Creating an Innovative Graduate in Zimbabwe: A Curriculum Design Problem and Solution

Abstract

There is a growing and general view in world scholarship that higher and tertiary education institutions (HTEIs) ought to produce innovative graduates commensurate with the evolving trends in technology. However, many HTEIs in developing countries, includ ing Zimbabwe, face challenges in fostering innovation in the teaching and learning landscape aimed at driving industrialisation. This article presents findings from a multiple case study rooted in Stake's (1975) Responsive Curriculum Evaluation Model. Data were generated through document analysis and qualitative interviews with 10 university students and 10 lecturers from private and public universities. The study identified various factors contributing to the innovation gap among graduates from Zimbabwean universities, such as lecturers lacking innovation pedagogical skills, the absence of innovation programmes, inadequate resources, limited industry university linkages and adherence to traditional assessment criteria. To address these challenges, the study recommends proactive measures for HTEIs, including providing professional development opportunities for lecturers, introducing innovation modules and programmes, allocating more resources to innovation hubs, establishing industry partnerships for programm e development and skills exchange and transitioning from knowledge based assessments to skill based evaluation and assessment methods. The study contributes to the ongoing discourse on fostering the development of innovative and entrepreneurial graduates i n developing countries.