ZIMBABWE JOURNAL OF EDUCATIONAL RESEARCH

SPECIAL ISSUE
Volume 24 Number 2, July 2012
o:
-s_
Technology Application in Primary Schools: Stakeholders views
on the useof Calculators in Chinhoyi Urban.
Emmanuel Chinamasa
Teacher Evaluation by Pupils: Case of “O” Level Mathematics Student
- Teachers in Bulawayo urban.
Emmanuel Chinamasa, Morden Dzinotizeyi, Mathias Sithole

Factors contributing to Teacher truancy in two Secondary Schools

in Bulawayo.Emmanuel Chinamasa, Ezekiel Svigie, Simbarashe Munikwa
The Relevance of 'O' Level Mathematics in Nursing: A Survey
of Practicing Nurses’ Experiences in Zimbabwe.
Matirwisa Kuneka, Emmanuel Chinamasa

Secondary School Teachers' and Pupils' Views on the use of Mathematics

Textbooks with Answers in Mazowe District.
Lawrence Maregere, Emmanuel Chinamasa, Newton Hlenga

Factors affecting Lecturer Research output in new Universities

in Zimbabwe.
Emmanuel Chinamasa

Examinations Question Specialized Marking: A Quantitative Analysis

of Intcr-marker Reliability Mode at Chinhoyi University of Technology.
Emmanuel Chinamasa, Cribert Munetsi

Computation errors on measures of Central Tendency by Masters

Students: Implications for Andragogy.
Emmanuel Chinamasa, Cribert Munetsi

Technology Utilisation: A survey of Computer Literacy levels among

Health Personnel at Chinhoyi Provincial Hospital.
Constance Madya, Emmanuel Chinamasa
 The Zimbabwe Journal of Educational Research is
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E d ito r-in -C h ie f: Professor Fred Zindi

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Prof. Levi M. Nyagura, Prof. Linda Chisholm

U niversity o f Z im babw e W itw a tersra n d U niversity

Prof. V. Nyawaranda, Prof. Danston S. J. Mkandawire

U niversity o f Z im babw e U niversity o f N am ibia

Prof. Charles Nherera, P rof John Schwille

W om en's U niversity in A frica M ichigan State U niversity

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 ZIMBABWE JOURNAL

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EDUCATIONAL RESEARCH
162 Zimbabwe Journal o f Educational Research

FACTORS INFLUENCING LECTURER RESEARCH OUTPUT IN

NEW UNIVERSITIES' IN ZIMBABWE

Chinamasa Em m anuel, Chinhoyi University o f Technology

Abstract

Thepurpose ofthis study which is the initial stage ofa doctoral study was to
fin d factors promoting and those affecting lecturers research output in new
universities in Zimbabwe. This was prom pted by the observation that
lecturer research output in new universities is low resulting in the majority
o f lecturersfailing to be tenured. A descriptive survey based on a case study
o f one new university was used. Data was gathered from a stratified sample
o f 59 lectures and 201 teaching assistants using questionnaires, focus
group discussions and informal interviews. The study revealed that,
lecturers were motivated to research by externalfactors such as the need for
tenure (82%) and promotion. Main factors affecting lecturer research
output include a lack o f research mentors (98%), very large undergraduate
classes compelling the lecturer to spend all the time marking assignments
(85%) on the expense o f research, and lack o f workshops on how to research
and publish. The study recommends an alternated semester intake so that
lecturer has one semester with no students when course is not on offer.
Willing research mentors can be appointed within or outside the university
to mentor others. Lecturers can be attached to successful researchers as
assistant researchers to facilitate mentoring. Peer reviewers and editors
can hold research development workshopsfor new lecturers.

K ey words: lecturer, research, universities, research skills

 Zimbabwe Journal O f Educational Research 163

INTRODUCTION

Universities the world over, are the highest academic institutions

distinguished from other institutions o f higher learning by their key
function o f research, knowledge dissemination and academic freedom.
Bligh (1990:160) justified university academic freedom on the assumption
that academics research and test ideas at the frontiers o f knowledge not yet
visited by others. It can be noted that the academic research function is also
based on the assumption that academics have the competence to research.
Research is a lecturer variable in the sense that, lecturers teach research
methods and supervise students research projects. In addition, lecturers'
job-descriptions require that they carry out pure and applied research to
solve community problems. These expectations call for more lecturer
research output than the current situation in Zimbabwe.

M oberly (1994) observed that universities in the United Kingdom (U.K)

failed to provide the moral, intellectual and spiritual revolution to match the
scientific, technological and economic revolution in which the people were
living. One can attribute that shortfall to lim ited applied social research by
academics. A UNESCO (2005) analysis o f scientific research cited by
Ntiamoah-Baidu (2008:2) reported that, developing nations together
accounted for 22% o f the world's share o f Gross Expenditure of Research
and Development (Gerd). Africa accounted for only 0.6% o f the (GERD)
with South Africa's share representing 90% o f Africa's contribution. These
statistics contradict the expectation thatA fricabeing adeveloping continent
has a lot o f opportunities for research in response to challenges o f hunger,
diseases and poverty.

Institutions like Chinhoyi University o f Technology in Zimbabwe are

invisible when issues o f lecturer research excellence are tabled at
continental and national levels. Its lecturer research output is low. It
motivated this study to investigate factors contributing to it, as a basis for
institutional interventions. This is important in Zimbabwe where no human
resource capacity developm ent initiatives for research are being
implemented despite the fact that Zimbabwe's university ordinance
requires lecturers to publish or perish.

International Research Output in Universities

International trends consider ranking universities on the basis o f their
research output a normal requirement for social accountability. It is an
accepted phenomenon based on the human need to compare, compete and
create bench marking standards. Arguments against it m ay be motivated by
 164 Chinamasa Emmanuel

the variations in expectations from each ranking organization or board.

Thomsonreuters (2010) identified the following university ranking
' organizations:

• The Central London Triple Accreditation Board uses Masters in

Business Administration (MBA) programmes for its indicators.
• Times Higher Education considers variables such as staffing,
research output and citation.
• The Institute o f Higher Education Shanghai considers quality o f
education, faculty research output and size o f university.
• Germany universities apply publications by doctorate degree
students as rating indicators.
• Internet Lab considers web metric indicators such as size, visibility,
popularity and the number ofrich files on the web o f the university.
• Higher Education Evaluation and Accreditation Council o f Taiwan
(HEEACT) applies annual performance ranking o f published
scientific papers andjoum al article citation indexes.

W hatever the ranking indicators used, research is the main indicator on their
intersection. Bruce and Andrus' (2004) study revealed a positive correlation
between the number o f published papers, their citation index and the U K
Research Assessment Exercise (RAE). The findings suggest that counting
published research papers is a reliable indicator for rating research output
by universities. Some o f the ranking indicators such as postgraduate
students' publications automatically exclude the m ajority o f new
universities in Zimbabwe. M ost o f them have been recently established and
have not yet offered post graduate degree programmes.

Zimbabwe set up the Zimbabwe Council for Higher Education (ZIMCHE)

in 2009 to monitor the quality o f education in the 14 universities in
Zimbabwe now (2011). It started by ensuring that lecturers are suitably
qualified. They hold a minimum qualification o f a masters' degree for a
teaching assistant's post and a doctorate for a lecturer's p o s t It has not yet
gone to the extend o f ranking universities but raised a need for lecturer
research skills hence the need to identify factors influencing lecturer
research output innew universities.

Several factors have been identified as limiting lecturer research output in

universities.,. Pomfret and Wang (2003) noted that the majority o f
economists in Astralian universities have limited research published in
 Zimbabwe Journal o f Educational Research 165

refereed journals hence their work was rarely cited. They attribute the low
average research output to the fact that Australian academic economists do
not consider research as part o f their job. They suffer no penalty for failing
to research and publish.

Lack o f funding is raised as a factor militating against lecturer research

output in universities in Africa (Zindi and Munetsi, 2008). Studies carried
out by Payne (2003) reveals that funding research increases the quantity o f
research but decreases its quality. Low quality research negatively affects
its rate o f citation and keeps its international rating level low. Kumar (2008)
noted that Indian universities increased the number o f research articles
published between 2003 and 2004. They attributed the increase to the
availability o f Internet which facilitated academics access to international
journals. Although ICT is also available in Nigeria, Onasanya et al (2010)
observed that many academics lacked training in the use o f computers as a
tool for effective teaching and research purposes. According to Ntiamoah-
Baidu (2008) other factors militating against lecturer research output
include a shortage o f senior level lecturers and researchers to mentor others.
Increasing demand for higher education resulting in an increased focus on
undergraduate training at the expense o f postgraduate training and research
also affected lecturer research output.

There are mixed views on the rewards to a lecturer's research output and
teaching. Young (2006) reports that academics complaint that teaching was
being accorded a low status compared to research and administrative tasks.
Bligh (1990:185) proposed a ratio o f research: teaching: management =
40:40:20 which suggests an equal weighting o f research and teaching forthe
reward system.

Although arguments for rewarding a lecturer more for research than

teaching are based on the assumption that research informs and enhances
teaching, literature raises debatable doubts. Studies by Green and Lindsay
(1999) and Lindsay, Green and Lindsay (2002) on undergraduate and
postgraduate students' views on lecturers' research and their quality o f
teaching report some advantages and disadvantages. Students noted four
advantages o f lecturer involvement in research namely:
1. Promotion o f student motivation,
2. Enhancement o f knowledge currency, lecturer credibility and
expert power,
3. Improves lecturer competence in research supervision and
4. Develops lecturer enthusiasm and motivation.
166 Chinamasa Emmanuel,

Students also raised the following disadvantages o f lecturer research

activities:

1. It reduces lecturer availability to students,

2. Researchtim e competes with teaching time and
3- There is a high probability o f lecturer distorting curriculum if
research w ork is not in line with courses that the lecturer teaches.
These findings from United Kingdom suggest more personal gains
for the lecturer on the expense o f students who are the lecturer's
prim e clients.

Research Output in Zimbabwe Universities

Africa's universities' Vice-Chancellor's workshop (1984) in Chikomba
(1988:16) emphasized universities research functions when they said,
“the fundamental function o f universities is the advancement o f
knowledge through research and publication”. This is based on the
assumption that lecturers have the skills to research and publish citable
material.

Out o f the 100 universities in Africa ranked by Internet Web in 2010,

only the University o f Zimbabwe was on rank 23 out 100. This ranking
in which only 1 out o f 14 universities has recognizable research output
require no more evidence to support that research output in Zimbabwe's
universities is low.

Different explanations for low research output in Zimbabwe's

universities have been presented from different angles. Riley (1998)
noted that agricultural scientists experienced difficulties in publishing
agricultural research work due to weaknesses in biometry and statistics.
They were also ignorant o f data analysis software packages. Majoni
and Chidakwa (2003:104) report that “60% o f the 2003 second
semester Zimbabwe Open University (ZOU) students failed to
complete their research projects.” They attributed the problem to
ZOU's libraries which have inadequate journals to support student
research work and inadequate supervisor guidance. Thodhlana,
Mawere and Weda (2011) reiterated that students in ZOU failed to
complete research projects due to limited time, lack o f libraries, internet
and typing facilities. They also pointed out that the supervisor played a
significant role in the student's completion o f a research project. These
studies are focused on students in Zimbabwe Open University there is
need to focus on the lecturer who is expected to guide these students.
 Zimbabwe Journal o f Educational Research 167

One o f the factors influencing lecturer research is the university

research policy. Hill (2000) called for a clearly defined research policy
highlighting die research agenda and priorities to focus institutional
research efforts. Besides lack o f a clear research policy funding was
another problem in Zimbabwe's universities. According to Chombo
(2000) die solution is for lecturers to fundraise. Unfortunately,
fundraising was not welcomed by academic staff who argued that their
business is to teach and not fundraising.

rera (2000) identified two hurdles to university research in Zimbabwe,

lack o f mentors and local journals. He noted that retention o f qualified
senior staff in most African universities was problematic. Graduates
sent abroad for training left university for private sector or remained
abroad. The situation compelled universities to do with new lecturers
and teaching assistants without research mentors. In addition, there are
limited local journals interested in research focused on Africa. Nherera
(2000:54) explained the pathetic situation when he said, “Most o f the
prominent international journals in which African scholars must
'publish or perish' are in Europe or North America.” Under these
circumstances, Zindi and M unetsi (2008) attached lecturer anxiety
leading to emotional stress to the demands for tenure requirements
when no supporting material is available.

Efforts to develop qualitative research capacity in universities started

with the research-training programme in Eastern Africa. According to
Okuni and Tembe (1997) funding was provided by-the German
Foundation for International Development (DSE). A similar research
training programme for teachers, college and university lecturers from
Malawi, Zam bia and Zimbabwe was run in 1999. It was jointly funded
by International Development Research Centre (IDRC), Germany
Foundation for International Development (DSE) and Educational
Research Network in Eastern and Southern Africa (ERNESA). Nherera
(1999) pointed out that the research training programme aimed to
develop a research culture among practitioners in educational
institutions.

Issues raised in the above discussions are based on established

universities. They cannot account for the situations in the new
u n iv e rsitie s e sta b lish e d in Z im babw e. R o tten b u rg (1987)
acknowledges that no preparation, training and upgrading o f academics
competence in research received special attention.
168 Chinamasa Emmanuel,

L e c tu re r R esearch a t C hinhoyi U niversity o f Technology

Chinhoyi University o f Technology (CUT) in Zimbabwe was
established as part o f the recommendations by Chetsanga Commission
to upgrade Technical Colleges into degree awarding institutions in
Zimbabwe. According to Nherera (2001), Chinhoyi University began
operations in 1999 under the auspices o f the University o f Zimbabwe
technical degree programme. Chinhoyi University o f Technology Act
number 15 o f 2001 resulted in Chinhoyi Technical Teachers College
operating as a fully-fledged university in 2002.

Chinhoyi University o f Technology's (2005 - 2015) strategic and

business plan, key result area num ber is “Quality Action Research”. An
applied research focus was advocated by M ugabe (1981) in Chikomba
(1988:6) who announced that Zimbabwe's university research should
address escalating problems such as unemployment, food security,
natural resources and sustainability. The reflexive dialectical critique
and collaborative aspects o f action research cited by Chilisa and Preece
(2005:104) tallies well with Chinhoyi University o f Technology's
entrepreneurship focus. Its strategic actions linked to action research
include:
1. Appointment o f a Research Board and Research Director
2. Reviewing and upgrading the quality o f teaching, learning and
research.
3. Establishment o f a feedback system and tracer studies to keep
the university informed about the performance o f its graduates
and employer expectation. (This is a quality control measure).
4. Engaging in market research to maintain relevance o f
programmes to the needs o f the community (entrepreneurship
focus).
These action plans on paper provide rich sources o f research areas for
lecturers.I inferred that the omission o f lecturer research competence
programmes on Chinhoyi University o f Technology action plans was based
on the assumption that lecturers have the skills.

Currently (2011), Chinhoyi University o f Technology has four schools and

an institute to cater for Zimbabwe's technological and economic
development areas o f engineering, agriculture, hospitality and tourism,
business management, entrepreneurship and life long learning. Student
enrolment stands above 50 000. After the brain -d rain motivated by the
2006 - 2009 inflation, Chinhoyi University has an academic staff
com plim entof591ecturersand201 teaching assistants.
 Zimbabwe Journal o f Educational Research 169

Research Problem

The study is motivated by die fact that, Chinhoyi University o f Technology

lecturers research output is low. The problem is supported by the director o f
research who said, “Not more than three papers per year are published. No
major research projects are underway” (Jingura, 2010). This problem
raised the question:
What factors affect lecturer research output in new universities in
Zimbabwe?

METHODOLOGY

Research Design

The study applied a descriptive survey to identify factors affecting lecturers

research output. According to Verma and M allick (1999:79) the strengths
o f descriptive surveys required in this study include its ability to indicate
prevailing conditions. This was supplemented by informal interviews and
focus group discussions. Focus Group Discussions enabled lecturers and
teaching assistance to discuss on equal levels.

Population and Sampling

The population o f this study was composed o f 59 lecturers and 201 teaching
assistants. This is a finite population in which factors affecting research
output was expected to depend on the respondents' level. Since these
people are in the same institution, stratified sampling was employed.
Proportional sampling o f lecturer: teaching assistant = 1:4 raised 38
lecturers and 150 teaching assistants. Factors affecting research output for
each o f the strata was assumed to be uniformly distributed hence simple
random sampling within each strata was applied by matching employee
code num ber to the last four digits o f random numbers generated by a
computer.

In stru m en ts
The main instrument used was the questionnaire. It sought respondents'
length o f service, factors affecting lecturer research output and strategies to
enhance lecturer research output in die institution.. Questionnaires were
used since the study required individual views, population is literate and
data collected from a large population within a short time. Focus Group
Discussion guides were used to collect group views and any factors peculiar
to that particular group.
170 . Chinamusa Emmanuel,

Findings a n d Discussions
Data presented here was gathered from questionnaires completed by 59
lecturers and 201 teaching assistants. The sample was large enough for the
factor variables to be normally distributed and findings generalized to new
universities in Zimbabwe. Respondents were distributed by length of
service at Chinhoyi University o f Technology and num ber o f research
publications as shown in table 1.

T able 1, R esp o n d en ts d istrib u tio n b y len g th o f service an d

publications. N = 2 6 0

Length of service in years 0-3 4 -6 7-9 10-13

Number of respondents 113 (43.4%) 58 (22.3%) 15 (5.8%) 74(28.5%)
Number of publications 23 75 8 30
Mean of publications 0.2 1.3 0.5 0.4
Findings show that the majority (43.4%) o f respondents have less than 4
years in service. This group is struggling for a publication for tenure. The
average number o f publications is less than two for all groups. This finding
supports Jingura (2010) who noted that less than three papers are published
per year. One group o f interest is that o f respondents w ho have served more
than 9 years. The majority are former Technical Teachers College
employees. Focus group discussions w ith them revealed that, they
considered teaching as their core business rather than research. They also
pointed out that the university had, not dismissed any o f them for none
publication they did not really see either a positive or negative motivation
for publishing.

Table 2, F actors prom oting lectu rer research o u tp u t N = 260

F acto r Frequency P ercentage
R equirem ent fo r tenure an d prom otion 213 82%
E n couragem ent fro m R esearch B oard 96 37%
A v ailability o f In tern et F acility 52 20%
A vailability o f L ibrary 77 30%
A ccess to com puters 38 15%
E stablishm ent o f lo cal journal 21 8%
Funding 13 5%

W hat is interesting is that all o f the above factors are external motivators.
Establishment o f a local journal (Zimbabwe Journal o f Technological
Sciences) was mentioned as a low motivator (8%). During interviews and
focus group discussions participants reported that the journal was too
selective. It had specific technology related themes which lecturers either
had no interest in or were not familiar with. They either did not submit
articles to it or had their articles rejected for being irrelevant, lacking utility
value or poor methods.
 Zimbabwe Journal o f Educational Research 171

Table 3, Factors affecting lecturer research output N = 260

Factor Frequency Percentage
■S Limited skills for either statistical analysis
(quantitative) or qualitative research design 110 42%
S Large classes compelling lecturers to spent most of
their time marking 221 85%
S Poverty compelling lecturers to teach more than two 103 40%
courses for extra payment
S Lack of mentors to guide them 254 98%
V Limited computer skills 144 . 55%
S Lack of personal interest in research 156 60%
/ Reviewers destructive commends on lecturers’ first 84 32%
attempts

/ Lack of workshops by editors and reviewers to assist 200 77%

novices
/ Compelled line of research (technology) which is not 72 28%
withinotherlecturer’s interests
/ Limited local journals 68 26%

Findings reveal that lack o f mentors is the m ain factor (98%) affecting
lecturer research output. The finding supports claims b y Nherera (2000)
and Ntiamoah-Baidu (2008). I deduced that die effect o f tim e had no effect
on the lack o f mentors as a factor. During interviews respondents explained
that i f mentors assisted them develop computer skills (55%) then there will
be less derogative comments from reviewers. It is interesting to note that
none o f the participants identified funding as a factor. One can deduce that
lecturers in new universities are concerned with small scale research for
publication and tenure rather than research for funds. The majority o f
lecturers (87%) proposed the development o f students' research projects to
publishable papers.

A follow up discussion to the issue o f large classes revealed that one o f the
lecturers and one teaching assistant had a class o f 870 undergraduate
students. They assigned two individual assignments and one group
assignment for coursework. They reported that they were stuck with
marking and had no time for research for publication or improve the quality
o f their teaching content.
172 Chinamasa Emmanuel,

Recommendations

On the basis o f these findings the study recommends that:

1. The university reduces its enrolment number to a maximum ratio o f
one lecturer to 50 students or that it recruits more teaching
assistants for large classes.
2. Some courses can be offered on an alternating semester basis so
that lecturers involved have at least a semester without a class
which they can use for research and development.
3. Director o f Research appoints willing capable research mentors for
each school. These could be from within the university or outside.
Willing lecturers can be attached to mentors as assistant
researchers to leam how to gather data analyse and publish.
4. Scheduled group research activities should be encouraged.
Lecturers can present their research activities for peer evaluation at
such forums.
5. Workshops be held in which reviewers and editors:
(a) Spell out publishers'expectations
(b) Identify main research report weaknesses
(c) Assist lecturers review each other’s research work.
(d) Encourage lecturers to read and evaluate by identifying
strengths and weaknesses o f sections o f published research
articles.
(e) Assist lecturers identify journals which can publish
research articles o f their passion.
 Zimbabwe Journal O f Educational Research 173

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