Challenges of Implementing Contract Policies for University Academics in Malawi: A Case of Mzuzu University

Autor/inn/en	Shawa, Lester B.; Mgomezulu, Victor Y.
Titel	Challenges of Implementing Contract Policies for University Academics in Malawi: A Case of Mzuzu University
Quelle	In: Africa Education Review, 13 (2016) 3-4, S.17-31 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2016.1202550
Schlagwörter	Foreign Countries; College Faculty; College Administration; Administrators; Teacher Administrator Relationship; Conflict; Conflict Resolution; Contracts; Educational Policy; School Policy; Critical Theory; Case Studies; Semi Structured Interviews; Content Analysis; Leadership Styles; Skill Development; Data Analysis; Tenure; Teacher Retirement; Age; Qualitative Research; Malawi + Suchen Sie Ihr Suchwort? Ausland; Fakultät; College administrators; Hochschulverwaltung; Konflikt; Conflict solving; Konfliktlösung; Konfliktregelung; Vertrag; Politics of education; Bildungspolitik; Schulpolitik; Kritische Theorie; Case study; Fallstudie; Case Study; Inhaltsanalyse; Führungsstil; Kompetenzentwicklung; Qualifikationsentwicklung; Auswertung; Amtszeit; Beschäftigungsdauer; Alter; Lebensalter; Qualitative Forschung
Abstract	Utilising critical theory, we explored the causes of the conflict that arose between academic staff on fixed-term renewable contracts and university administrators at Mzuzu University in Malawi in order to draw lessons. We collected data using semi-structured, in-depth interviews and document analysis. Ten university employees were purposively selected for interviews. The results showed that the causes of the conflict were, in the view of the respondents a mixture of: 1) a mutually antagonistic relationship between academics and university administrators; 2) less-than-effective administration of contracts by the university leadership; 3) dispute with respect to the university council's views over the age of staff on contract; and 4) the university leadership's negative response to a group of academics who criticised the administration. We argue that these results suggest leadership skills were less-than-satisfactory on the part of university senior management. We offer suggestions that could improve such leadership skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01