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EXPLORING THE POTENTIAL CONTRIBUTION OF BLUE OCEAN STRATEGY FOR

GROWTH OF PUBLIC UNIVERSITIES: Case of Faculties of Agriculture in
Zimbabwe
Thesis · August 2018
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EXPLORING THE POTENTIAL CONTRIBUTION OF BLUE
OCEAN STRATEGY FOR GROWTH OF PUBLIC
UNIVERSITIES: Case of Faculties of Agriculture in Zimbabwe
BY
WONDER NGEZIMANA (R0100063)
A dissertation submitted in partial fulfilment of the requirements

for the degree of Master of Business Administration
2018
Graduate School of Management
University of Zimbabwe
Supervisor: Dr. B. Madzivire

DECLARATION
I, Wonder Ngezimana, do hereby declare that this dissertation is the result of my own
investigation and research, except to the extent indicated in the acknowledgements,
references and by acknowledged sources included in the body of the report, and that it has not
been submitted in part or in full for any other degree to any other University or College.
Student Signature Date
___________________ ___________
Supervisor Signature Date
ii
ACKNOWLEDGEMENT
Unconditional support from my family including my wife, Tabeth, who endured the
workload, was a great help to make this work accomplished.
This dissertation could not have been completed without the support from my supervisor, Dr.
A. B. Madzivire. Thank you for helping me through all the difficult times.
Also, this work could not have been accomplished without the support from the Marondera
University of Agricultural Sciences & Technology and the University of Zimbabwe that
foresaw the importance of staff development.
Various host institutions and participants are also thanked for welcoming the researcher to
conduct a study to shape the strategic rethinking process within new public universities in
Zimbabwe especially their agriculture related disciplines. I also appreciate the feedback and
comments from colleagues and friends; Mr S. Tatsvarei, Dr R. Musavengane, Mrs G.
Gwatidzo, Ms N. Dunjana, Ms C. Govera, Dr N. Chikumba, Dr N. Mapope, Dr K. Zenda, Dr
X. Poshiwa, Ms S. Mutavayi, Ms C. Mhako and Ms A. Muzawazi for reading through the
scripts and positive critiques.
iii
DEDICATION
This work is dedicated to Kundiso, Vimbiso and Thabiso.
iv
ABSTRACT
Unhealthy competition between universities for enrolment hinders growth of the newly
established public university faculties especially in the agricultural sciences related
disciplines. Blue ocean metaphor is based on creation of competitor-free market unlike in a
“red ocean," which is well explored and crowded with competitors. Currently most faculties
have always used contemporary strategies in addressing competition. There lacks a
comprehensive plan for ensuring sustainable competitive advantages fostering a competition
free environment. The main objective of the study therefore seeks to explore the potential
contribution of Blue ocean strategy (BOS) for growth of faculties of agriculture in public
universities in Zimbabwe.
The study used a case study approach where faculties with agricultural sciences related
disciplines were selected across three universities for interviewing. Data was collected
through 10 open ended questions on academics in different management positions. This seeks
to answer questions relating to faculty offerings that can be eliminated, reduced, raised or
created therein. Summative analysis was thereafter used during coding and interpretation of
the data.
Study findings show that there are several important elements for making offerings more
comprehendible towards fostering faculty growth with bias towards student enrolment.
According to the findings, the case faculties would be able to create BOS for example via
elimination of student waiting period, increase recognition of prior learning, integrated
procedures and create systems that allow lifelong learning. To create valued innovation
beyond the red ocean, the cases in this study have also to be modelled to foster changes in
modes of delivery, certification, being research oriented with excellence in teaching, ethics,
service to the community and entrepreneurship. There is therefore need to rethink strategy
towards reshaping inclusive enrolment, industry relevance, affiliations, sustainable student
welfare, ubuntu, exchange programmes, research excellence, alumni support and
entrepreneurship. Innovative strategic collaborations and partnerships, anchored on
technology boost the strategic offerings in this study.
Areas of further study include the amplitude of Blue ocean shown in the university faculty
offerings and implementation strategies of BOS. It is also worthy to further evaluate BOS in
relating to all public universities in Zimbabwe.
v
Table of Contents
Contents Page
DECLARATION .......................................................................................................................ii
ACKNOWLEDGEMENT ....................................................................................................... iii
DEDICATION .......................................................................................................................... iv
ABSTRACT............................................................................................................................... v
CHAPTER 1 .............................................................................................................................. 1
1.0 INTRODUCTION ............................................................................................................... 1
1.1 BACKGROUND ................................................................................................................. 1
1.2 STATEMENT OF THE PROBLEM ................................................................................... 3
1.3 RESEARCH OBJECTIVES ................................................................................................ 4
Main objective ........................................................................................................................ 4
Specific objectives.................................................................................................................. 4
1.4 RESEARCH QUESTIONS ................................................................................................. 4
Major research question ......................................................................................................... 4
Sub research questions ........................................................................................................... 4
1.5 PROPOSITIONS ................................................................................................................. 4
1.6 RATIONALE OF THE STUDY ......................................................................................... 5
1.7 Scope of the research ........................................................................................................... 5
1.8 Dissertation outline .............................................................................................................. 6
1.9 Chapter Summary ................................................................................................................ 6
CHAPTER 2 .............................................................................................................................. 7
LITERATURE REVIEW .......................................................................................................... 7
2.1 INTRODUCTION ............................................................................................................... 7
2.2 BACKGROUND TO THE UNIVERSITIES ...................................................................... 7
2.2.1 University Structure ...................................................................................................... 8

vi
2.2.1 University Faculties....................................................................................................... 9
2.3 THE OBJECTIVES OF STRATEGIC RETHINKING .................................................... 10
2.4 STRATEGIC FORMULATION PROCESSES ................................................................ 10
2.5 BLUE OCEAN STRATAGEMS AND UNIVERSITY PERFOMANCE ........................ 11
2.5.1 Differentiation strategy for University Performance .................................................. 12
2.5.2 Low Cost Strategy for University Performance .......................................................... 13
2.5.3 Exploitation of Uncontested Market Space for University Performance .................... 13
2.5.4 Opportunity Maximization for University Performance ............................................. 13
2.5.5 Value Innovation Strategy for University Performance .............................................. 14
2.6 UNIVERSITY FACULTY GROWTH INDICATORS .................................................... 15
2.6.1 Staff Retention............................................................................................................. 15
2.6.2 Student enrolment ....................................................................................................... 15
2.6.3 Donors and Alumni ..................................................................................................... 16
2.6.4 Endowments ................................................................................................................ 17
2.6.5 Research outputs, Visibility, Innovation and Patents .................................................. 18
2.6.6 Collaborations and Partnerships .................................................................................. 18
2.6.7 Research strategy......................................................................................................... 19
2.7 CONCEPTUAL FRAMEWORK ...................................................................................... 20
2.8 CONCLUSION .................................................................................................................. 23
CHAPTER 3 ............................................................................................................................ 24
RESEARCH METHODOLOGY............................................................................................. 24
3.1 INTRODUCTION TO CHAPTER .................................................................................... 24
3.2 Recap of research aim, objectives, questions and propositions ......................................... 24
3.3 Research Design................................................................................................................. 25
3.3.1 Research Philosophy ....................................................................................................... 26
3.3.2 Research Approach ......................................................................................................... 26
vii
3.3.2 Research Strategy............................................................................................................ 27
3.4 Methods of Data Collection ............................................................................................... 28
3.5 Research instrument ........................................................................................................... 29
3.5.1 Explorative expert interview ....................................................................................... 30
3.5.2 Interview guide ............................................................................................................ 30
3.6 Population and sampling techniques .................................................................................. 31
3.6.1 Population.................................................................................................................... 31
3.6.2 Sample Size ................................................................................................................. 31
3.6.3 Sampling Method ........................................................................................................ 31
3.7 Conducting interviews ....................................................................................................... 32
3.8 Data Processing and Analysis ............................................................................................ 32
3.8.1 Steps Taken to Code and Analyze Data ...................................................................... 33
3.9 Trustworthiness in Qualitative Research ........................................................................... 33
3.10 Ethical considerations ...................................................................................................... 34
3.11 Conclusions ...................................................................................................................... 35
CHAPTER 4 ............................................................................................................................ 37
DATA ANALYSIS, FINDINGS AND DISCUSSIONS......................................................... 37
4.1 INTRODUCTION ............................................................................................................. 37
4.2 AN OVERVIEW OF THE CASES AND PARTICIPANTS ............................................ 37
4.3 EVIDENCE AND ANALYSIS ......................................................................................... 37
4.3.1 Theoretical Concept 1: Students strategic profiling........................................................ 37
4.3.1.1Enrolment systems and processes ............................................................................. 38
4.3.1.2 Mode of delivery ...................................................................................................... 39
4.3.1.3 Sustainable student welfare ...................................................................................... 40
4.3.1.4 Technology and Innovation ...................................................................................... 40
4.3.1.5 Industry relevance .................................................................................................... 41
viii
4.3.1.6 Alumni support and Post-graduate entrepreneurship ............................................... 42
4.3.2 Theoretical Concept 2: Faculty offerings that can be raised above the standards of the
industry .................................................................................................................................... 43
4.3.2.1 Exchange programmes ............................................................................................. 43
4.3.2.2 Student financing...................................................................................................... 43
4.3.2.3 Programme relevance ............................................................................................... 44
4.3.2.4 Collaboration and Partnerships ................................................................................ 45
4.3.2.5 Technology ............................................................................................................... 45
4.3.3 Theoretical Concept 3: Agriculture faculty created valued innovations in newly

established public universities. ................................................................................................ 46
4.3.3.1 Lifelong learning ...................................................................................................... 46
4.3.3.2 Cross cutting inclusive modules............................................................................... 46
4.3.3.3 Professional certification and affiliation .................................................................. 47
4.3.3.4 Students’ wellbeing .................................................................................................. 47
4.3.3.5 Job placements ......................................................................................................... 48
4.3.4 Inter-Case Comparison and Analysis.............................................................................. 48
4.3.4.1 Offerings in newly established public universities agriculture faculties that can be
eliminated. ............................................................................................................................ 49
reduced. ................................................................................................................................ 49
raised. ................................................................................................................................... 50
created. ................................................................................................................................. 51
4.4 DISCUSSION OF KEY FINDINGS ................................................................................. 52
4.4.1 Enrolment .................................................................................................................... 52
4.4.2 Inclusion and Lifelong learning .................................................................................. 53
4.4.3 Mode of delivery ......................................................................................................... 53
4.4.4 Sustainable student welfare ......................................................................................... 54

ix
4.4.5 Alumni support and Entrepreneurship ........................................................................ 54
4.4.6 Technology, Innovation and Collaborations ............................................................... 55
4.4.7 Industrial relevance ..................................................................................................... 55
4.5 CHAPTER CONCLUSION ........................................................................................... 56
CHAPTER 5 ............................................................................................................................ 57
CONCLUSION & RECOMMENDATIONS .......................................................................... 57
5.1 Introduction ........................................................................................................................ 57
5.2 Achievement of research aim and objectives..................................................................... 57
5.3 Conclusion ......................................................................................................................... 58
5.4 Answer to research questions............................................................................................. 58
5.5 Contribution ....................................................................................................................... 59
5.5.1 Theoretical contribution .................................................................................................. 59
5.5.2 Methodological contribution........................................................................................... 60
5.5.3 Empirical contribution .................................................................................................... 60
5.6 Practical Policy recommendations ..................................................................................... 61
5.7 Practical Managerial recommendations ............................................................................. 61
5.8 Generalisation of findings .................................................................................................. 62
5.9 Research limitations ........................................................................................................... 62
5.10 Areas of further research .................................................................................................. 63
6.0 REFERENCES .................................................................................................................. 64
x
LIST OF TABLES
Table 3.1: Approaches of open ended interviews .................................................................... 29
xi
LIST OF FIGURES
Figure 2.1: The strategic formulation components [Adopted from David, 2009]. ............ 11
Figure 2.2: The conceptual framework [Source: own design] .......................................... 22
Figure 3.1: Relationship between research design and particular data collection
methods [Source: Devaney, 2015]. ..................................................................................... 25
Figure 4.1: Mind map on the strategic profile within university faculty of agriculture
offerings [Source: own data and design]. .......................................................................... 38
Figure 5.1: Theoretical contribution of the potential contribution of BOS for growth of
faculties of agriculture in public universities in Zimbabwe [Source: own data and
design]. ................................................................................................................................. 60
xii
APPENDICES
Appendix A1: Consent Form for Recorded Interviews........................................................69
Appendix A2: Interview Guide............................................................................................71
Appendix A3: Participants Profile.........................................................................................73
Appendix A4: Data Coding...................................................................................................74
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ABBREVIATIONS AND ACRONYMS
BOS Blue Ocean Strategy
GSU Gwanda State University
MUAST Marondera University of Agricultural Sciences and Technology
MSUAS Manicaland State University of Applied Sciences
PAMUST Pan-African Minerals University of Science and Technology
RCZU Reformed Church of Zimbabwe University
R&D Research and Development
SCA Sustainable Competitive Advantage
SMEs Small and Medium sized Enterprises
TTOs Technology Transfer Offices
VUCA Volatility, Uncertainty, Complexity and Ambiguity
ZIMCHE Zimbabwe Council of Higher Education
ZEGU Zimbabwe Ezekiel Guti University
ZNDU Zimbabwe National Defence University
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CHAPTER 1
1.0 INTRODUCTION
This Chapter focus on the background, as well as the objectives of the study as described
in the section below. The researches’ main questions are introduced from the point of
view of the objectives substance and benefits. Propositions of this qualitative work, as
well as the scope of the study are also presented. Overall this chapter sets the scene for
validating the research on exploring the potential contribution of Blue ocean strategy for
growth of faculties of agriculture in Zimbabwean public universities.
1.1 BACKGROUND
The foresight to have public universities in all provinces of Zimbabwe has led to new
institutions being promulgated within the country. In as much as these initiatives are
applauded, the institutions need some comprehensive plan for ensuring sustainable
competitive advantages in their niche mandated areas. In traditional universities with
broad mandates, sometimes low student numbers in some disciplines and the relative
impact on tuition is overall balanced through diverse faculties and offerings. In the
Parliamentary Portfolio Committee on Higher Education in 2017, Lupane State
University Vice-Chancellor also augmented this with sentiments on how newly-
established institutions have low student enrolment with few programmes on offer which
relates with the staff. Therefore, it becomes critical for these institutions to create
environments that attract highly diverse students and offer more services. As the
universities strive to get fully recognised, it is imperative for them to have clear cut
articulated strategies geared for growth and also sustainable competitive advantage in
their mandated pathway.
Despite the enormous growth in tertiary education establishment in the country, the well-
being of today’s faculty is critically important such that strategic formulation should be
suitable for the ever-changing environment. However, strategic formulations and
executions within new institutions maybe a challenge considering the various niche areas
in which the institutions need to focus on and the relative first mover advantages that
traditional institutions may have in those disciplines. Thus calls for a strategic rethink
exercise taking in cognisance of Kim and Mauborgne’s (2015) Blue Ocean Strategy
(BOS).
1
The blue ocean metaphor by Kim and Mauborgne (2015) is hinged on a competitor-free
market that ground-breaking companies can navigate. Unlike in "red ocean," mostly
tapped upon and threatened with competitors, "blue ocean" represent "unharnessed
market space" and the "opportunity for highly profitable growth” (Kim and Mauborgne,
2015). The BOS tactical pursuit is that of eliminating competition through the creation of
new business opportunities and markets. The basis of corporate strategy leading to the
emergence of BOS was characterized by competition (Kim and Mauborgne, 1999). This
focus on competitive benchmarking, competitive advantage and outperforming
competitors was largely inspired by military approach (Kim and Mauborgne, 2005).
Globally, higher education institutions often find themselves competing to attract highly
respected scholars, top-tier students, and donors, as well as increase their visibility and
reputation (Goldman and Salem, 2015). Locally, there are currently close to 24
universities in Zimbabwe (http://www.mhtestd.gov.zw/index.php/instutions/universities),
such that according to Nkala, Mugwati, Mudzurandende, Mazhindu and Mhere (2014),
there is now stiff competition, with institutions’ survival reliant on enrolments. Blue
Ocean Strategy authors acknowledge that competition does matter but argue that this
orientation creates “Red Ocean”. Instead, the logic of BOS is using existing knowledge
and technology to explore other facets to strategy to create new ocean and or change red
ocean into blue ocean (Kim and Mauborgne, 2005). Of paramount importance to the
creation of blue ocean is value innovation anchored in low cost and differentiation (Kim
and Mauborgne, 2004). It is to be noted that the said value innovation is not intended on
creating better value for existing customers but rather, activating noncustomers.
In today’s turbulent markets creating a blue ocean is a necessity. The shift in mind-set
that sets BOS apart from traditional strategies implies managing change in operations,
portfolios and overall strategy. Whether blue ocean is created from new or out of red
ocean, change management is vital and as such, agility absorption capacities are vital to
creating blue ocean. As reported in the Royal Academy of Science policies meeting
document of 2017, most institutions and companies have lost innovative thinking
capability, henceforth facing a risk of conforming markets and uniformity in products and
services. This calls for evaluation of the new academic institutions strategic rethinking
exercises for sustainable competitive advantage in fulfilling their mandate especially in
globalised academic market. Consequently, it is imperative to discover the potential
2
involvement of BOS towards sustainable valued innovative strategy, with a bias towards
programmes in agricultural sciences within newly established public universities in
Zimbabwe.
1.2 STATEMENT OF THE PROBLEM
Growth in universities is currently hard hit with so many shocks which include among
others economic distresses. This has created stagnation in achieving provision of high
quality innovative education as there are dwindling human and capital resources, which
becomes an anchor on future development and economic activities of the country as a
whole. The performance of relatively new institutions with low student numbers, and
infrastructure could be catapulted with a new dimension in institutions’ stratagem in order
to create uncontested markets. Supportive government intentions and policies have been
created for institution support; however for the desired results to be met in this radical
turbulent academic milieu there is need to embrace the competitive environment and
value innovate for development. Competition for student enrolment between universities
and also within faculties and programmes within an institution has had implications on
some faculty offerings in most universities. This calls for strategies to create new
markets. The BOS is one such model based on creation of new opportunities and markets
in order to make competition irrelevant. As student enrolment continues to dip, with
unhealthy competition between universities, what has remained unclear is the blue ocean
strategic thinking towards sustainable competitive advantage within universities in
Zimbabwe. Henceforth this study aims to explore the potential contribution of the BOS
for growth of faculties/schools of agriculture in newly established public universities in
Zimbabwe.
3
1.3 RESEARCH OBJECTIVES
Main objective
The main objective of this study is to explore the potential contribution of BOS thinking
for growth of faculties of agriculture in new public universities in Zimbabwe.
Specific objectives
 To establish agriculture faculty offerings in new public universities that can be

eliminated.
 To establish agriculture faculty offerings in new public universities that can be
reduced.
 To establish agriculture faculty offerings to raise above the standards of the
industry in new public universities.
 To establish agriculture faculty offerings that can be created within newly
established public universities.
1.4 RESEARCH QUESTIONS

Major research question
The research question for this study was: What are the characteristics associated with
BOS for growth of faculties of agriculture in new public universities in Zimbabwe?
Sub research questions
 Which agriculture faculties’ offerings can be eliminated within newly established

public universities?
 Which agriculture faculties’ offerings can be reduced within newly established
 Which agriculture faculty offerings can be raised above the standards of the
industry within newly established public universities?
 Which agriculture faculties’ offerings can be created within newly established
1.5 PROPOSITIONS
 Elimination of some offerings add value towards growth of agriculture faculties of
newly established public universities.
4
 Reduction of some offerings aid to growth in the agricultural faculties of newly
 Various offerings can be raised above the standards of the industry for agriculture
faculties within newly established public universities.
 Various offerings can be created in faculties of agriculture within newly
1.6 RATIONALE OF THE STUDY

This research work intends to evaluate the BOS within universities with much bias
towards faculty of agriculture in newly established public universities in Zimbabwe. The
work herein offers great promise for appropriate models of leading in complex academic
institutions especially in a turbulent environment.
The work also intends to guide policy makers, boards, administrators, faculty leaders,
staff and all relevant stakeholders in best approaches to be implemented in strategic
planning for “untapped market space" with the opportunity for growth which is highly
profitable. It is a guide towards unpacking strategic canvassing with inclination on
changes of scope of operations in relation to staff retention, student enrolment, untapped
markets, increased visibility and reputation within academic departments and faculties
and responses to external threats.
The outcomes of this research give guidance on the methodological approaches used in
data collection and processing practices. It also forms the basis of empirical evidence in
relation to embracing of the blue ocean strategy in the planning process of higher
education institutions within the country. Through focusing on the conceptual framework
and the analytical methods in the study, institutions should be better positioned to conduct
and benefit from blue ocean to better serve their niche areas and beyond.
1.7 Scope of the research
The dataset for this research comprise all new (2015-2018) public universities offering
agricultural sciences related programmes in Zimbabwe. These universities have had their
Charters granted after the year 2015. Where the university has a department offering the
agriculture related courses falling under a different discipline, these were analysed as
separate faculty since each is expected to have members contributing to the learning of
5
the agriculture profession. Analysis compared the strategies of the various universities
and benchmark with traditional universities. Selected data collection methods were then
used to seek information on faculty offerings that can be eliminated, reduced, raised or
created as a priority in faculty growth strategy.
These variables were then related to university performance indicators to find out if the
strategy employed leads to increased growth and sustainable competitive advantage of the
university with bias on the faculty of agriculture there in.
1.8 Dissertation outline
The structure this dissertation then precedes as follows. Chapter two presents and
discussed the contributions of other researchers and contributors to the topic being
investigated. Literature on global developments in university education as well as in
Zimbabwe is presented, while on the other hand, growth strategies and the blue ocean
strategy is analyzed and critiqued relating to the institutional performances. Chapter three
outlined and justified the research methodology adopted in the study, including research
philosophy, strategy, variable descriptions, data collection methods and analysis
techniques as well as the limitations inherent in the study. Chapter four presented and
discussed the data and the empirical results of the study. Finally, in chapter five, the
research summary, conclusions and recommendations were enunciated.
1.9 Chapter Summary
It is the expectation of this research that valuable conclusions can be obtained that will
influence the focus that any future direction on blue ocean strategic formulations in the
faculties of agriculture in Zimbabwean public universities will take. It is hoped that
readers of the research will be able to determine whether current strategies are sufficient
for enhanced competitive advantage and performance or that other strategies may be
necessary.
6
CHAPTER 2
LITERATURE REVIEW
2.1 INTRODUCTION
This Chapter puts the study in conceptual and theoretical context by reviewing the key
pillars of strategic formulations with a bias on the BOS within universities. It reflects on
some critical concepts, issues, debates, perspectives and observations on innovative
strategies, university faculty growth and performance by interrogating existing knowledge
on these wide areas of study. Relevant and diverse resource material and research
experiences in books, journals, policy documents, reports and publications, research
papers and internet facilities have aided in enriching and informing the literature reviews.
Chapter discussions focussed on the new universities in Zimbabwe and their expectations
as the foundation of the area under study, the developments in the broader conceptual
framework of BOS globally and in Zimbabwe, previous studies on the relationships
among innovative strategies, alternative strategies and institutional performance as well
as other related studies. The rationale is to set a grounded platform upon which this
research will be anchored.
2.2 BACKGROUND TO THE UNIVERSITIES
The national agenda of having public universities in all provinces within the country has
led to new institutions being promulgated to cover for the all regions in the country. In as
much as these initiatives are applauded, the universities need some comprehensive plan
for ensuring Sustainable Competitive Advantages (SCA) in their niche mandated areas. In
traditional universities with broad mandates, sometimes low student numbers in some
disciplines and the relative impact on tuition is overall balanced through diverse faculties.
Therefore in newly established institutions, it becomes critical in creating environments
that attract highly diverse students and find new sources of revenue as traditional sources
decline. It is also imperative to preserve and improve their technological infrastructures
within budgetary constraints, and respond to numerous demands for accountability
imposed by the public.
The Marondera University of Agricultural Sciences and Technology (MUAST) is one of

the new universities in Zimbabwe. The institution, together with Manicaland State
7
University of Applied Sciences (MSUAS), Gwanda State University (GSU) and
Zimbabwe National Defence University (ZNDU) have all recently been weaned off from
their ‘mother’ institutions whilst the Pan-African Minerals University of Science and
Technology (PAMUST) bill has recently been gazetted. In the same vein, Zaoga Ezekiel
Guti University (ZEGU), Arrupe Jesuit University and Reformed Church of Zimbabwe
University (RCZU) as private universities are also amongst institutions that have also
recently opened their doors for higher education. These universities have joined to the
eight public and six private universities that were in existence prior to the year 2015.
2.2.1 University Structure

Public universities through Acts enacted by the Parliament of Zimbabwe are governed by
a Council as the executive authority. The council mainly represents the Ministry and
henceforth the Government who are the owners of the University. The Ministry of Higher
and Tertiary Education, Science and Technology Development is the parent ministry for
universities in Zimbabwe. Council is responsible for approving budget for university
operations and provides oversight and fiduciary responsibility for the institution. The
council together with the Vice Chancellor appointed by the Chancellor, Senate and
Management are also tasked in driving the organization’s vision and strategy. The
management team normally consists of; a university Bursar, who heads up and oversees
financial matters within the institution, a Registrar who operates as the head human
resource executive which heads up and oversees human resources personnel and
henceforth manage the soft asset-the employees, a Librarian which act as an Operations
manager responsible for the smooth running of the Library and interactions with the
students and all staff members, and Directors and Deans within the university responsible
for running different sections of the university. These include the Accommodation and
Catering Services, Computer Services, the University Estate and Faculties.
Besides the core university personnel who run the operations of the institution; donors,
funders, students and their parents, and alumni are also critical stakeholders for the
universities in Zimbabwe. These stakeholders have interest in the financial security of the
universities. Through their interaction with different sectors of the universities, they assist
in delivering on its mandate. Students and their parents are customers of university
operations. Like commercial customers, students have the power of choice of service
providers. Industry and the community are consumers of various products from the
8
institutions. These products take the form of graduates produced, or services provided.
These stakeholders play a pivotal role in influencing programme offering. Alumni
normally spread a good word about the university to potential students and employers of
graduates. However the relatively new institutions have few stakeholders (Alumni)
compared to the traditional institutions.
2.2.1 University Faculties

A university faculty is a division within a university or college comprising one subject
area, or a number of related subject areas (Elliot, 1901). In American usage such divisions
are generally referred to as colleges or schools, but may also mix terminology
(e.g., Harvard University has a "faculty of arts and sciences" and also a "law school")
whilst from a British background and other parts of the world, "faculty" usually refers to a
university's department (or college). In Zimbabwe this mix of terminology is also found
within and across universities (e.g., Africa University has recently changed to use the
college terminology from faculty whilst Chinhoyi University of Technology also uses
college). Most of the other universities within the country currently use the “faculty”
terminology. The use of faculties, colleges or schools within academic institutions in this
study will henceforth be treated as a matter of semantics hence used interchangeable,
however much reference will be to faculties as used in most Zimbabwean universities.
Then “department” will be used to mean a more specialized functional area within a
faculty.
The mandates of the new universities in Zimbabwe and their related faculties are diverse,
ranging from provision of teaching, research and community service in agricultural
related disciplines to applied sciences amongst other disciplines. All universities intents to
have goals centred on gaining a national and regional reputation for their commitment to
high quality learning, teaching and training with applied research and engagement with
industry, business and regional communities related to their disciplines. However, almost
all the state universities have established a faculty of agricultural sciences or applied
sciences departments with inclination towards agricultural activities.
Currently the new institutions have a low student enrolment within their faculties with
relatively few programmes on offer compared to their counterparts. Some of the
institutions therein currently host only a faculty in agricultural sciences with department
9
offering bachelor degrees in several disciplines of agricultural sciences. The programmes
currently on offer within the faculties on some institutions were officially accredited by
the Zimbabwe Council of Higher Education (ZIMCHE) under the mentorship of their
founding institutions. As these universities strives to establish their own roots, it is
imperative for them to have clear cut articulated strategies for value innovation geared for
growth and sustainable competitive advantage in the various mandated pathways.
2.3 THE OBJECTIVES OF STRATEGIC RETHINKING
The major objective of strategic formulation is to provide a blueprint for achieving

institutional goals (Chanetsa, 2011). When creating a strategic plan, there are certain
objectives or gaps that the institution will be fulfilling during the execution of the
strategic plan. Understanding the organizational objectives of a strategic corporate plan
will help to create efficient plans to guide the institution’s growth (Nkala et. al., 2014). It
provides a rationale for evaluating competing budgets requests and steers resources into
results-producing areas (Learner, 1999). Strategic formulation also unifies strategy-
related decisions, ensuring coherence in strategic direction. By specifying desired results,
it becomes much easier to move forward. Organisations express priorities best through
stated goals and objectives. Creates a proactive rather than a reactive management posture
to initiate and lead, and not defend thereby leveraging opportunity (Learner, 1999).
Strategy formulation also ensures that an institution is able to achieve its vision and
mission in a better way than its competitors, thus having a strategic differentiation with
the market place.
2.4 STRATEGIC FORMULATION PROCESSES
Contemporary strategic plans have several components from the vision, mission and
through to the objective settings and strategy selection with each component serving a
specific purpose (Figure 2.1). These components are planning tools used either separately
or in groups, but their improvement is usually, of necessity, a linear progression. As such
strategy formulation involves these various steps which are not in a rigid chronological
order, but are very rational and can be easily followed in this order. Partly, the purpose of
planning ensures that these individual components are aligned with each other and
mutually supportive.
10
Strategy formulation
Vision and Mission
External opportunities and threats
Internal strength and weaknesses
Long term objectives
Alternative strategies
Strategy selection
Figure 2.1: The strategic formulation components [Adopted from David, 2009].
While not technically a part of the strategic plan, the mission statement is fundamental as
everything contained in the strategic plan must be aligned to the mission (David, 2009).
In addition to the mission statement, a vision statement, institutional goals, and non-
obligatory values statement are the supporting documents within a strategic plan. These
additional documents or statements provide precise guidance in the planning process
(Hinton, 2012). The vision statement is institution aspiration which is based on
institutional environment analysis. Institutional goals provide the evaluating progress
toward the vision, and value statements articulate the pathway for institution goal
achievement.
2.5 BLUE OCEAN STRATAGEMS AND UNIVERSITY PERFOMANCE
Blue ocean strategy challenges companies to break out of the red ocean of bloody
competition by creating market opportunity space without competition (Kim and
Mauborgne, 2005). Instead of sharing existing, often shrinking demand and
benchmarking competitors, Blue ocean strategy is about finding opportunities in demand
and reducing competition. Thus in various strategic formulation and implementation
processes, academic institutions need to foster in the aspects of blue ocean stratagem so
as to create an uncontested market space.
To create blue ocean and achieve competitive advantage, Kim and Mauborgne (2015)
argue that firms must use an opposite tactic. A competitive advantage is an advantage
11
gained by offering consumers greater value or benefit or service using various
mechanisms and strategies for example by means of lower prices (Michael, Hoskisson
and Ireland, 2007). Instead of benchmarking with the rivalry, by altering their thinking,
academic faculties can attain current demand with the probability for big profits and
development. Thus competitive advantage is not dependent on aggressive rivalry, costly
marketing or R&D budgets, but on clever calculated approaches that can be utilized
systematically by recognized companies and start-ups alike (Kristof, 2016).
Understanding these calculated approaches would be tactically employed to effectively
strategize on staff retention, student enrolment, endowments, alumni support, research
and innovation and also business development in faculties within universities. Proper use
of the BOS strategy can enhance university faculty growth and performance in a highly
competitive environment.
2.5.1 Differentiation strategy for University Performance

Traditional competitive theories, such as those established by Porter, stress the
significance of going for a tactic of a firm to use so as to uphold great concentration
(Porter, 2008). Thus said, the differentiation strategy’s goal in academic faculties is to
create an exclusive product of extraordinary value many customers. This assumes that
students will pay a best price for having their precise desires served through the improved
value of the product. A firm can achieve competitive advantage through product
differentiation. Differentiation strategies established on offering products that is unique
from what rivals are offering or unique. Product differentiation strategy anchors upon the
assumption that buyers are keen to pay a bigger price for a product that is satisfyingly
dissimilar in some vital way. Competitive advantage is achieved because it makes
customers more loyal-and less price-sensitive (Samuel, 2018). However, the BOS
disagrees with Porter’s theory by claiming that competitive advantage is gotten by
concurrently searching variation and small cost. The BOS denotes to this as Value
Innovation, the outcome of cutting budgets while concurrently levitation the buyer worth.
Differentiation can be realized by raising factors above the industry’s standards, or
creating aspects that have not been accessible in the industry. Over time, costs can be
minimized further due to the huge volume of sales that happen as a result of generated
value (Mwende, 2016).
12
2.5.2 Low Cost Strategy for University Performance
A cost-leadership is realized through marketing a huge capacity of products and services
at smallest price thinkable (or lowest price-to-value ratio). Thus to succeed with the cost-
leadership plan, faculties within academic institutions have to operate at a lesser cost than
their competitors. The cost leadership strategy necessitates the provisions of services
reinforced with competent pricing. This strategy therefore requires making a standardized
product services whilst under-pricing everybody else. To achieve this cost leadership,
institutions ought to have the most current productions systems and processes in the
industry for the sake of cost reduction leading to the use of capital-intensive techniques.
This cost leadership can also be achieved as a benefit derived from its cumulative
experience and learning. This can also be achieved when a firm has the advantage of
controlling the larger market share (Porter, 2008). This way a university faculty will
achieve a competitive gain over rivals.
2.5.3 Exploitation of Uncontested Market Space for University Performance

This principle is used for creating pathways that are available for the managers to
systematically frame the unharnessed market space in different industry areas. It helps the
association decrease its hunt hazard by making the opposition unseemly, it proposes to
concentrate on six routine limits of the opposition. These six ways underlines on looking
crosswise over substitute enterprises, looking crosswise over vital gatherings inside
businesses, looking over the chain of buyers, looking crosswise over correlative item and
administration offerings, looking crosswise over utilitarian or passionate interest to
purchasers, and looking over the time (Kim and Mauborgne, 2005). As indicated by
Becker (2010), blue seas mean every one of the businesses not in presence today. This is
known as the obscure market space. As the market gets to be overcrowded, prospects for
benefits and development get littler. Items get to be products and hardened rivalry turns
the sea wicked. It will dependably be imperative to swim effectively in the red sea by
outcompeting rivals (Barney and Hesterly, 2013).
2.5.4 Opportunity Maximization for University Performance

According to Mwende (2016), some methodology masterminds would see that the BOS
thought might be more dangerous. Yet, actually, it is a riskless system, that is, BOS is not
13
about hazard taking, it's about hazard minimization. By and by, any red sea association to
make and catch Blue Ocean, basically confront the accompanying six key issues which
rotate around the methodology plan and usage (Herdianti, 2010).
In university faculties and higher education at large, there is need to look at risk involved
and plan how to effectively recognize the convincing blue sea openings out of the
muddled red sea openings that are there thereof. Plan of action risk addresses how to
manufacture a solid plan of action that brings immense benefits. Hierarchical hazard
evaluates how to win the authoritative obstacles and ultimately, management risk, that is
locations how to inspire individuals to the best of their capacities. Thus said, this has
potential for increasing faculty growth through opportunity-maximizing risk-
minimizing strategy.
2.5.5 Value Innovation Strategy for University Performance

The importance of making a feasible upper hand has been worried by numerous scholars
on system. For instance, Jack Welsh, a technique mastermind and a previous CEO of
General Electrics watched that, in the event that you don't have an upper hand, don't
contend (Mwende, 2016). The cost-administration hypothesis discusses how to lure the
clients by diminishing the expenses of the items, separation hypothesis discusses how to
create high client esteem by thinking of extraordinary items, and the concentration system
discusses how to set up the viability advantage by focusing on an area of market.
Supporting this view Grant (2002), argues that, if a company tries to follow many
strategies concurrently, it may lose its concentration and the competitive advantage.
Traditionally, new universities in Zimbabwe turn to follow the teaching, research and
service strategies offered by well-established institutions within the country. The offering
by the most of the institutions usually becomes the norm and can no longer be attractive.
Under these circumstances, a fast follower strategy for instance is not operational and a
new growth engine is rarely established. There is need therefore for new faculties to focus
on untapped markets by adopting and implementing blue ocean strategies within
university mandates to the community. The growth of these institutions and faculties is
likely therefore to be influenced by the way in which they adapt to changes in the
environment. There is also evidence that various university initiatives, such as staff
14
retention, student enrolment, donors and alumni support, endowments, research outputs,
visibility, innovation and patents, collaboration and partnerships have become some
differentiation channels offering tailored services across leading global institution, but the
application of such in faculties within Zimbabwean universities is still limited.
2.6 UNIVERSITY FACULTY GROWTH INDICATORS
2.6.1 Staff Retention

The association between strategic and human resource management encompasses more
than administration of human resource programs or activities (Mapolisa, 2014; Makondo,
2014). Done well, strategies in human resource management have potential to provide
useful energy that drive the organization towards its mission, goals and ultimate
successful running of an organization through integrated strategies designed to increase
employee productivity. However, the use of strategies in human resource management is
not common as expected (Tettey, 2006). As a result, many organizations are faced with
staff exodus to organizations that are more receptive to change. At the same time those
who seem to settle down seek part-time teaching either inside or outside their institutions
(Tettey, 2006). As of recent, there is high movement of academic staff in the private
universities and that majority of the academic staff engaged in other income generating
activities such as moonlighting (Mapolisa, 2014; Makondo, 2014). University faculty
managers should try to understand and employ innovative strategic human resource
management practices which are likely to enhance staff retention in order to retain
desirable competencies, build future capacity and cut down on costs.
2.6.2 Student enrolment

One of the most notable trends in branding and marketing of institutions as more attention
and finance is directed toward these functions than in previous years. The focus in most
institution is now on hiring marketing professionals from the corporate world and
investing significant time and money to create strong institutional brands. Perhaps the
largest area of innovation and growth in higher education marketing, branding and
recruitment is venturing/ invading the online and digital space. The use of online
technology particularly social media platforms has now become a part of institutions and
departments marketing and overall operations. Among the most important tools for social
15
and online marketing is an effective and intuitive website, which should be considered the
“ultimate brand statement” for an institution.
Colleges and universities globally are also now competing for international students on a
growing scale. According to the Hanover research of 2014, Canada increased its
international enrolments by 94 percent in the last decade whilst the U.S. increased this
enrolment by ~10 % in a year. Despite the increase in popularity of online education, few
top-tier universities have fully exploited online education offerings. Regionally, South
Africa also has a significant number of regional students. However, considering the
number of higher education institutions in Zimbabwe and the country’s rating on literacy
in Africa, there can be strategic decisions to also go regionally and with enrolment in
several disciplines within various institutions. This also calls for tapping into new
untapped markets in terms of students enrolment by considering a rethink in the in the
university boundaries. This can be facilitated by rethinking the modular models within the
university institutions and foster inclusivity.
2.6.3 Donors and Alumni

There's a looming challenge for college fundraising: how to keep donations up when
alumni participation is difficult to predict especially in most developing countries. A new
senior executive analysis from Ruffalo Noel Levitz looked at the current trends
underpinning this challenge and the strategies institutions are already using to counter
donor decline. In some international institutions, strategies centred on fundraising
programs aimed at segmented donor communications are on the increase. This is also
being augmented with the explosion of solicitations and how they have crowded out
appeals from colleges and universities. More changes are eventually encountered in the
higher education sector across the globe with shift of philanthropic power to younger
donors, who have a vastly different set of behaviours, expectations, and attitudes toward
giving, impact of the fast growth of mobility and data on fundraising and the rise of
personalized and peer-to-peer giving.
Henceforth in innovative stratagem, there is need of rethinking on engaging donors and

addressing alumni participation as crucial. Institutions should also focus on building a
pipeline of smaller donors as illustrated in a UK report of 2014 on strategic fundraising
(http://www.universitiesuk.ac.uk/policy-and-analysis/reports/Documents/2014/strategic-
16
fundraising.pdf). Various other recommendations have been set up in international
institutions. These include organizing outreach efforts around the donor, rather than
around campus silos, engaging Generation X and Millennial donors on their terms,
establishing affinity and recurring giving earlier, elevating data to the heart of fundraising
operations and strategy and also evolving the higher education "supply chain" so that
institutions have the resources they need to build a modern fundraising operation.
2.6.4 Endowments
University endowments management has been the focus of attention in recent years. As
high-profile endowment portfolios outperformed the market during the 1990s and much
of the 2000s, private investors and academics wanted to understand success drivers
(Harvey and Sappington, 2015). According to Harvey and Sappington (2015), this was
attributed to increased investment in risky and illiquid assets as hedge funds, private
equity, and venture capital. However, the recession of 2008 changed public perceptions of
this approach in most institutions across the globe with endowments across some
institutions across the world suffering heavy losses (Harvey and Sappington, 2015).
For instance, in 2008 Antioch College nearly shut down due to financial distress (Lerner,
Schoar and Wang, 2008). Newspaper reports pointed to endowment managers who “took
the plunge” into alternative investments (Stewart, 2013), arguing that their reckless
judgements had led universities to raise tuition, stop construction projects and massive
staff retrenchment. Many commentators highlighted that most endowment managers took
excessive risk and failed to provide adequate financial support to their universities against
negative revenue shocks. On the other hand, universities that reduced/controlled their
investment in alternative assets were praised for their prudence. An issue of particular
importance in this context is the flows of university income from non-endowment sources
such as tuition, private donations, and public funding affect portfolio decisions. However,
it’s worth noting that relatively new institutions would not be able to invest in
endowments for many reasons, which include the overall economic environment of the
university. Thus the information on universities’ portfolio decisions and the role played
by university endowments for most new universities in Zimbabwe is not of large
significance in strategic formulations especially in the short run, unless used in
17
benchmarking and evaluation of the weaknesses of the institution. Thus as put up by
Harvey and Sappington (2015), universities that expect higher levels of background
income are likely to invest in alternative assets and allocate a larger percentage of their
endowments to alternative assets.
2.6.5 Research outputs, Visibility, Innovation and Patents

Research outputs, visibility, innovation and patents are also a major key indicator of
university performance and become of greater significant in institutions strategies.
Recently, innovations and patents within institutions have created some Technology
transfer offices (TTO) which support entrepreneurial skills development and industry
interactions for faculty and student start-ups (Duarte et. al., undated). In the traditional
model of academic entrepreneurship, TTOs have focused mainly on patents and licences
plus little emphasis on the entrepreneurial dimension of technology transfer, including
social entrepreneurship (Siegel and Phan, 2004). Wright (2014) suggested that business
schools have a pivotal role in accelerating technology commercialization and
entrepreneurship when they integrate the business education curriculum with university
TTO. This becomes another important aspect in strategic rethinking in newly established
institutions especially in cases where there in control over their mandates bringing new
concepts in blue ocean.
2.6.6 Collaborations and Partnerships

Promoting new forms of research communication and collaboration between universities
and industry has become a key aim of research and innovation policies in many countries
(Etzkowitz et al., 2008). These efforts have been conceptualized with the aim to generate
new networks of between the spheres of government, universities and industry through
dynamic processes of knowledge communication and exchange (Lorber, 2017). Mostly
the research fosters knowledge flows from upstream fundamental research in academia to
downstream industrial innovation and applications in products and processes or vice
versa.
Traditionally, larger corporations contributed to a large extent to R&D collaborating and
partnerships in the faculties of Agriculture in universities in Zimbabwe. Small and
medium sized enterprises (SMEs), because of their large share of many national business
structures, are perceived as having a central role to fulfil in the global competition on the
18
knowledge content of products and labour, thus strategic formulation in relation to
research and development should take this into cognisance. Earlier studies have showed
positive correlation between firm size and R&D intensity as well as R&D collaborative
activity (Gunasekara, 2006). Hence, the shares of large corporations among the R&D
collaborating firms are larger than amongst those R&D based firms which do not
collaborate on R&D (Graversen, 2002). Differently put, an unexploited potential for
advancing R&D activity or university industry relations in many national innovation
systems seems to be found among SMEs (Toke, 2009)
Different explanations have been outlined for SMEs' lower degree of R&D collaborative
activity and participation in public research collaboration. These point to the fact that
larger corporations tend to have larger R&D capacities, permanent R&D staffs and/or
units and larger platforms for external partner contact through which R&D results can be
exploited and hence seem to be more R&D efficient (Etzkowitz and Leydesdorff, 2000;
Toke, 2009) . Furthermore, possible institutional gaps, giving rise to differences in goals,
organizational cultures and interests, may impede collaboration. A major part of the
existing research has addressed institutions collaborations in terms of the structural
characteristics and mechanisms affecting their emergence and development (Kezar,
2005).
Relatively little research has addressed the various collaboration strategies used especially
for newly established institutions, and how collaborating actors aim to balance between
obtaining tangible R&D outcomes, on the one hand, and optimizing networks
development and learning, on the other hand. Thus there is need to examine collaborating
university departments and collaboration strategies for initiating and optimizing the
process and outcome of collaborative R&D, and how these micro strategies inform the
evolution of institutions relations and growth. Building new R&D alliances between the
industry and the public research base have positive outcomes for the institutions.
2.6.7 Research strategy

In as much as cooperation and partnerships maybe part of university strategy, research
strategy also comes up as intended to form a reference point and provide the basis for the
actions taken to ensure that research contributes fully to the University’s objectives. The
strategy is not simply an account of actions to be undertaken at corporate level – it is
19
intended to drive actions at Faculty, School and Institute level and in turn to integrate
those into the University level frame. Many actions set out in the strategy depend upon
changes in the behaviour of research groups and individuals, so wide dissemination and
buy in will be needed if the strategy is to be realised. It is also important that the research
strategy is coordinated with those for the other main goals of the University, from
teaching and to community engagement. According to the University of Manchester
research strategy of 2011, a university which is excellent in research and research impact
is far better equipped to meet and exceed the expectations of its students and wider
stakeholders. Research strategy overlaps with several other dimensions including
strategies for business engagement, commercialisation, internationalisation, estates,
human resources and finance and will continue to require close coordination with these
(Anon, 2012). The strategy according to Anon (2012) has three central pillars which are:
to achieve research of the highest quality, to support and develop excellent people, and to
have an impact beyond academia which yields economic, social and cultural benefits.
Supporting these are four enabling areas of action, providing focus, capitalising on our
critical mass and interdisciplinary capabilities, providing the right financial, physical and
knowledge resources, meeting the highest standards of research integrity, and ensuring
alignment of university strategy.
2.7 CONCEPTUAL FRAMEWORK
The conceptual framework is a system of concepts, assumptions, expectations, beliefs,

and theories that supports and informs the research (Robson, 2011). This study focuses on
a grounded theory (GT) study, however using a theoretical framework to guide the
inquiry, which departs from the foundational tenets of a traditional GT study as elucidated
by Mitchell (2014). The study is exploring the prospective contribution of sustainable
valued innovative on universities and will focus on a tentative theory on institution
growth strategies with much bias towards faculties of agriculture. The function of this
theory is to inform on the appropriate design to produce realistic and relevant research
questions, select appropriate methods, and identify potential validity threats to the
conclusions. It also helps justifying the research.
It is important that the management and all stakeholders understand the components of an
institutional strategic plan and developing those that are necessary in a blue ocean
20
environment. This ensures developing and supporting the objectives and goals of the
institutional strategic plan especially in volatile environments. Moreso engaging
identified stakeholder groups in objectives and goals development for the institutional
strategic plan, and providing feedback to those groups on a continuing basis. The
development of a conceptual framework should be guided by showing the relationships of
the different constructs to be investigated, citing the paradigm, identifying variables and
showing the direction (Smyth, 2004). Thus in this study, a constructivist grounded theory
herein guide the study based on the participants experiences in relation to blue ocean
strategy in higher education, with co-creation of the theories based on interactions with
the participants and how such theory can influence institutional performance indicators
that include student enrolments, scholarly staff retention, alumni support, reputation,
endowments, research outputs and academic entrepreneurship amongst others as shown in
Figure 2.2.
21
Faculty Performance
 Increased top-
tier students
 Attracting
scholars
 Increased
visibility,
Value innovation reputation,
research patents,
outputs, faculty
image and service
to the community
 Sustainable
competitive
advantage
Figure 2.2: The conceptual framework [Source: own design]
The conceptual framework shown above can assist in formulation questions about value
innovation strategy in faculties of agriculture within universities. These questions are
centred on:
 Agriculture faculties’ offerings in new public universities.
 Faculty offerings that can be raised well above the standards of the industry.
 Offerings that can be created that the agriculture faculties have never offered for
value innovation within newly established universities.
This study take into cognisance the various existing theories and research that are relevant
to the research area, as they are often key sources for understanding what is going on with
these phenomena in a volatile competitive environment. These were critically examined
22
during the research process to see if valid and useful models for constructing a theory that
adequately inform this study.
2.8 CONCLUSION
In conclusion, it is important that the management understand the components of a faculty

strategic plan and developing those that are necessary. This ensures developing and
supporting the objectives and goals of the faculty and institutional strategic plan. Moreso
engaging identified stakeholder groups in the development of the objectives and goals for
the faculty strategic plan, and providing feedback to those groups on a continuing basis.
Thus it’s worthy posing questions on sustainable competitive strategic formulations
within the faculty of agriculture in universities and how these can be in congruency with
the blue ocean stratagem.
23
CHAPTER 3
RESEARCH METHODOLOGY
3.1 INTRODUCTION TO CHAPTER
The Chapter gives a descriptive account of how the study was conducted. This study
explored the potential contribution of blue ocean stratagem in new public universities
with a bias towards faculties of agriculture in Zimbabwe in order to have a sustainable
competitive advantage. The proposed strategy from the study should enable newly
established public university faculties in fulfilling their mandate especially in an
increasingly globalised academic market. In this regard, the research philosophy and
strategy were explored; study population and sample described as well as data collection
methods, techniques and tools. Methodological limitations and process constraints were
reflected on. The use of particular data collection, processing and analysis techniques and
instruments are justified. Attention was also given on a meticulous description of the
selection, targeting and criteria used in the identification of research informants and how
the data was gathered.
3.2 Recap of research aim, objectives, questions and propositions
This study has been highly motivated based on the dip in student enrolments for the
faculty of agriculture especially within new public universities in Zimbabwe. The
situation is further worsened by unhealthy competition between and within the institution
faculty offerings. Literature has shown that the BOS has recently extensively been used to
challenge companies to break out of these high competition environments by creating
uncontested market space that makes the competition irrelevant. Henceforth the aim of
this study is to explore the potential of the BOS for growth of faculties of agriculture in
newly established public universities in Zimbabwe. The main objective of the study is on
exploring the blue ocean strategic thinking within these universities so as to value
innovate and improve performance. The study is anchored on the proposition that there
are possible strategic interventions for creating value innovative offerings enables
competitive edge and growth in the faculties of newly established public universities. It
therefore seeks to answer questions relating to faculty offerings that can be eliminated,
reduced, raised or created therein.
24
3.3 Research Design
The research design refers to the overall strategy to integrate the different components of
the study in a coherent and logical way, thereby, ensuring effective addressing the
research problem. It constitutes the blueprint for the collection, measurement, and
analysis of data. The design forms the structure of research that links the empirical data
to be collected to the study’s initial research questions, to the analysis and ultimately to its
conclusions as shown in Fig 3.1 below
Figure 3.1: Relationship between research design and particular data collection methods
[Source: Devaney, 2015].
25
3.3.1 Research Philosophy
Bryman (1989) describes two schools of thought associated with very different versions
of research. These two schools of thought are:
a) Positivism and the hypothetic – deductive method, and
b) Interpretivist sociological tradition and the inductive method.
3.3.1.1 Positivism and the hypothetic – deductive method
The approach involves the manipulation of theoretical propositions using the rules of
formal logic and the rules of hypothetico deductive logic as described by Lee (1991). It is
based on scientific inquiry where hypothesis are formulated and tested using observable
data where outcome is not yet known. Positivist approach dwells on the belief that the
researcher is independent of the research. Therefore can be purely objective. It also
assumes that there is minimal interaction with research participants when carrying out
research (Wilson, 2010).
3.3.1.2 Interpretivist sociological tradition and the inductive method
The interpretivist sociological tradition and the inductive method, is based on the
assumptions that the world is socially constructed and subjective. The observer is part of
what is being observed. Obviously, the research is not value free but is driven by the
interest of the researcher. According to Mason (1996), with qualitative research it is not
sufficient for the researcher to say that he or she wishes to simply describe something or
to explore what is happening. Descriptions and explanations involve selective viewing
and interpretation - they cannot be neutral, objective or total. The elements which a
researcher chooses to see as relevant for a description or explanation is based implicitly or
explicitly on a way of seeing the social world and on a particular form of explanatory
logic. The above implications make it clear that the interpretivist sociological philosophy
and its inductive mode of research are suitable for this qualitative study.
3.3.2 Research Approach

There are two main research approaches: deductive and inductive. The deductive
approach allows the researcher to establish a hypothesis by using theory (Saunders, Lewis
and Thornhill, 2016) whereas inductive research involves condensing the data by
applying categories and themes based on inference and interpretation (Zhang and
26
Wildemuth, 2009). The research approach for this study is mainly inductive, as it is
intended to develop a theory from observations after an in-depth investigation of the BOS
for growth of faculties of agriculture in Zimbabwean universities. The study also includes
some deductive elements as the relevant literature was reviewed prior to the research.
3.3.2 Research Strategy

Robson (1995) distinguishes three main research strategies available to any researcher.
These are experiments, case studies and surveys.
3.3.2.1 Experiments
Normally experiments are carried out to see whether the independent and dependent
variables are linked together in a cause and effect manner. Usually, this involves
hypothesis testing. The experiment strategy is most suited to research based on the
positivism philosophy and whose purpose is explanatory.
3.3.2.2 Surveys
Surveys usually involve collection of information in standardized form from groups of

people. A sample of subjects is selected from an unknown population followed by a
collection of relatively small amount of data in standardized form from each subject. Data
collection is by questionnaire. The questionnaire design and how it is administered
determine the quality of the research findings while the quantity of data collection is
limited to the number of questions (Saunders, Lewis and Thornhill, 2016). When the
purpose of a research is descriptive, then the strategy of choice should be a survey.
Surveys provide information about the distribution of a wide range of ‘subject
characteristics’ and of the relationships between such characteristics.
3.3.2.3 Case studies
Case studies entail the development of detailed, intensive knowledge about a single case
or a small number of related cases. The case is studied in its context and there is
collection of information via a range of data collection techniques including observation,
interviews and documentary analysis. Robson (1995) points out that a case study is most
suitable when the purpose of the research is explanatory. Explanatory research seeks an
27
explanation on a situation or a problem, usually in the form of casual relationships. It is
suitable for research grounded in positivism.
The study essentially used a case study approach, with all the elements in the population
being selected. Furthermore, as the research attempt to focus on exploring the potential
contribution of the BOS for growth of faculties of agriculture within new public
universities in order to have a sustainable competitive advantage in fulfilling their
mandate in a VUCA environment.
3.4 Methods of Data Collection

According to Wegner (2003) there are three approaches to gathering data for statistical
analysis. These are direct observation, experimentation and interview methods. The
methods were also detailed by Saunders, Lewis and Thornhill (2016).
3.4.1 Direct observations
In direct observation, primary data is collected directly by observing the respondent in

action (Saunders, Lewis and Thornhill, 2016). Secondary data can be extracted from a
variety of source documents as a form of data gathering through observation.
3.4.2 Experimentation
Experimentation involves generating data through the manipulation of variables under

controlled conditions. This data collection method is best suited to quantitative studies.
3.4.3 Interview methods
Interview methods are about soliciting primary data responses through direct questioning
(Saunders, Lewis and Thornhill, 2016). The interview can be described as a
communicative process through which the investigator extracts information from a person
or informant. The extracted information will be strongly influenced by the respondent,
who acts and interprets his environment on the basis of the previous experiences. Every
interview generates a subjective information product shaped by the interviewees’
experiences.
Based on these considerations, it becomes clear that the goal of qualitative interviewing is
to provide understanding of things that cannot directly be observed, such as feelings,
28
thoughts, opinions, attitudes or behaviours of interviewees. Since qualitative interviewing
is based on the assumption that the perspective of others is meaningful and knowable,
entering into their perspective becomes a major objective for the qualitative researcher.
The tools of observation and interviewing are often used in a complementary way (Sayre,
2001; Patton 2002).
3.5 Research instrument

Qualitative researchers have proposed different classification of interview types used as
research instruments. Sayre (2001) for example, distinguishes the unstructured field
interview from the more formal structured interview working with a predetermined set of
open-ended questions. Patton (2002) provides a more detailed classification of open-
ended interviews, differentiating three basic approaches: (1) the informational
conversational interview, (2) the interview guide approach, and (3) the standardized open-
ended interview. The most important features of each interview approach are presented in
Table 3.1
Table 3.1: Approaches of open ended interviews
Informal conversational Interview guide Standardized open-ended

interview interview
Unstructured Semi-structured Semi-structured
 Questions flow from  The interview guide  The exact wording of

immediate context, no provides topics or questions and their
predetermination of subject areas in sequence are
questions, topic or advance, in outline predetermined
wording form  Each respondent gets to
 Conversational flow as a  Within the framework answer the same
major tool of field work of the guide, the questions in the same way
interviewer is free to and in the same order,
explore, probe, and ask including standard probes
questions
 However, focus on
predetermined subject
Data gathered will be  Data collection more  Enhanced comparability of
systematic data
different for each person
interviewed
Source: Patton (2002)

29
All three formats have open-ended questions. This means that the phrases or answer
categories used by respondents are not predetermined, as this is the case in closed, fixed-
response interviews in quantitative studies. What varies is the extent to which wording
and sequencing of the questions that will be asked during the interview are
predetermined. The interview guide approach was the format applied in this study.
Though the wording of the questions was predetermined, the sequence was determined
during the conservational flow. The advantage of this approach is that it makes data
collection more systematic and ensures that certain topics and issues of interests will be
covered (Patton, 2002).
3.5.1 Explorative expert interview

The university faculty of agriculture interviews that were conducted can be classified as
explorative expert interviews. Explorative interviews are unstructured or semi-structured
conversations, which primarily focus on gathering detailed and complete information on
specific topics or issues of interest (Saunders, Lewis and Thornhill, 2016). Their major
goal is to obtain relevant information and opinions on the research topic. Alshenqeeti
(2014) cites this characteristic as the major criterion used to distinguish explorative from
in depth interviews, which are aimed at revealing unconscious motives and attitudes that
are difficult to find out about. Henceforth, in in-depth interviews the psychological aspect
is prevalent, whereas explorative interviews focus more on the informational aspect
(Alshenqeeti, 2014).
3.5.2 Interview guide

An interview guide specifies important issues and topics related to the formulated
research questions that will have to be covered during the interview (Saunders, Lewis and
Thornhill, 2016). In qualitative research, questions need to be open-ended, neutral,
singular and clear. There are a number of different question categories, from background
to experience questions (Patton, 2002). The interview guide developed for this study
mainly consists of experience and opinion questions extending even to cover some critical
issues in strategic management (Appendix A2).
30
3.6 Population and sampling techniques
3.6.1 Population
The study incorporated an inclusive stakeholder approach with participants from
management and administrators of the agriculture faculties in newly established public
universities. These were selected because contemporary strategic formulations mostly
target these institutional members and they are also mostly privy to information from
primary stakeholders involved in the strategic formulation processes.
3.6.2 Sample Size

Wegner (2003) defines sampling as taking a smaller proportion from a larger universe.
Where the population is very large, time, cost and location constraints make it impossible
to carry out a census from all subjects. A sample is therefore a subset of a population
meant to represent the entire group. Whereas quantitative research works with random
probability sampling, there are no specific rules for the determination of sample size in
qualitative research. Sample size rather depends on considerations of the researcher
related to the purpose of the study, the usefulness and the credibility of the selected cases
and, last but not least, on the availability of time and resources (Sayre, 2001). Patton
(2002) describes the different approaches of quantitative and qualitative research
regarding sample size as a trade of between breadth and depth.
Quantitative instruments limit responses to predetermined categories by means of

standardized questions. Hence, quantitative researchers are able to measure the reactions
of many respondents and this way can increase data and breath. On the contrary,
qualitative studies generally permit the inquiry of only a few selected cases, but in great
depth and with attention to detail and context, thus enhancing the depth of the study.
Whereas quantitative research will hardly be able to provide depth, the breath or number
of people that might be interviewed in qualitative research is limited. Purposeful
sampling, as used in qualitative research designs, is an approach towards sampling aimed
at limiting this trade off (Patton, 2002).
3.6.3 Sampling Method

The study adopted purposive selection of the participants to cater for the experts in
agriculture related disciplines of the institutions. Purposeful sampling is a term used to
31
describe the “strategic and purposeful selection of information-rich cases”, with the goal
of making sure that the selected participants provide the necessary depth, but at the same
time meet the goal of a preferably high degree of breath (Patton, 2002). The selected
interviewees were judged according to the purpose of the study and their relevance in
answering the research questions on the phenomenon investigated. However, the size of
the participants depended on the data saturation stage.
3.7 Conducting interviews

Potential participants were contacted with an honest and open approach, demonstrating
professional suitability. Three universities agreed to participate with an average of five
interviewees per university. There were eight face-to-face interviews whilst the other
seven were done telephonically. Interview questions, written in English, were sent to the
interviewees well before the sessions. This was done so that the questions could be
validated as well as increase the interviewees’ preparedness. The interviews were semi-
structured and predetermined with standardized open and probing questions; however,
certain questions were modified during each interview to fit the institutional faculty
structure. The hour-long interview sessions were recorded after receiving written
permission from each participant.
Furthermore, the interviews were conducted in line with the ten commandments of
interviewing described by Berg (2004), in order to ensure comparability and high quality
levels. Specifically, these commandments mostly deal with the atmosphere and set-up of
an interview. Exemplary points are to ‘demonstrate aware hearing’, ‘interview in a
comfortable place’ or ‘practice, practice, and practice some more’ (Berg, 2004:110). To
be able to follow these instructions for high-quality interviews, a pilot case study was also
done in order to improve interviewing skills, set-up and guideline. The recorded
discussions were then transcribed and prepared for analysis.
3.8 Data Processing and Analysis

As the analysis is based on a small, non-probability sample, the findings are not
representative (Saunders, Lewis and Thornhill, 2016). There are several methods to
analyze data, including narrative analysis and thematic analysis (Braun and Clarke, 2006).
According to Braun and Clarke (2006), thematic analysis is a method for identifying,
analyzing, and reporting patterns (themes) within data. It is a foundational method for
32
qualitative analysis, as it is flexible and useful in providing detailed and rich account of
data. The purpose of this study is to explore the potential contribution of BOS towards
sustainable valued innovative strategy within universities, with a bias towards
programmes in agricultural sciences in newly established public universities in
Zimbabwe; therefore, thematic analysis is believed to be the right approach for analyzing
data. According to Hsieh and Shannon (2005), there are three main approaches when it
comes to qualitative content analysis: directed, conventional, and summative. Directed
analysis uses comparison techniques in which initial coding starts with a theory or
relevant research findings. Conventional analysis uses open-ended questions for in-depth
analysis in case studies, while summative analysis helps view the meaning behind the
words by coding the text and interpret its meaning.
3.8.1 Steps Taken to Code and Analyze Data

The data in this study was first prepared for analysis by transcribing the recorded
interviews and reviewing their content. Each text was summarized and organized into
different sections, focusing on the research questions which are; faculty offerings that can
be eliminated, reduced, raised or created therein. This enabled visualizing the extent of
strategic profiling within the faculty, level of value innovation in university service
offerings and the blue ocean strategy as a priority in faculty growth strategy. The open-
ended questions during the interview ensured significant data for each topic. After the
completion of the in-depth interviews, the next step was to identify coding units and
themes for the cross-case analysis. All cases studies were coded and then compared and
contrasted to identify concepts and overlaps. The cross-case analysis was completed with
special attention to balance description and interpretation.
3.9 Trustworthiness in Qualitative Research

Unlike quantitative researchers, who apply statistical methods for establishing validity
and reliability of research findings, qualitative researchers aim to design and incorporate
methodological strategies to ensure the ‘trustworthiness’ of the findings (Noble and
Smith, 2015). A qualitative researcher usually considers data trustworthiness which
consists of the credibility. Patton (2002) mentions rigorous methods as the most important
element on which the credibility of an enquiry depends. The use of rigorous methods
starts with the employment of systematic data collection during fieldwork.
33
Integrity in data analysis which encompasses generating and assessing alternative
explanations of the phenomenon being studied ensured quality in research as put forward
by Patton (2002). This process of collecting and comparing data using multiple sources is
called triangulation and enables a thorough analysis of the research questions based on
different viewpoints (Saunders, Lewis and Thornhill, 2016). Triangulation is
accomplished by using various ways which include asking the same research questions to
different study participants, collecting data from different sources as well as using
different methods to answer those questions.
Another step taken to ensure trustworthiness was that of member checks. Member checks
occur when the researcher asks participants to review both the data collected by the
interviewer and the researchers' interpretation of that interview data. Participants are
generally appreciative of the member check process, and knowing that they will have a
chance to verify their statements tends to cause study participants to willingly fill in any
gaps from earlier interviews. Trust is an important aspect of the member check process.
Data collected was also corroborated with observations and archival material as
secondary sources. These processes were done in evaluating the stratagem for growth and
sustainability within the agriculture faculty in new public universities.
3.10 Ethical considerations
Considering the nature of this study, the interaction between researchers and participants
would be ethically challenging for the former. Personal involvement with the respondence
throughout the study gives basis for proper ethical principles to be followed. Therefore,
formulation of specific ethical guidelines in this respect seems to be essential. Mahnaz et.
al. (2014) have provided for a detailed analysis on how researchers using qualitative
methods cover the ethical challenges of qualitative studies and provide applicable and
trustworthy outcomes.
In qualitative studies researchers are often required to clarify their role in the research
process (DeWalt and DeWalt, 2010). The researcher is involved in all the stages of the
study from defining a concept to designing, interviewing, transcribing, analysing,
verifying and reporting the concepts and themes. Therefore ethical issues that include;
anonymity, confidentiality, informed consent, researchers’ potential impact on the
34
participants and vice versa becomes integral for in depth interviews carried out
(Appendices).
In this study the procedures for interviews were laid out in writing, and clearly explained
to interviewees before interviews proceeded. Interviewees were supplied with the written
version of these procedures (Appendix A1). All face-to-face interviews were carried out
in a public location. Confidentiality was treated with great concern for both the
interviewees and the institutions being interviewed. Thus the consent form explicitly
stated issues about the confidentiality of the researcher and the institution. The permission
to record was sought and all notes taken from the interview by the interviewer were used
in accordance with the wishes of the interviewee. The study also made sure that there
was great care in refraining from soliciting private information that is not closely related
to the research question.
According to Halej (2017), ethical considerations are not limited to research design, data
collection and data storage, but also need to underpin data analysis and reporting.
Inappropriate or unethical analysis and reporting practices can be detrimental for public
trust in research, can lead to unjustified spending of resources on actions based on invalid
research findings, and can result in the establishment of incorrect benchmarks that can
affect future research. Various examples of unethical practices include, ‘cherry-picking’
qualitative quotes and erroneously implying that these are representative of the data,
misrepresenting participants’ views, to name but a few have been taken cognisance of in
this study. Also to ensure that data has been well presented taking cognisance of these
unethical cues, research findings were also shared with participants. The use of
participant checks helps maintain confidentiality, since respondents may notice less
obvious information that could help identify them (Halej, 2017).
3.11 Conclusions
The main objective of the dissertation is to explore the potential contribution of the BOS
for growth of faculties of agriculture in newly established public universities in
Zimbabwe. Henceforth the chapter presented a qualitative approach with emphasis on the
population, participants and in-depth semi- structured interviews centred on strategic
profiling within the faculty, level of value innovation in university service offerings and
the blue ocean strategy as a priority in faculty growth strategy. Though the questions were
35
predetermined, during interviewing, probing questions were tailor made to suit the cross
section of interviewees. Ethical guidelines appropriate for qualitative studies of this
nature were laid out. Conventional and summative methods were thereafter done for data
analysis so as to provide for the research findings and discussions in later chapters.
36
CHAPTER 4
DATA ANALYSIS, FINDINGS AND DISCUSSIONS
4.1 INTRODUCTION
This chapter presents the results of the qualitative data analysis and relation to previous
studies as well as the literature review. The aim of this chapter is to summarize the
findings based on the fifteen interviews from the three case studies, and then analyze the
data across case studies in order to identify similarities and differences in relation to the
BOS within their faculties. By comparing and contrasting the findings, the chapter seeks
to provide further insight into the potential for BOS for growth of newly established
public universities in Zimbabwe with special reference to faculties of agriculture. All the
research questions are answered within the sections hereunder.
4.2 AN OVERVIEW OF THE CASES AND PARTICIPANTS
Three case studies were used for the study. The host institutions and henceforth the
related faculties were all newly promulgated (2015-2018) and have been in operation
under the founding institutions’ guidance. The participants in the study were drawn from
senior to middle managers of the agriculture faculties in these universities. They all have
vast experience in terms of university administrations, teaching, research and service to
the community as core issues within the university.
4.3 EVIDENCE AND ANALYSIS
Data analysis for the study began with coding of exchanges between the interviewer and
interviewees. During analysis individual ideas were labelled with codes found (Appendix
A4). Second round coding and condensing was used to remove codes that overlapped or
did not accurately represent the data. Various overarching concepts were identified from
the interview data based on agriculture students strategic profiling. From these, faculty
offerings that can be raised above the standards of the industry and created valued
innovation in newly established public universities were also identified.
4.3.1 Theoretical Concept 1: Students strategic profiling
Various themes emerged from the data. These include enrolment systems and processes,
mode of delivery, sustainable student welfare, technology and innovation, industry
37
relevance, alumni support and post-graduation entrepreneurship from the strategic
profiling as shown by the mind map in Figure 4.1. From these various themes; waiting
periods during applications, non-inclusive enrolment and untimely feedback during
assessments amongst other things have to be eliminated. Focus on Advanced level
students alone, standard face-to-face teaching, single campus based teaching and non-
flexibility in attachments and hands on learning should be reduced.
Entry
requirements
Ethical
Efficiency in standards
application
Assistance to find Entrepreneurship
processes
employment
Affordable fees
Affordable fees
Scholarships
Collaboration Technology
Flexible learning related
times programmes
Strategy profiling
Lifelong learning Research focus
Innovation
Attachments Quality teaching
Mentorship
programmes
Professional
certification Student
processes Welfare
Affordable fees
Figure 4.1: Mind map on the strategic profile within university faculty of agriculture
offerings [Source: own data and design].
4.3.1.1Enrolment systems and processes

Entry requirements were directly reported as the approach of choice on characteristics
considered in strategic offerings. This was highly mentioned by most faculty managers
and academics during the interviews. The ability to integrate opinions and experiences
from a wide array of partners and potential students appeared to be a very valuable asset
when it comes to enrolment issues. Thus the entry requirements have to be inclusive,
anchored with efficient application systems as reported by a senior manager at the faculty
at institution A:
38
“... the registry system being based on technology. Students’ registration
and other processes can be done with few entries. The processes in
registry can be technology based...” P1
Inclusive enrolment systems that are supportive beyond the traditional Advanced level
students augmented with equity and prior learning was also reported as being important
for increasing students’ offerings and enrolment. As reported by one academic:
“... Can extend one to come to school, get a certificate that enables you
for further study within the university. The system of timing out students
from the university system needs to be thought through. Need to
introduce something that can allow you to have a certificate or diploma
at any level. Even those not in mainstream, with experience, we can do
something about them...” P3
4.3.1.2 Mode of delivery

Mode of delivery was reported as being important for offering better teaching and taking
part in larger more meaningful research to students. As stated by one academic:
“Most students would want to advance their academic levels especially
the post graduate students. As I see it, they are not given as much choice
to have flexible learning especially for the graduate students who are
most likely at work and engaged in other activities. Agriculture is all
offered as a full time post graduate program in most institution. An
introduction of a system with flexibility in delivery or weekend classes
for one would help a lot for these...” P1
When the mode of delivery incorporates online offerings as well as augmenting the
standard face-to-face learning, there tends to be flexibility in learning amongst students as
most participants reported. However, technology alone cannot be the best way of
delivering teaching material as put up by some senior academic in relation to face-to-face
interactions:
“...with relation to technology...but with relation to student welfare there
are soft skills that can only be experienced with face-to-face interaction.
There will always be a need for that interaction which helps the learners
to become responsible human beings no matter how advanced the
technology may have to be ...” P4
39
4.3.1.3 Sustainable student welfare
Increased focus on student welfare reportedly worked through a motivational mechanism
creating commitment and enthusiasm with mentorships. This can further be augmented
through offering diverse entertainment facilities, scholarships, support grants, affordable
fees, and central support for students, staff and alumni. Such sustainable student welfare
approaches have been reported as most important issues in offerings of university
faculties. One academic manager reported:
“..the issue of fees lower than our competitors has been on focus. As an
institution we have also offered support structures and flexibility in fees
payment systems for our students...” P3
There is a range of activities that increase engagement as well as improve the social and
psychological wellbeing of the students and henceforth create and maintain the
environment conducive to learning. Recruiting staff, developing advisory attending skills,
developing relationships with students and other stakeholders, were reported by several
study participants as critical in their student profiling. One reason why student welfare is
so important for the faculty was the need to give students experience in soft skills, as
expressed by one senior academic:
“If we are to allocate at least an hour per week where we can be flexible
in our academic times to that we have some other activities to enhance
soft skill. We can have Pastoral approaches, which we can have family
components with our students. Our students come from very diverse
background and some they need more than just the academic learning.
Some they just need people to talk to, coming from a neglected
background and so ...” P4
4.3.1.4 Technology and Innovation

Some strategic mechanisms commonly reported by participants affiliated with academic
host faculties within public universities, were the technology and innovation centred
programmes of their faculties. The faculties were working on providing a “whole
structure…of technology and innovation related programmes” (R6). While host
universities were planning towards technology and innovation as biggest allies,
sometimes funding issues stemming from inadequate resources within host faculties limit
their potential offerings, as reported by one senior academic:
40
“Our major challenge at the moment is on resource mobilisation. We
have our strategic planning in place looking at these issues with priority
on how we can move our faculty and the whole university at large to
leverage on technology and innovation but the space is just not
permitting at the moment for us to implement such. We will surely get
there ...” P3
Better technology and innovation may be done and offered if attributable to collaboration.
A collaborative approach was valuable and was reported in students strategic profiling as
recalled by one study participant:
“Collaboration and networking definitely leads to a lot to be gained from
such. For example some institutions have equipment that can be far
much useful than what we have as a faculty. We would gain immensely
as a faculty if we are to collaborate with such institutions as it will
reduce the costs in which we offer our programmes especially on the
practical side. Our students will have exposure to such top notch
technological solutions. Partnerships with companies with well-equipped
labs can do off with costs and shed off the costs burden from our
students ...” P3
Research costs in relation to collaborative were also reported by some participants to be
reduced through interdisciplinary strategies. Although such collaborations were seen as a
positive force by many study participants, others reported its trade-offs. These include the
extra time and effort it takes to form collaborative relationships and make consensus-
based decisions. As one senior academic reported:
“I think [collaboration is] good and bad, it’s a little bit slow for some of
the projects to take off, but good in that hopefully people will feel
involved and feel part of the whole, you know, decision process, a little
bit more collectively. It reduces costs on how you do things especially in
an interdisciplinary research like in climate change” P4
4.3.1.5 Industry relevance

Additionally, senior academic participants reported that provision of programmes and
expertise suitable for their wide industry will give confidence in their students in handling
difficult situations in their workplaces after completion of their programmes. Beyond
characteristics associated with collaborative processes and entrepreneurship approaches,
academics also thought that professional certification guided by the industry standards
41
would help in augmenting their offerings and offer a competitive edge. For example, one
academic described the professional certification:
“There is need for us to be up-to-date with requirements of the industry
as long as the economy is viable and stable people will always look
forward to employment, in as much as they can start their own things. In
some disciplines, this [certification] is highly considered like the health
professions. Most professional degrees are really a must to have a
professional qualification. If our degrees are professional degrees then
the industry would need that” P2
Some of the faculty offerings strategically put up by study participants were linked to
networking. As one academic reported, the ability to have a network with leaders within
the best performing industry or supportive environment was motivating for potential and
current students:
“…the environment has to be very supportive. We thrive more in an
environment in which we have links with the who and who within the
industry, it helps us as a faculty and also helps our students to gain all
the experience they need, either in form of mentorship, funding,
placements on attachments or even jobs when they finally leave this
place. Once our students have employment, we eventually be rated
highly and found to be doing well. We need our network.” P4
4.3.1.6 Alumni support and Post-graduate entrepreneurship

Entrepreneurship was reported as an important component necessary for the students even
prior to the completion of studies. Academic entrepreneurship incorporating even the
members of staff within the faculty have been reported by some participants to augment
students’ participation in their own projects taking cognisant of the various mentors
within different disciplines. This entrepreneurship aspect has also helped in student
financing as pointed out by some senior academic:
“...The young generation have to be taught to do things on their own
thus being independent. The work environment has changed and it’s our
great expectation to have entrepreneurs within our program offerings.
They have to work even for their own fees, making them responsible
also. This doesn’t have to happen once they leave the gates of this place.
Here we mentor these students, we have guidance appropriate for the
42
various projects that they do and we can also link them up with various
markets which they can continue to service once they graduate...” P8
Although alumni support and entrepreneurship were seen as a positive force by many
study participants, others reported new institutions have no dedicated personnel, extra
time and effort to form a strong entrepreneurship support base for their alumni. As one
senior academic reported:
“...dedicated personnel. Currently we have dedicated personnel focusing
more on attachments but it’s beyond the job description for the person.
We are overwhelmed with lots of work to be done such that even when
we try to want to support alumni students, we cannot just do it...” P3
4.3.2 Theoretical Concept 2: Faculty offerings that can be raised above the
standards of the industry
The second theoretical concept was centred on offerings that can be raised above the
standards of the industry. Various themes emerged from the interviews. These include
exchange programmes, student financing, programme relevance, collaboration,
partnerships and technology.
4.3.2.1 Exchange programmes

Some interviewees avowed that there a strong need to include aspects of local, regional
and even international exchange programmes for the current students within the faculties
of agriculture. These exchange programmes were said to improve students understanding
of various issues including animal and crop diversities, cultures, appropriate technologies
and innovations. These can augment the attachments students are normally exposed to as
mentioned by a senior academic in this study:
“We can increase our attachment offerings especially with the new
regulations we have. Our students need to understand what’s happening
besides in various provinces we have but also within the region and even
international placements. These help to share cultures and experiences
and also market us. International exchanges leads to innovation. They
[exchange programmes] should be a part of all our students...” P3
4.3.2.2 Student financing

Issues raised regarding increasing offerings also included students financing strategies
within the faculty. Thus some interviewees expressed the notion that government funding
43
and loan facilities were not enough. There was need for developing some in-house
financing model that may incorporate increased scholarships and other grants. An
interviewee stated it as:
“Students financing is really critical, we have done a lot in terms of
scholarships and even strengthening our students by cushioning them
with entrepreneurship projects within that can help them in financing the
fees. We hope to have some step further and maybe have some
partnerships within the whole agriculture values chain, proposals for
them to finance our students and so on. Even if they can provide funding
even for tuitions then the students would probably get attached for
repayment or anything like that. Surely that will make a change to us”
P7
4.3.2.3 Programme relevance

Programme relevance with relation to industry standards and need was one of the major
issues that the participants also picked up as important in raising it up above the industry
standards. The participants suggested some possible programmes to be improved in
relation to ensuring quality and conforming to their programmes and courses to what the
job market requires. Almost all brought up the need for a bottom up solution with the
industry informing the academics on programmes to offer and their content. Equally,
they all thought that it would be a very good idea for future changes. However, one
interviewee commented the following:
“Universities teach what they teach, important to understand that the
university should come up with innovations and advise the industry and
not the other way round. Train the students to fit into any system.
Universities should lead and inform the industry than the other way
round” P1
One more interviewee concluded with the fact that there is need for students to move
from a theory perspective to applying what is relevant to the industry. The interviewee
also pointed out that if staff were involved and empowered in the application of the
theory it would have been preferable. Further comments by a participant were:
“The practical aspects need to be looked into. There is need for the
practicals on softwares, analysis and interpretation, unfortunately it
doesn’t receive emphasis, there is need for ways to evaluate that side and
see if anything can be done...” P1
44
4.3.2.4 Collaboration and Partnerships
Strategic collaborations and partnerships were also important aspects that were brought
up in the study. The participants were very particular about having forms of
collaborations extending from research and service to the community anchored with
innovative approaches. These collaborations would enable sharing of ideas and costs
relating to faculty offerings. An interviewee made the following comments:
“Collaborations are the cheapest ways of doing research in the country.
We need to find institutions both the government and private sector,
leverage on what they are doing and work together to find solutions.
This reduces the cost and expertise needed in research for both our
students and our staff” P1
These collaborations and partnerships can also be extended beyond research to even
teaching as put up by a senior academic:
“Costs of teaching can be reduced with collaboration even within
academic institutions such that instead of having twenty specialists
teaching across all institutions in one course then you can just have one
single specialist doing the work. Especially if there is technology, then
the specialist can even record their lectures via all forms of media, this
reduces duplication of work and duties. The central based lecturers can
teach various courses to every collaborative institution even virtual. ” P5
4.3.2.5 Technology
Participants mostly raised up the issue relating to technology as major especially in
relation to teaching and community service. If the future becomes more technologically
oriented, then there is need to increase technological aspects within delivering of teaching
material as well as on the community service aspect on the community service aspect.
One senior academic interviewed stated that:
“Face-to-face teaching is likely to go away in the near future, can do
virtual teaching. Community engagements can also go for virtual and be
easily disseminated trough CDs, and other recorded systems, but
research will always take precedence over other things, it will always
require the human element, though the technological aspects and
efficiency in how some things will be done are a focus ” P5
Interviewees expressed possible gains within the digital space, with robust changes
occurring in the sharing economy. This eventually yields a competitive advantage to
45
innovators and improves the way teaching and research could be done. However, as
previously brought up, additional interviewees stated that they strongly believed the
human element will always be critical in as much as other issues can be raised. There is
always need for those soft skills to be imparted within the learners.
4.3.3 Theoretical Concept 3: Agriculture faculty created valued innovations in newly

Faculty created value innovations also emerged from the interviewees. These include
lifelong learning, cross cutting inclusive modules, professional certification, affiliations,
students wellbeing and job placements.
4.3.3.1 Lifelong learning

When the question was posed on possible things that the faculty may create within their
offerings, most participants were of the opinion that lifelong learning was one aspect that
could help in creating a new uncontested market within faculties of agriculture. Thus one
senior academic explicitly said:
“Developing regulations expanded to agriculture related subjects. These
regulations should be catering for the new Advanced level students with
... majors at Advanced level than the standard that considered ... and the
like. We can also go ahead and tailor make our bridging courses for
those excluded in the main stream education system. These pre-
university degree programmes and courses in agriculture will prepare the
students for entrance. These students can get into the system either for
certificates, diplomas and degrees. Prior learning experience will also be
considered ...” P5
4.3.3.2 Cross cutting inclusive modules

Most interviewees thought there was need for cross cutting modules of importance to be
offered throughout their students in the faculty. One respondent relayed that these were
mostly important in patents and ethics. Another interviewee asserted that:
“I do think there is urgent need to expand the horizon beyond
entrepreneurship, communication skills and other such modules we try
to offer across the faculty and come up with extras that may even
incorporate things like philosophy, as our students need to know who
they are and how they can foster and support who we are as a nation or
46
even our pride as Africans. These things put us together but rarely
shared and taught. Even financial literacy and investments, maybe
farfetched in agriculture but may help the students to know what to do
especially if they are to be entrepreneurs...” P9
Interesting responses on valued innovations that the faculty can create in respect to
modules were noted. Some interviewees noted the need for modules relating to patents to
be well taught in theory and practice with incentives given to students beyond their
academic life within the institution and even non-students. A participant from one host
faculty said:
“If am to add a new module, I would look at the opportunities is
innovation. It’s a broad cross cutting issue, but how do we reward? How
about those who are not in the mainstream education..., let’s find a way
of rewarding them too even within our institutions, lets them associate
with us with their innovations, we teach them how to patent and even
give them some certification sort of. That will inspire those within and
even those outside will know us...” P11
4.3.3.3 Professional certification and affiliation

Building on valued innovations that the faculty leaders thought were important within
their offerings are; the issue of hands own experience, understanding of innovation,
situations and cross cutting expertise grounded on minimum bodies of knowledge for the
discipline as well as leading professional certification as in other disciplines. This was
found as critical in the agricultural discipline and could further be split into different
specialised units related to the expertise required. One respondent relayed that:
“Professional certification has really become an area of focus, it’s still
limited in agriculture in this country however, in almost every field they
act as policemen. If you want to practice it is them [Professional bodies/
councils] that benchmark and talk of the minimum that they require.
This can bring up standards, not only here but across all
universities...councils helps to harmonise things...”P6
4.3.3.4 Students’ wellbeing

Overwhelmingly, almost all the participants thought that student well-being especially in
relation to sporting and entertainment in high notch sporting activities was of major
47
concern. Participants also pointed out that this could attract even the non-students as they
would want to use the facilities. This was deeply expressed by a senior academic as:
“... modern accommodation would be of major importance and even
modern sporting facilities; access to the gyms, besides the academia,
these things would attract the numbers. Most of the programmes we
have are three to four years in duration. Thinking of a three or so years
experience for the youth means they have to get the best...the sport
facilities should have swimming, canoeing, water rafting, boat rides,
triathlons, tiger fishing, ecotourism, bird watching ... and several such
scenic views, botanical gardens, bike rides... these can also be for our
visiting professors so that they enjoy the environment and go out there
increase the profile of the faculty and its institution, have chalets around
... and enjoy...” P6
4.3.3.5 Job placements

Offering students’ jobs or helping them to get employment post-graduation was viewed as
one of the important things that faculties could create within new public universities. For
a start, one senior academic pointed the need to start up faculty or institutional Agrihubs
and other related companies that the faculty could easily accommodate its graduates. One
academic put it as:
“...getting employed after graduation is now a crisis, not only here but all
over for almost all programs, we can surely make a difference though. If
I were [create], I would definitely look at a system where the faculty
especially my department would have own start-up companies, put our
students there, thus we make money and also the students are guaranteed
to study with us. We are in agriculture and the country needs that, vast
resources and opportunities...” P13
4.3.4 Inter-Case Comparison and Analysis

In the three cases, all faculties were relatively less than ten years in existence and less
than four years as faculties within an independent university weaned off from the
incubating founding institution. The cross-case analysis will compare and summarize the
three case studies on the basis of the previously defined research questions.
48
4.3.4.1 Offerings in newly established public universities agriculture faculties that
can be eliminated.
Participants from all the three host institutions faculties put forward the need to have
efficient admission processing by eliminating the current systems that they had. As put up
in the three cases, the current systems that they use were cumbersome and took
unnecessary time for their current students whilst not open to new form of students. As
interviewee from case 3 has put it:
“... all said and done, we have to make our affiliated bodies within our
disciplines active. That way we promote and shape the future of what we
want in the industry. We can increase enrolment in the discipline that
way as more people become hungry for knowledge...” P15
In all the three cases, participants also converged on the issues on eliminating the current
standards of non-inclusivity of the enrolment systems. These they put forward that they
needed to incorporate prior learning and even accredited experience within the field. One
senior academic has this to say:
“We have to extend our programmes and also cater for those that went
through various systems of education. Take advantage of experience that
people have within the sector. Someone may have covered Accounting
and may want to do Agriculture, yes, let them have the opportunity. We
can assess them and see if they can copy, rather than having regulation
that we cannot move an inch.” P10
The level of feedback in communications and assessments was also raised up by some
interviewees in the case studies. They put forward the issue of reducing the untimely
feedback when relating to the forms of assessment to current students. One interviewee
remarked:
“Systems and technology now making things much easier for us. It’s no
longer the time to take ages before feedback on assignments is given to
students. It might not be all the feedback, but even part of it. It can be
send there and there on the go. Let’s eliminate this waiting for such.” P9

can be reduced.
Some interviewees in the cases also point the issues relating to too much focus on
Advanced level students at the expense of some levels. One staff remarked:
49
“Currently most of our attention is on Advanced level students. We have
O levels, Diploma holders, and even some who have never been to these
levels. We are not doing anything on them. Either we balance the act or
we reduce the attention we are giving to the others.” P11
Almost all interviewees in all the cases converge to the point or reducing the time spend
on face-to-face teaching and focus on other modes of lecture delivery. This was also
pointed out to be cheaper way of doing things especially if the departmental courses are
to be offered in multi-campus format. As interviewee from case 2 has put it up as:
“Now with all the technology we have, we don’t need to be talking to
the students in class like we do. We can have students all over, in our
various campuses, doing all forms [ ]. It becomes easier now for us
to reduce face- to- face delivery, it’s cheaper and I think also efficient.”
P10
The various cases also points out non-flexibility in attachments and hands on learning in
their provisions. Examples highlighted to support this include what one academic said in
Case 1:
“We are not flexible in our learning times, especially when it comes to
student attachment. The attachment year is fixed per intake and even on
the season. Some students would want to specialise in production of [...],
they should be allowed to take that attachment during that season when
it’s being produced.” P8

can be raised.
As enrolment becomes a major issue, all cases which participated in this study, had their
major focus on what could be done better than what is currently the norm across the
faculties in either new or traditional state as well as private institutions. Archival material
and observations also corroborated the interviewees from the various cases as there were
various plans to refocus on the enrolment and academic regulations for the various degree
programmes on offer in some of the cases studied. In connection with enrolment one
interviewee said:
“... we normally issue out forms, expect our potential students to apply,
it takes a lot of time, especially now with so many universities here and
even out there. Some they are not even here but are online. Its quick and
quick decisions need to be made...” P13
50
can be created.
One of the most important questions of this research on the blue ocean strategy for
agriculture faculties in new universities was on the creation of value innovations within
the faculty offerings. An analysis of the various responses across the case studies showed
that each institution had key innovations that could be created that were unique to their
settings/location, whilst some cross-cutting offerings were also identified between the
case studies.
As put across on social welfare across the three cases, they all pointed out the importance
of sporting and other leisure activities across their institutions. However, the activities
given as examples were different as mentioned by institutions A’s responses from a
senior academic:
“...the sport facilities should have swimming, canoeing, water rafting,
boat rides, triathlons, tiger fishing, ecotourism, bird watching ...” P6
In as much as the other two institutions’ responses were more centred on having sporting
facilities inclusive of basketball, cricket and others. The response from one university
faculty member was more centred on grooming, etiquette and moral leadership. Thus the
interviewee found grooming of students as a critical aspect that needed to be created
within their faculty. This grooming had to involve external stakeholders as put up by the
interviewee:
“Students sometimes fail to have people that mentor them...the people
that they can look forward to in society. That’s we need to come up with
our own database of relevant stakeholders, it maybe bank managers, or
any of the Senior people beyond our faculty, that we can bring up and
adopt so to speak some of our students. Teach them all that we can’t
teach them, good behaviour, good citizenship, brotherhood and just
being responsible... we collaborate or partner with these mentors outside
the university” P13
The faculties from the various case studies also put forward the issues relating to the
creation of niche areas within the disciplines of Agriculture that they have excellence in
most of their offerings. This was augmented by one senior academia:
“We strive to be known and to be the best in ... production. Taking all
aspect in it and being the centre of the whole value chain. When
51
communities, the industry or anyone want anything to do with [...] they
will always relate to us as the centre of such excellence and innovation.
That way our students will benefit and be employable anywhere they can
be...” P14
Of special note is the need for having graduate students with appropriate ethical
standards. Remodelling the course offerings and student wellbeing centred on proper
values was also found as a critical valued innovation. One top academic had this to say:
“One aspect that students in most of the universities are short of now is
character. So many stories come up when they are out on attachment.
This has got bad reputation for the faculty and even the university as a
whole. That has to be relooked at, need to build strong values, spanning
from teaching, research and their whole conduct here. We also have to
be their role models...” P9
4.4 DISCUSSION OF KEY FINDINGS
The concept of Blue Ocean stratagem within companies and herein within this study on
faculties of agriculture of newly formed public universities in Zimbabwe is based on
creating a competition free environment and improving faculty performance. However,
coming up with the strategies geared on growth needed to relook on the offerings of the
faculty and how innovative offerings could be created for either the current students or
unexplored market space. Through observations and archival materials, discussions on
key issues relating to faculty performance and growth in contemporary strategic
formulations have much centred on student enrolment considering the core objectives of
the mandates of the university; teaching, research and service to the community. This is
further corroborated by the research results from this study which showed that
participants were aware of various value innovations that could bring the edge in their
academic disciplines. Therefore, this section provides a discussion on Blue ocean strategy
relating to the main findings from the research and where applicable, links the literature
to the research outcomes.
4.4.1 Enrolment
The ultimate goal of faculties is to enrol and retain qualified students who will succeed
and promote their alma mater through their achievements. The challenge therefore is to
gain competitive advantage in the enrolling procedures and offering value innovations in
52
such so as to convert marketing campaigns into real, quality enrolments processes. In so
doing, participants of this study welcomed the concept of coming up with
a variety of techniques that allow them to reach out and efficiently enrol students. Such
techniques inclusive of university mobile enrolment systems and processes were also
recommended in a study by Ogbuokiri et. al. (2015). These processes can be tailor made
and engage with modern analytical tools and building solid relationships with prospective
students. These potential customers and the business environment now consider
instantaneous communication, relevant responses, social media and taking advantage of
internet of things (Friess and Flbonez, 2014; Miller et. al., 2016).
4.4.2 Inclusion and Lifelong learning

Besides the processes and systems, the faculty has to be inclusive and foster equity in its
enrolment regulations, taking cognisance of those not in the mainstream higher education
systems, the vulnerable and socio-economic-status backgrounds. Creating enabling
systems for the faculty has potential to create some niche areas in both student enrolment
and potential support funding within the institutions for such programs. A study by
Marginson (2016) has shown the need for sustainability in social equality and henceforth
enrolment coupled with improved systems of learning, assessment and selection in
education. An OECD report (http://www.oecd.org/education/imhe/Fostering-inclusion-of-
disadvantaged-students.pdf) emphasised on fostering inclusion of disadvantaged students
in higher education, henceforth becoming a critical area in all the case studies reported in
this study.
4.4.3 Mode of delivery

In as much as enrolment matters, the mode of delivery of the programs on offer should
revolve with changing times, students profile, flexibility and even affordability. The study
participants, personal observations and archival material have shown great strides towards
having a multi-faceted approach to various delivery methods to cater for the diverse
students. The various forms of delivery were shown to have their own merits and
demerits, with most participants being proponents of online teaching. However mixed
approaches tailor made for the students can be better used to create value innovations. A
combination of the various teaching approaches has also been found to lead to effective
learning (Momeni et. al., 2010; Shirani et. al., 2016). However, for the faculties within the
53
study, necessary requirements should exist in the faculties to make the various teaching
methods more effective and improve the teaching excellence framework.
4.4.4 Sustainable student welfare

Beyond the learning environment and lecture delivery, sustainable student welfare also
becomes a critical issue in relation to the faculty offerings of new state universities in
Zimbabwe. As noted by some participants within the study, students’ experience within
the faculty becomes an important component for the offerings and may bring competitive
advantage if well executed. These experiences from this study are extremely diverse.
These include those more academic related and other social related. The academic related
encompass; academic advising/educational counselling, financial aid, careers service,
preparatory programmes (university pre-enrolment) and international student and
exchange services. Social related experience were found to include; campus activities
inclusive of clubs and students’ organizations, chaplaincy/multi-faith services,
accommodation and catering services, disability services, health services, multi-
cultural/ethnic minority student services, sports, and child-care services on campus.
Offering such to students needs a dedicated team inclusive of every stakeholder of the
faculty. As put up by Ciobani (2013), the role of these student services is influenced by
the beliefs and values of the employed staff, policies, curriculum and knowledge
regarding the development of the students amongst other things.
4.4.5 Alumni support and Entrepreneurship

The offerings on student well-being can be extended beyond student academic duration
within the faculties into Alumni support and post-graduation entrepreneurship
programmes in order to set pace for the alma mater. In this study interviewees considered
value innovations in having external mentorship programmes amongst helping their
graduands in job placement as possible strategies that can create value and increase
competitive edge in the faculty. This can also be part of pastoral care to ensure emotional,
psychological and spiritual well-being of the students after graduation henceforth
employability. Through collaborations and networking with recruitment agencies, the
faculties can also easily provide for the needs of their graduates. Modelled with training
and mentoring in entrepreneurship skills, faculty growth and performance has potential to
be improved.
54
4.4.6 Technology, Innovation and Collaborations
Technology and innovation will remain one of the drivers of several offerings that the
new agriculture faculties have to consider for their valued offerings to either their current
or potential students. From this study results, these offerings have to revolve even beyond
the student as even the working space within the faculty, community, corporate and all
stakeholders of the faculty should foster excellence. Creative innovative spaces have been
found to increase student achievement, mastery and retention (Doan and McGee, 2013).
In a study on innovation in higher education by Brennan et. al. (2014:74), a university in
the UK, found out that “it cannot be a catalyst for change in engineering education
without engaging with other institutions”. Therefore, there is a need for these valued
innovations to be strategically communicated with diverse range of innovative staff and
strategic corporate partners. This will offer perspectives on ways in which technology,
collaborative efforts, and creative thinking can be leveraged to envision new and
redesigned learning, research and community service within the agriculture faculties.
Collaborative efforts should extend to international with students and staff learning and
research exchange programmes supported as put up by participants in this study.
Kärkkäinen and Vincent-Lancrin (2013), also reiterated the value of international
collaborations in respect to fostering knowledge flows, new ideas and peer learning,
giving a faculty the edge in its offerings.
4.4.7 Industrial relevance

Its suffice to say programmes on offer within these new agriculture faculties in these case
studies have to be of excellent industrial relevance across the whole agriculture value
chain. An analysis of the data from the participants in the study, have clearly illustrated
how various cases valued industry relevance within the various disciplines in agricultural
sciences offered. Most participants called for greater emphasis on research involving
critical thinking and service to the community so as to have a graduate with an education
more relevant to society. As competition between universities is becoming more intense
than ever, consultations with the industry to continuously upgrade offerings to meet their
standards should be ongoing whilst at the same time having distinct niche areas within the
agriculture industry would be advantageous. In a publication by Edmondson et. al.
(2013), successful collaboration between the industry and university faculties has been
found to increase faculty visibility and performance.
55
4.5 CHAPTER CONCLUSION
Based on the extensive cases and the interviewees therein various issues in relation to
offerings for students and potential students within the faculties of agriculture in newly
opened public universities in Zimbabwe have been put up. These offerings ranged from
enrolment, modes of delivery, relevance of the programmes to the industry, lifelong
learning, sustainable students welfare, riding on technology and innovation to alumni
support and entrepreneurship. For the various radical transformations and creating of
these innovations, interviews also revealed issues to do with collaborations and
partnerships. Summarizing the cross-case analysis on offerings that need to be reduced,
eliminated, raised and created showed a good balance of innovation activities with
slightly differing focus on their exploitation or exploration and complements each other in
issues relating to enrolment and teaching. This leads to the conclusion that each
individual university faculty of agriculture has a different view relating to some key
offerings tailor made for their immediate environment.
56
CHAPTER 5
CONCLUSION & RECOMMENDATIONS
5.1 Introduction
This study has shown the potential contribution of blue ocean for growth of public
universities with special reference to the faculties of agriculture in Zimbabwe. Faculty
offerings are too diverse amongst different universities under study. This also implies
diversity in potential contribution of each offering to the well-being of the faculty and
competitive advantage brought about. Therefore the basis of each faculty within the
university is to identify those fundamental issues affecting their enrolment. This gives
strong credence to eliminating, reducing, raising or creating valued innovations within the
faculty that has potential to increase its performance above competitors. Furthermore, the
study has found ample evidence showing that every university faculty is bound to work
towards competitive advantage making it critical for policy makers, management and all
relevant stakeholders to continue innovating within their mandates. In reaching these
results, the study contributes to knowledge and, ultimately to policy-making and strategic
formulation by management in the faculty and the university at large in respect to
competitive advantage on enrolment in agricultural sciences disciplines.
5.2 Achievement of research aim and objectives
The study’s main objective was centred on exploring the potential contribution of blue
ocean strategic thinking for growth of new public universities in Zimbabwe. Henceforth
the study explored various faculty offerings in public universities that can be eliminated
or reduced. The study went further to investigate those offerings that can be raised above
the industry standards. Participants of the study also came up with various value
innovations that can be created within the agriculture faculties at their host institutions
that can rise above their competitors to come up with a competition free environment.
The various offerings included but not limited to inclusive enrolment, mode of delivery,
industry relevance, networking, certification, sustainable student welfare, ubuntu,
international exchange programmes, research oriented programmes, creation of centres of
excellence, alumni support and entrepreneurship.
57
5.3 Conclusion
Intense competition between faculties of public universities calls for creating unique
positions that create value for the customers. The main objective of this study was to
explore the potential contribution of blue ocean strategic thinking for growth of new
public universities in Zimbabwe. The core to having such is to focus on elimination and
reduction, with a particular focus on systems and processes within the faculty offerings.
Thereafter focus shift to raising the standards on those aspects that the current and
potential students would appreciate in faculty offerings. Subsequently there is need for
exploring new sources of value for customers. In this study, offerings were centred on
enrolment systems and processes, mode of delivery, relevance of the programmes on
offer, lifelong learning, sustainable students’ welfare, technology and innovation and
alumni support and entrepreneurship. These offerings were anchored by partnerships and
collaborations. To create competitive advantage, faculties have offerings tailor made for
their various disciplines and also shaped by the rarity of their immediate surrounding
environment. Potential for creating blue ocean from the findings in the cases were found
in inclusive enrolment, various flexible modes of delivery, industry relevance in the
programmes, networking, certification, sustainable student welfare, ubuntu, exchange
programmes, centres of excellence, alumni support and entrepreneurship. However, any
successful strategy will eventually be imitated by competitors in due course, such that
there is always need for continuous innovation.
5.4 Answer to research questions
Research questions for this study were centred on characteristics associated with BOS for
growth of the faculties of agriculture in new public universities in Zimbabwe. Henceforth
the study brought up various agriculture faculties’ offerings in public universities. It
further looked at those that can be reduced and eliminated. In order to rethink on how to
boost enrolment, as well as to move into a competition free environment, the study
explored faculty offerings that can be raised well above the industry standards and those
that can be created.
58
5.5 Contribution
5.5.1 Theoretical contribution

This research work evaluated the BOS within newly established universities in Zimbabwe
with much bias towards their faculties of agriculture. It offers great promise for
sustainable performance in a blue ocean in agriculture academic institutions especially in
a turbulent environment as shown in Fig 5.1. To create valued innovation beyond the red
ocean, the cases in this study have to be modelled to foster changes in enrolment, modes
of delivery, certification, being research oriented with excellence in teaching, ethics, and
entrepreneurship. This should be anchored by technology, continuous collaboration and
innovation.
Faculty performance
Increased top- tier students, Attracting scholars, Increased
visibility, Reputation, Research patents, Outputs, Faculty image,
Service to the community, Sustainable competitive Advantage
Sustainability
Inclusive enrolment, Mode of delivery, Industry

relevance, Networking, Certification, Lifelong learning,
Sustainable student welfare, Ubuntu, International
exchange programmes, Research programmes, Centres of
Excellence, Alumni support and Entrepreneurship
Innovation
Technology
Collaboration
Enrolment, Entry requirements, Teaching,

Research, Funding, Scholarships, Fees,
Donors, Attachments, Job opportunities
59
Figure 5.1: Theoretical contribution of the potential contribution of BOS for growth of
faculties of agriculture in public universities in Zimbabwe [Source: own data and
design].
5.5.2 Methodological contribution

The outcomes of this research give guidance on the methodological approaches used in
data collection and processing practices. It also forms the basis of empirical evidence in
relation to embracing of the blue ocean strategy in the planning process of agriculture
faculties within universities in the country. This study shaped generalizability of the
research through more appropriate sampling procedures with expert interviews done on
the subject matter. Another methodological contribution lies in the experience gained
through the application of case study strategy and an interpretive approach and techniques
applied for data collection. This experience may be useful for other studies on BOS in the
context of academic institutions and faculties. Through paying close attention to the
conceptual framework and the analytical methods in the study, faculties should be better
positioned to conduct and benefit from blue ocean to better serve their niche areas and
beyond.
5.5.3 Empirical contribution
The study highlighted the limitations of the empirical literature in BOS for higher
education sector in Zimbabwe especially with relation to the faculties within new public
universities. Therefore the study analysed three cases of newly established public
universities in the country with special bias towards their faculties of agriculture. The
methodology therefore pursued some in depth expert interviews, observations and
archival material, to explore the potential contribution of BOS within these faculties.
Conclusive evidence is provided on the contribution of the BOS strategic thinking with a
bias of offerings that can be created to foster competitive advantage within the faculty
offerings and improve enrolment. While the available empirical evidence suggests that
BOS is important for institutional growth and competitive advantage, the present
investigation has concluded that it has potential in valued innovations that can boost
enrolment.
In the majority of interviewees examined, the value of student offerings especially in

relation to inclusive enrolment systems, lifelong learning, mode of delivery, students’
social welfare, alumni support and entrepreneurship, imply that BOS emerge for the rate
60
of growth of these faculties. In addition, the study has confirmed a number of
observations and arrives at a number of conclusions in relation to policy on student
offerings. As expected, the results vary by university, which is an effect of different core
mandates and management and as well as different needs across provinces. This data can
form the basis for future studies anchored on BOS in educational institutions in
Zimbabwe.
5.6 Practical Policy recommendations
The work intends to guide policy makers, boards, administrators, faculty leaders, staff and
all relevant stakeholders in best approaches to be implemented in strategic planning for
“untapped market space" with the opportunity for highly profitable growth. It is a guide
towards clear understanding of the strategic canvassing with inclination on changes of
scope of operations in relation to staff retention, untapped markets, increased visibility
and reputation within academic departments and faculties and responses to external
threats. Thus said, in programme offering recommendations, ZIMCHE and Higher
Degrees Committees can take cognisance on issues relating to inclusive enrolment
regulations, industry standards certification, lifelong learning and cross cutting modules.
5.7 Practical Managerial recommendations
In addition to its value for the theoretical literature, the study provides practitioners with
new insight. Faculty leaders gain knowledge about the BOS and its influence on the
faculty growth and performance especially in the turbulent academic milieu. The study
also helps to learn to understand the needs of current and potential students’ offerings.
This knowledge enables practitioners to proactively face the challenges of higher
education competition either within the agricultural related programmes or any other by
establishment of strategies so as to be able to move into some uncontested market place.
Knowing about the competences and offerings within the faculty can ensure managers to
gain a greater awareness and learn how to react to different situations, innovation, and
potential students’ needs. With this knowledge, they can also actively search for new
innovations their faculties can raise beyond the industry standards. Considering the
current competition between institutions of higher learning, management can continuous
create strategic blue ocean collaborations and partnerships so as to leverage on their
61
offerings. The case studies show potential areas of such sustainable innovative
partnerships and collaborations to be done in implementing some forms of BOS for
excellence and performance of the faculty. These partnerships range from teaching,
research and service to the community anchored on the diverse offerings critical for
retaining and gaining new students.
5.8 Generalisation of findings
The generalisation of qualitative work is problematic partly because of the small number
of participants in the qualitative study. Generalisability to other settings is an
acknowledged drawback of the case study method. However, the study is generalisable
when the appropriate sampling, coding and data analysis methods are employed.
Moreover, if the sampling method is either purposive or theoretical, generalizations can
be performed either to the typical population represented by the sample or to a theory
(Gheondea-Eladi, 2014). Results from this work were also corroborated by comparative
literature analysis and triangulation such that generalisation becomes possible in some
settings as recommended by Mayring (2007). Value innovations may however differ
according the environment in which the university operate and their levels of operation
especially in relation to staff compliment and student enrolments. From this study, further
research may incorporate well established public and private universities and within
different disciplines. As the case studies were focused on one discipline only, extraneous
variation could be reduced but transferability to other settings was decreased.
5.9 Research limitations
The limitations of the study are those characteristics of design or methodology that set
parameters on the application or interpretation of the results of the study (Simon, 2011).
Despite its added value to theory and practice, this study has some limitations that are
mainly due to the methodological approach chosen. Nevertheless, these provide possible
directions for future research. Because of the qualitative case study approach, no concrete
assessment of the level of Blue ocean strategy in the faculties of agriculture within the
new institutions is possible.
Furthermore, the inferring of causalities from case study data is difficult and should be re-
evaluated by quantitative studies focusing on specific relationships of the here presented
62
research model. The literature on sustainable competitive strategic advantage on new
universities in Zimbabwe was also relatively limited. To cover for the literature gaps,
expert interviews were corroborated with archival material, personal observations and
participatory of the author in some institutional strategic formulations. This study
therefore can be used to make inferences to other new universities within the country
which also have specialised mandates.
5.10 Areas of further research

Future research should build on the indications in relation to BOS made in this study and
further investigate their implementation strategies. Future case studies can include
interviews with all agriculture related institutions or even the higher and tertiary
education sector as a whole in Zimbabwe. The study was not able to measure the
amplitude of Blue ocean shown in the university faculty offerings. Further studies should
develop measurement scales and test the concept of BOS based upon them. A quantitative
assessment of the levels BOS would better indicate the extent to which the strategy is
present in the faculties within newly established universities.
Finally, as the present research focused on potential contribution of Blue ocean special
reference to the faculties of agriculture in public universities in Zimbabwe, to some extent
incorporating the perspective of other strategies would be of great benefit. This would add
value to rethinking the whole strategic planning exercise within the faculty and
universities at large.
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68
APPENDICES
Appendix A1
Consent form for recorded interviews
Title: Exploring the Potential Contribution of Blue Ocean Strategy for Growth of Public
Universities: Case of Faculties of Agriculture in Zimbabwe.
Researcher: Wonder Ngezimana
Thank you for your interest in participating in this research. Before you agree to take part,
please read the participant information sheet. If you have any questions regarding the
information sheet or explanations provided, please ask the researcher before you decide
whether to participate. You will be given a copy of this consent form to keep for future
reference.
Participant’s statement:
I confirm that:
I have read the participant information sheet and understand the purpose of the
research.
I understand that if I decide I no longer wish to take part in this research I can
notify the researcher involved and withdraw within one month after the interview.
I understand that the information I submit, including anonymised direct quotes,

may be included in any resulting report.
I understand that my participation will be audio recorded for accuracy and I

consent to the use of this material as part of the project.
I agree the project named above has been explained to me to my satisfaction and I
agree to take part in this research.
Name:
Signature:
Date:
If you would like to receive a copy of any resulting report, please enter your email
address below.
Email:
69
Dear Participant:
According to the Ethical Standards of Graduate School of Management (GSM),

University of Zimbabwe, it is necessary for me to obtain prior consent from all persons
being interviewed for my Masters in Business Administration dissertation: Exploring the
Potential Contribution of Blue Ocean Strategy for Growth of Public Universities: Case of
Faculties of Agriculture in Zimbabwe.
This is a standard procedure regarding data collection which protects both the interviewee
and the interviewer. My dissertation involves an examination of the potential of blue
ocean strategic thinking towards sustainable competitive advantage within universities in
Zimbabwe, with bias towards faculties in Agriculture. Your institution has agreed to act
as a host site for in depth research. The interview will help in creating models towards
uncontested markets for sustainable competitive advantage.
The interview will take about an hour of your time and will be recorded with your
permission. Anonymity and confidentiality are assured. No notes or documents
containing your name will be employed in the work. In addition, any sections that I write
directly citing information you have provided will be forwarded to you for review and
correction. Of course, you are free to withdraw from the study at any time. I believe you
will find that your participation in this study will be interesting and enhance your
understanding of the BOS for the benefit of the Faculty. Your assistance and support are
greatly appreciated.
Yours Sincerely,
Wonder Ngezimana
Student Number: R0100063
70
Appendix A2
INTERVIEW GUIDE
Introduction
Can you tell me a bit about your background and experience here in your Faculty?
Questions
1) What do you think motivates your Faculty to do Strategic planning?
Probe with specific examples

Any challenges facing this particular sector of education? Faculty of Agriculture?
Courses in Agriculture?
2) What is the main source of financing for the Faculty?

Are there any other sources of financing that the Faculty enjoy? Entrepreneurship?
Consultants? Technology transfer? Solution centres? Innovation hubs?
3) What are the major offerings that your faculty have for your current market?

Systems, products or services?
Anything that you would want to eliminate in your offerings?
4) Do you have approach/es in your strategic plan on increasing enrolment that your
competitors are not doing?
Probe
How do you think that Strategic planning will help your Faculty deal with the
competition?
5) Which courses or degree program in your Faculty will likely not to be easily affected
by offerings of competitors? Why?
71
Probe
Does accreditation of degree programmes matter or accreditation of the individual
courses matter?
6) If you were to raise anything in your Faculty offerings, what would it be?
Probe
Any offerings you are doing better than your competitors? Cost? Efficiency?
Convenience? Technology? Tailor made learning? Collaborations? Assessments?
7) What offerings would you like to reduce in your Faculty?
Probe
Considering the core objectives of academia; teaching, research and community
service, which would you consider the most important in a world where
technology becomes the central pillar?
8) How can the faculty reduce the costs of services offered?
Probe
Anything different from what the competitors are doing?
9) How relevant are you program offerings?
Probe
Any industry driven certification?
Does your programme support students for life after graduation?

Entrepreneurship? Private sector? Public sector? NGOs
Do you have dedicated personnel helping students for attachments and

employment?
How do you rate the ethical conduct of your graduates?
10) If you were to create anything in your Faculty offerings, what would it be?
END OF INTERVIEW!
72
Appendix A3
PARTICIPANTS PROFILE
INSTITUTION PARTICIPANT POSITION EXPERIENCE QUALIFICATION

A P1 Senior >10 years in PhD candidate
Academic private sector
~10 years in
academia
A P2 Senior >20 years in Master Degree
Academic administration
A P3 Senior >5 years PhD candidate
Academic in academia
A P4 Senior >10 years in PhD
~10 years in
academia
~10 years in
academia
~10 years in
academia
A P8 Senior ~10 years in PhD
Academic academia
B P9 Senior >5 years in private PhD
Academic sector
~3 years in
academia
B P10 Senior ~10 years in PhD
Academic academia
B P11 Senior >5 years in Masters Degree
Academic academia
B P12 Senior >10 years in Masters Degree
C P13 Senior ~5 years in Masters Degree
Academic academia
C P14 Senior >10 years in PhD Candidate
~10 years in
academia
C P15 Senior >20 years in PhD
Academic academia
73
Appendix A4
DATA CODING
QUESTION PARTICIPANT CODE CATEGORY THEME
Q1 P1 Focus on achievement
P2 Function with direction
P3 Planning for next five years
P4 Map where going
P5 Shape the future
P6 Become competitive Giving direction on
P7 Expand and focus institutional plan, being
P8 Expand on enrolment competitive and expand Faculty performance
P9 Ensure focus on enrolment
P10 Visibility of the department
P11 Growth and development
P12 Focus
P13 Direction of the institution
P14 Investment into the faculty
P15 Future of the faculty
Q2 P1 Government financing
P2 Focus on consultants
P3 Government & student fees
P4 Plans for other business units
P5 Donations from well wishers
P6 Government finance Government financing,
P7 Fiscus Tuition fees and other Financial
P8 Support from founding university business units support independence
P9 Government support and fees the faculties
P10 Farming, fees
P11 Government grants
P12 Student tuition
P14 Government
74
Q3 P1 Enrolment systems & processes Enrolment systems and Enrolment systems
P2 Learning hours processed to be updated and processes
P3 Short courses
P4 Assessment methods
P5 On site hands on experiences and attachments
P6 Regulation are currently cast in stone
P7 Enrolment systems need to be rethought Assessment methods to Mode of delivery
P8 Measure the progress of the students be relooked
P9 Technology make things easier
P10 Flexible regulation should be used
P11 Course offerings are diverse though some redundant
Flexible delivery
P12 Efficient systems should be done in most of the systems Mode of delivery
methods
P13 Hours are not that flexible
P14 Students come into the system
P15 Enrolment systems very cumbersome
Q4 P1 Fees structure can be competitive
P2 Competitors follow marketing technique
P3 Entrepreneurship component doing better than the others
P4 Scholarship programs where students just enrol
P5 Some displines heavily affected by competitors offerings
P6 In for a fix Fees payment structure, Student financing and
P7 Nothing different for them not to easily copy Scholarships and the Entrepreneurship
P8 Structured scholarship scheme entrepreneurship
P9 Marketing systems done almost the same programmes
P10 Enrolment from the same pool
P11 No different approaches
P12 Offer almost same programmes
P13 Staff and students almost the same
P14 Few of the programmes integrate local settings
P15 Sitting of faculty and university
Q5 P1 Fees less than of most competitors Students financial Quality teaching,
P2 Quality of teaching is better support and quality assessment and
P3 Major priority on the teaching teaching student welfare &
P4 Challenges with the competition support
P5 Tuition support for the undergraduate students
P6 Teaching of the students
75
P7 Students support especially on entrepreneurship and own fund raising
P8 Teaching but almost in a big competition Unique location,
P9 Monitoring of students teaching and student
P10 Diverse climate located in assessments Unique and Rarity of
P11 The network is almost the same settings
P12 Broad with a multi-campus thinking very important
P13 Offer the same programmes
P14 Neck on neck with what being offered elsewhere
P15 Nothing really varies
Q6 P1 Improve enrolment systems Prior learning Lifelong learning
P2 Need to focus on certificates, diplomas experiences
P3 Engage in lifelong learning
P4 Collaborative initiatives in learning Collaborative partners Collaboration
P5 Increase degrees and other programmes on offer Programmes on offer Professional
P6 Short courses, certificates and diplomas can also be offered Certification
P7 The prerequisite for our degrees extend to other prior learning
P8 Industry to help in training of students and especially on practicals
P9 Exchange programmes beyond the students
P10 Communication systems should be quick on all things, even assessments Hands on experience, Diversity and
P11 Exposure to the industry exchange programmes, Flexibility in learning
P12 Student welfare, have more to offer and programme duration
P13 Quick and decision making processes in enrolment components
P14 Practical components need a rethink
P15 Timing allocated to other programmes and issues
Q7 P1 Too much focus on A level at the expense of other learning Enrolment systems and Enrolment
P2 Face-to-face teaching being major way of doing things processes
P3 Periods students are on attachment not flexible and too fixed
P4 Traditional students being main focus area
P5 Teaching happens a lot in class Technology related
P6 Assessment methods highly composed of tests which are crammed teaching
P7 Face-to-face teaching within students Lesson delivery methods
P8 Much time spend in class at the expense of practicals
P9 Flexible learning times are supposed to be available
P10 Enrolment based on A level
P11 Teaching normally in class and the environment not diversified enough
P12 Availability of money for students tuition fee payment
76
P13 Flexibility in teaching
P14 Delivery of the lecturers has to be in various forms
P15 Focus more on the student like a high school set-up
Q8 P1 Collaborate with those with technical expertise
P2 Leveraging on what can be done best and perfecting that Partnerships, networking
P3 Networking with others either in the industry or other universities and collaborative
P4 Working with institutions with better equipment initiatives
P5 Partnerships with organisation that offer a diverse range of services
P6 Inter-displinary research in various areas can help in cost reduction Local, regional and
P7 Borrow experience and expertise from other institutions international
P8 Online teaching and collaboration of multiple lecturers Specialised niches collaborations in
P9 Virtual teaching can be done from anywhere teaching and research niche areas
P10 Centres of excellence can reduce the investments needed in some research areas
P11 National, regional and even international collaborations
P12 Amalgamation and specialisation on some niche areas
P13 Working with private and public sector across the whole economy
P14 Partnerships with others
P15 Coming together within a discipline and forming associations
Q9 P1 Come up with innovations and advise the industry Technology, Innovation Technology,
P2 Programmes should be anchored on technology related issues and Entrepreneurship Innovation and
P3 Focus on technology and entrepreneurship Entrepreneurship
P4 Being able to create wealthy and jobs in a knowledge economy
P5 Stakeholder consultations of programs
P6 Guiding programs looking at the what the economy needs
P7 Focus on the national skills audit and national needs
P8 Drive towards innovation
P9 Wholesome students with ethical and business skills
P10 Independent hardworking student Ethical conduct
Building character in the Ubuntu
P11 Need for people who create own jobs
academia
P12 Growth of the economy is of focus
P13 Able to do own things after graduation Graduate support and
P14 Poverty alleviation within own society especially the rural households Entrepreneurship
P15 Sustainable development brought about by graduates
Q10 P1 Focus on technology more than the theory aspect. Technology, innovation Lifelong learning
P2 Stimulate interest even outside the institution and flexible learning
P3 No need to time out students from degree programmes
77
P4 Interest in the vulnerable groups, especially women empowerment Inclusive enrolment Inclusive programmes
P5 Diverse exposure in student exchange programmes Exchange programmes
P6 Sports facilities with canoeing and other sporting activities related to displines Student and staff welfare
P7 Modern accommodation with access to gym, chapels and other facilities Student welfare and
P8 Entertainment facilities that are top notch for the students Exchange
P9 Building character within our students and even all staff members Student welfare and programmes
P10 Student welfare within the faculty exchange programmes
P11 Student international exchange programmes
P12 Good accommodation for the staff and students Excellence and
P13 Collaborate with mentors outside the institution collaborations Excellence
P14 Centres of innovations and excellence especially in niche areas
P15 Guidance and mentorship for the students Alumni Mentorship Pastoral care
78
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EXPLORING THE POTENTIAL CONTRIBUTION OF BLUE OCEAN STRATEGY FOR

Thesis · August 2018

University Research Project View project

The user has requested enhancement of the downloaded file.

WONDER NGEZIMANA (R0100063)

A dissertation submitted in partial fulfilment of the requirements

Graduate School of Management

Supervisor: Dr. B. Madzivire

Student Signature Date

Supervisor Signature Date

This work is dedicated to Kundiso, Vimbiso and Thabiso.

ACKNOWLEDGEMENT ....................................................................................................... iii

1.0 INTRODUCTION ............................................................................................................... 1

1.1 BACKGROUND ................................................................................................................. 1

1.2 STATEMENT OF THE PROBLEM ................................................................................... 3

1.3 RESEARCH OBJECTIVES ................................................................................................ 4

Main objective ........................................................................................................................ 4

1.4 RESEARCH QUESTIONS ................................................................................................. 4

Major research question ......................................................................................................... 4

Sub research questions ........................................................................................................... 4

1.5 PROPOSITIONS ................................................................................................................. 4

1.6 RATIONALE OF THE STUDY ......................................................................................... 5

1.7 Scope of the research ........................................................................................................... 5

1.8 Dissertation outline .............................................................................................................. 6

1.9 Chapter Summary ................................................................................................................ 6

LITERATURE REVIEW .......................................................................................................... 7

2.1 INTRODUCTION ............................................................................................................... 7

2.2 BACKGROUND TO THE UNIVERSITIES ...................................................................... 7

2.2.1 University Structure ...................................................................................................... 8

2.3 THE OBJECTIVES OF STRATEGIC RETHINKING .................................................... 10

2.4 STRATEGIC FORMULATION PROCESSES ................................................................ 10

2.5 BLUE OCEAN STRATAGEMS AND UNIVERSITY PERFOMANCE ........................ 11

2.5.1 Differentiation strategy for University Performance .................................................. 12

2.5.2 Low Cost Strategy for University Performance .......................................................... 13

2.5.3 Exploitation of Uncontested Market Space for University Performance .................... 13

2.5.4 Opportunity Maximization for University Performance ............................................. 13

2.5.5 Value Innovation Strategy for University Performance .............................................. 14

2.6 UNIVERSITY FACULTY GROWTH INDICATORS .................................................... 15

2.6.1 Staff Retention............................................................................................................. 15

2.6.2 Student enrolment ....................................................................................................... 15

2.6.3 Donors and Alumni ..................................................................................................... 16

2.6.4 Endowments ................................................................................................................ 17

2.6.5 Research outputs, Visibility, Innovation and Patents .................................................. 18

2.6.6 Collaborations and Partnerships .................................................................................. 18

2.6.7 Research strategy......................................................................................................... 19

2.7 CONCEPTUAL FRAMEWORK ...................................................................................... 20

2.8 CONCLUSION .................................................................................................................. 23

3.1 INTRODUCTION TO CHAPTER .................................................................................... 24

3.2 Recap of research aim, objectives, questions and propositions ......................................... 24

3.3 Research Design................................................................................................................. 25

3.3.1 Research Philosophy ....................................................................................................... 26

3.3.2 Research Approach ......................................................................................................... 26

3.4 Methods of Data Collection ............................................................................................... 28

3.5 Research instrument ........................................................................................................... 29

3.5.1 Explorative expert interview ....................................................................................... 30

3.5.2 Interview guide ............................................................................................................ 30

3.6 Population and sampling techniques .................................................................................. 31

3.6.2 Sample Size ................................................................................................................. 31

3.6.3 Sampling Method ........................................................................................................ 31

3.7 Conducting interviews ....................................................................................................... 32

3.8 Data Processing and Analysis ............................................................................................ 32