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African flagship universities: their neglected contributions

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Damtew Teferra at University of KwaZulu-Natal
Damtew Teferra
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This study documents and analyzes the contributions of flagship universities in Africa in teaching, learning, graduates, and research productivity since their inception. On the basis of empirical evidence (from an ongoing study) on eleven ‘flagship’ universities in Africa—Addis Ababa, Botswana, Cairo, Chiekh Anta Diop, Dar es Salaam, Ibadan, Ghana, Makerere, Mauritius, Nairobi, and Zambia—and other relevant data sources, the study examines the contribution of these institutions nationally and beyond. The study, for the first time, attempts to unveil comparative enrollment patterns as well as establish graduate numbers in the flagship universities since their founding. It further brings to light the extent of productivity of these institutions with an anticipated effect of moderating some of the critical views against such institutions regarding their contributions.
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African flagship universities: their neglected
contributions
Damtew Teferra
1
Published online: 30 September 2015
Springer Science+Business Media Dordrecht 2015
Abstract This study documents and analyzes the contributions of flagship universities in
Africa in teaching, learning, graduates, and research productivity since their inception. On
the basis of empirical evidence (from an ongoing study) on eleven ‘flagship’ universities in
Africa—Addis Ababa, Botswana, Cairo, Chiekh Anta Diop, Dar es Salaam, Ibadan, Ghana,
Makerere, Mauritius, Nairobi, and Zambia—and other relevant data sources, the study
examines the contribution of these institutions nationally and beyond. The study, for the
first time, attempts to unveil comparative enrollment patterns as well as establish graduate
numbers in the flagship universities since their founding. It further brings to light the extent
of productivity of these institutions with an anticipated effect of moderating some of the
critical views against such institutions regarding their contributions.
Keywords Africa Higher education Flagship universities Enrollment Academics
Research productivity
Introduction
Contrary to a widely held view, higher education in Africa is not entirely a manifestation of
colonial rule. To be sure, a number of ‘institutions of higher learning’ existed in the
continent—a few still in existence—prior to the colonial scramble for Africa began in the
mid-1900s. During colonial periods, the regimes neglected education or sought to limit its
provision, and this was virtually total at the level of higher education (Ajayi et al. 1996,
p. 28) (for a comprehensive historical analysis on African higher education, see Yesufu
1973; Lulat 2003,2005; history sections of country case studies in Teferra and Altbach
2003).
&Damtew Teferra
teferra@ukzn.ac.za
1
Higher Education Training and Development, University of Kwazulu-Natal, Durban, South Africa
123
High Educ (2016) 72:79–99
DOI 10.1007/s10734-015-9939-x
Content courtesy of Springer Nature, terms of use apply. Rights reserved.
... These include rising enrollments, limited resources, changing stakeholder needs, and global mobility of students and staff (Hall et al., 2016;Shaikh et al., 2021). To address these challenges, developing policies and strategies that effectively guide quality enhancement and institutional reforms is crucial (Garwe, 2014;Teferra, 2016). However, many African countries still rely on top-down policymaking approaches that often fail to address the diverse needs of individual institutions and contexts (Shaikh et al., 2021;Teferra, 2016). ...
... To address these challenges, developing policies and strategies that effectively guide quality enhancement and institutional reforms is crucial (Garwe, 2014;Teferra, 2016). However, many African countries still rely on top-down policymaking approaches that often fail to address the diverse needs of individual institutions and contexts (Shaikh et al., 2021;Teferra, 2016). These approaches also tend to neglect the rich and diverse sources of evidence and input from various stakeholders in the higher education sector. ...
... Seeking diverse perspectives so institutions understand realities on the ground, as the student leader explained, mirrors calls by Hall et al. (2016) and Shaikh et al. (2021) for inclusive processes ensuring policy relevance. Collaboration leveraging complementary expertise to develop holistic solutions, as mentioned by one academic, is supported by Teferra's (2016) research showing partnerships across departments yield more comprehensive reforms. ...
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... The students (70%, n=616) acknowledged that competent academic staff members play a role in the production and dissemination of knowledge and quality education (Teferra, 2016). Although ARWU uses the Nobel Prize and Field Medals as a measure of the quality of the teaching staff in a university, other elements such as competence were identified to play a role in the success of a university (Perkmann et al., 2011). ...
... The faculty quality (μ=3.73, d=0.54; medium practical significance) as a ranking criterion is an indicator that well trained and educated faculty members signify expertise and a dedication to the teaching and supervisory role (Teferra, 2016). ...
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... During the first decade of its inauguration, participation in the new university was limited to the privileged section of the society and enrolment rate remained as low as 0.2% (Germa, 1988). However, over the last two decades, AAU has significantly expanded (Damtew, 2015) offering hundreds of undergraduate and postgraduate programmes to over 51,000 students. Located in the capital city of the country, AAU has fourteen campuses, and it has the biggest enrolment among all the higher education institutions (hereafter HEIs) in Ethiopia (Elizabeth, 2017). ...
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... Alternatively, the relationship between higher education and the public good can be seen as reducing prejudice and increasing democratisation, critical thinking and active citizenship (Marginson, 2011;Leibowitz, 2013;Locatelli, 2017). Higher education in sub-Saharan Africa has moved from the establishment of flagship national universities in the post-independence period and intended to underpin a state bureaucracy (Teferra, 2016) to developmental universities with a commitment to indigenising knowledge and benefiting marginalised populations through to more recent tendencies towards marketisation of public institutions and encouragement of the private sector (Coleman, 1986;ADEA & AAU, 2004;Assié-Lumumba & CODESRIA, 2006;Mamdani, 2007;McCowan 2016). This relates to current debates which closely associate calls for decolonised education with effective resource allocation and equity. ...
The SDG agenda and university transformation in Africa: The decolonial turn deferred?
Article
  • Jul 2023
The Sustainable Development Goals (SDGs) agreed in September 2015 set the scene for a renewed and ambitious development framework in a global context of widening inequalities within and between countries, global economic crises, conflict and climate change. Higher education is framed in several of the targets that make up SDG 4 and is also argued as central to achieving all 17 goals. However, the extent to which they engage with higher education in the context of calls for responsive, decolonised higher education remains underexplored. It is this gap that this paper addresses, arguing that while the SDGs take a broad approach to education the focus on specific targets and indicators limit states’ autonomy by de-territorialising local frameworks (Sayed & Moriarty, 2020). As a result, universities in Africa struggle to assert their agendas as power is overly located at the supra national level. We use the case of South African higher education to examine how and in what ways the national education agenda articulates with the SDG agenda. In particular, we focus on the lack of a clear equity and anti-racist focus in the SDG agenda which fails to engage with the disciplinary hold of racism over knowledge. We use Boaventura de Sousa Santos’ (2014) notion of difficult questions in higher education with weak answers to address what a decolonised and deracialised higher education system might look like. In particular, we articulate how Western domination has marginalised knowledge present in the global South. In so doing, we describe the influence of the SDGs in higher education noting the strides made but also their limited application in the global South and the decolonial turn. We argue that the decolonisation of knowledge in higher education is a collective process in which disruptive disciplinary practices contribute to cognitive global justice.
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... leading to the ineffectiveness of these inductions. The above is true for the South African context where there are no uniform guidelines that can be used to induct new lecturers into their roles leading to inductions happening at an institutional or departmental level (Hlengwa, 2019;Osman & Hornsby, 2016;Teferra, 2016). The inductions are not primarily focused on the scholarship of teaching and developing teacher educators' knowledge base for teaching the pre-service teachers. ...
Learning to teach Biology to pre-service teachers: A self-study
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... Although internationalization is complex, contextual and dynamic, its transformational value-creation capabilities make it a critical tool for empowering HEIs to contribute toward the attainment of national development goals through highly skilled manpower development, knowledge production and innovation. The knowledgeable and skilled graduates so produced possess "global competencies" (Hunter et al., 2006, p. 270) and a broader worldview that makes them attractive to local and global employers (Altbach, 2013;Kireeva et al., 2018;Mansilla and Jackson, 2013;Teferra, 2016;Robson and Wihlborg, 2019). Further, they have open minds that challenge inequity, injustice and contribute to sustainable socio-economic and ecological development. ...
Making internationalization of higher education a national strategic focus
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  • Jan 2021
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... The internationalisation agenda and its entrenchment in institutional strategic plans and university activities has gained traction in the past decade (Sehoole and Jowi, 2018). The current mission statements in the strategic plans of flagship universities in Africa highlight excellence, relevance and global competitiveness as pillars (Teferra, 2016) in their strategic profiling. ...
Strategic Profiles of the International Dimension in Universities in Uganda
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... These institutions are also considered to be one of the most important sources of creativity, innovation, human resource development; according to Ruxandra (2018) universities must be able to prepare students for jobs in a very different way from the traditional ones and also prepare them for jobs that are yet unknown but shall pop-up into the labor market at any moment; on the other hand These institutions are the most responsible for the way society is built. All of this has led to the necessity of investing in higher education institutions and managing them in such a way that educational services meet the needs of the market, economy and society; Developing countries face the particular challenge of not only providing broader access to higher education, but also of interlinking their universities with the knowledge economy, by producing competitive graduates and generating innovative research (Teferra, 2016).On this basis, new work mechanisms should be introduced to develop higher education institutions, and to continuously improve them so as they help establishing knowledge economy instead of the traditional rentier economy that characterizes Algeria. The importance of our study comes from the close relationship between Innovation activities and development in economic systems and life; as Borisas (2018) insisted, they must be a priority in academic studies and in the scientific research on knowledge economies. ...
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... Many of this study's participating institutions are generally positioned among the top 100 in the following global rankings: Shanghai Jiao Tong University Academic Ranking of World Universities (ARWU), Times Higher Education (THE), and Quacquarelli Symonds (QS) (Jacob et al. 2015). In this study, we use the term flagship university to address a more relevant model of leading national universities as advocated by Douglass (2016), Douglas and Hawkins (2016), and others (Yonezawa 2007;Gao 2015;Teferra 2016). The role of a flagship university is one that often meets world-class university standards as defined by the leading ranking systems. ...
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The World Bank's Perspective on African Higher Education
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In it's report "Accelerating Catch-Up: Tertiary Education in Sub-Saharan Africa", the World Bank places education at the fore of African development priorities. This represents a shift in viewpoint from higher education as luxury to higher education as necessity. While this can be seen as progress, the report still contains gaps in data and may indicate a need for increased attention to this changing sector.
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Higher Education and globalisation: Challenges, threats and opportunities for Africa
Book
Full-text available
  • Jan 2010
Preface The unprecedented changes in the means of generating, delivering, accessing and disseminating knowledge and information are having far-reaching impacts, direct and indirect, on higher education systems worldwide. For universities in sub-Saharan Africa, where management and administrative capacities are already limited, responding to these changes in the global knowledge system is particularly dif cult. The challenge for them is to develop institutional strategies that take into account the ongoing globalization of knowledge, assess existing ways of working and chart a new course for the future. For most African universities this is by no means a simple exercise. Over the last two years, we have been engaged in the complex but exciting task of facilitating and assisting African universities to develop strategic plans not only to counter the impacts of globalization, but also to bene t from the opportunities it presents. The project invited university leaders, including vice-chancellors, rectors and their advisors, from eight African countries – all members of the African, Caribbean and Paci c (ACP) group of states – to assess the challenges, risks, potentials and opportunities facing African higher education institutions as they negotiate the powerful forces of globalization. The African participants represented the University of Kisangani (Democratic Republic of Congo), the University of Cape Coast (Ghana), Moi University (Kenya), the University of Malawi, the University of Mauritius, the Catholic University of Mozambique, the University of Dar-es-Salaam (Tanzania) and Makerere University (Uganda). Prior to the process of developing their strategy papers, the university leaders selected a team of eight experts on higher education in Africa to assist them. The participants and the experts then attended a three-day workshop in Maastricht, the Netherlands, in May 2009, where they discussed the many issues involved. Following that dialogue, the university leaders then developed rst drafts of their strategies, which were reviewed and commented on by the other participants and the team of experts. A year later, in April 2010, at a second seminar in Mangochi, Malawi, the participating university leaders presented their nal strategy papers. They discussed what they had learned from their own and each others’ experiences, and from the experts. Details of the process and the methods used during the exercise are presented in the Annex to this volume, in the hope that others will learn from this experience. Different institutions and countries are of course affected by and respond to the forces of globalization in a variety of ways. Thus strategic approaches for harnessing the potential of small island states such as Mauritius, for example, are likely to be different from those chosen by equally small but landlocked countries such as v vi Malawi. Larger countries such as Ghana and Kenya could bene t enormously from strategies that aim to deploy and engage their intellectual diasporas in revitalizing their higher education institutions. The Democratic Republic of Congo, with its vast natural resources, might utilize global and regional knowledge networks to turn these assets into value-added products that would generate signi cant economic bene ts. The strategy papers developed by the leaders of the eight universities take into account their countries’ diverse economic, historical, educational, social and political dimensions both to develop and to strengthen the capabilities needed to create and disseminate knowledge, and thus to increase their competitiveness in the global knowledge marketplace. The strategy development exercise provided opportunities for the participants to learn from each other, and also to review critically their own objectives, programmes and activities. The initiative was launched with four outputs in mind – papers by the six experts, eight strategy papers, a joint action plan and this publication – and was made possible through the nancial assistance of the European Union via the EduLink programme, which is implemented by the ACP Secretariat in Brussels, Belgium.1 The project was managed by the Maastricht University Centre for International Cooperation in Academic Development (MUNDO),2 the Netherlands, in collaboration with the eight African universities, and the University of Antwerp, Belgium. The experts’ papers have been published in this book. The university strategy papers as well as the action plans can be downloaded from the MUNDO website. The overarching objective of the initiative has been to enhance the capacity of African universities to develop strategies that will deliver graduates equipped to tap global knowledge resources and adapt and apply what they have learned in support of local and regional development. In supporting the eight participating universities to develop their strategies, it is our hope that the underlying insights, the available evidence and the emerging expertise for well informed strategic decision making will help them anticipate, manage, explore and exploit the processes of globalization. We trust that this book will also be useful to other universities engaged in the process of deciding on their own strategy papers. Damtew Teferra and Heinz Greijn August 2010
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Funding higher education in Tanzania: Modalities, challenges, prospects and a proposal for new funding modalities
Chapter
  • Oct 2013
Preface Damtew Teferra Foreword Philip G. Altbach 1. Introduction Damtew Teferra 2. Botswana: Crisis of a Rich State: Botswana's Dilemma in Financing Tertiary Education Victoria Damane and Patrick Molutsi 3. Ethiopia: Funding Higher Education in Ethiopia: Modalities, Challenges, Opportunities and Prospects Moges Yigezu 4. Ethiopia: Revenue Diversification and Resource Utilisation in Ethiopian Universities Kennedy Munyua Waweru and Sewale Abate 5. Kenya: Implications of Alternative Higher Education Financing Policies on Equity and Quality: The Kenyan Experience Ibrahim Ogachi Oanda 6. Kenya: Entrepreneurship as an Alternative Approach to Funding of Public Universities in Kenya Thomas Kipkorir Ronoh, Catherine K. Mumiukha and Anthony K. Sang 7. Madagascar: Challenges and Opportunities of Higher Education Funding Policies and Programs in Madagascar Elysette Randriamahenintsoa 8. Malawi: Financing Higher Education in Malawi: Prospects, Challenges and Opportunities Steven Henry Dunga 9. Tanzania: Funding Higher Education in Tanzania: Modalities, Challenges, Prospects and a Proposal for New Funding Modalities Johnson Muchunguzi Ishengoma 10. Uganda: Funding of Higher Education in Uganda: With Special Emphasis on Donor's Role and Contribution of National Communities Approaches Mark Bonuke Oboko 11. Uganda: Funding Higher Education in Uganda: A Case for the Liberalisation of Student Fees Jude Ssempebwa and Dalton E. Ssegawa 12. Zambia: Student's Perception of Financing Public Universities in Zambia: Towards a More Sustainable and Inclusive Policy Strategy Gift Masaiti 13. Zimbabwe: Funding Higher Education in Zimbabwe: The Experience, Challenges and Opportunities of the Cadetship Scheme John Mpofu, Sylod Chimhenga and Onias Mafa 14. Conclusion Damtew Teferra
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Financing Higher Education in Malawi: Prospects, Challenges and Opportunities
Chapter
  • Jan 2013
Higher education is often considered a private investment. Research done in developed countries (Greenaway & Haynes, 2004) and in developing countries (Siphambe, 2000; Becker, 1964; Psacharopoulos, 1985) indicate that more return accrues to the individual than to society. Meanwhile, development theories recognise the role of higher education in economic growth and development (Sauer, Gawande, & Geng LiSauer, 2003; Hong & Kiseok, 2010), and reach this conclusion mainly by looking at higher education’s contribution to the specialised human capital associated with specialised labour requirements. Higher education has played a very important role in developed economies. It is a known fact that there can never be any meaningful development without factoring in education as one of the central elements. Most least-developed countries (LDCs) are still agro-based; therefore, one of the main pillars in almost all LDC growth strategies is to increase participation in higher education, and thereby improve the skills of the labour force, to facilitate movement to a higher stage of development characterised by manufacturing and value addition.
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