who lacked technological skills disapproved of it and turned to SE. Considering these findings, the study recommends that employers review the lecturers‘ remuneration for them to be motivated and committed to providing quality online teaching and learning. Additionally, before entry into colleges, students must be exposed to technology in sync with the dictates of the Fourth Industrial Revolution (4IR). The study extends the conversation on SE, which has been confined to primary and high schools and opens cans of worms to its presence in institutions of higher education.

Author Biographies

  • NANCY MATSHE, Faculty of Management Science and Economics, University of Zimbabwe, Zimbabwe

    Nancy Matshe is a PhD finalist student in the Faculty of Business Science Management and Economics at the University of Zimbabwe. She is studying for a Doctor of Business Management. She holds a Master’s in Business Administration Degree, specialized in strategic management from Edinburgh Business School, and a Bachelor’s Honors Degree in Economics from the University of Zimbabwe. She is a Chartered Global Management

    Accountant (CGMA), and an Associate Chartered Management Accountant (ACMA) with CIMA. She holds a Diploma in Accounting and Finance with ACCA, as well as a Project Management Certificate. Email: 

  • MAXWELL SANDADA, 1 Faculty of Management Science and Economics, University of Zimbabwe, Zimbabwe

    Maxwell Sandada is a lecturer in the Faculty of Business Science Management and Economics at the University of Zimbabwe. He has published several articles in referred journals on various topics in business management topics, and has supervised several Master’s and Doctoral students. He holds a Doctor of Technology Degree in Business from Vaal University of Technology, South Africa. 

  • DENNIS MARAVANYIKA, Faculty of Management Science and Economics, University of Zimbabwe, Zimbabwe

    Dennis Maravanyika is a part time lecturer in the Faculty of Business Science Management and Economics at the University of Zimbabwe, and a pert time lecture at UNICAF University. He has supervised several Master’s and Doctoral students. He holds a Doctor of Business Management from Nottingham University, United Kingdom.

Downloads

Published

2024-10-14

Issue

Volume 1, Issues 1 and 2 (2022)

Section

Articles

How to Cite

Strategy Implementation And Leadership Agility In Public Tertiary Education Institutions Critical Insights Engaged. (2024). Futures: The Zimbabwe Ezekiel Guti University Journal of Leadership, Governance and Development, 1(1 & 2), Pages: 116 -135. http://journals.zegu.ac.zw/index.php/futures/article/view/193