Research Repository :: Browsing by Author "Fulgence, Katherine"

Browsing by Author "Fulgence, Katherine"

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Assessing Digital Fluency among Teacher-Educators in University Schools of Education: The case of Tanzania
(The IRES International Conference, Abu Dhabi, UAE, 2020-03-03) Fulgence, Katherine
This study assesses digital fluency among university teacher educators given its relevance in education industry. Digital fluency refers to educators‘ knowledge about digital tools and ability to make critical, creative, and autonomous blending of their potentials to realize teaching and learning objectives. Largely, the teacher education curriculum the educators studied did not integrate digital fluency as a key competence making the subject of interest to explore. The study established dimensions of digital fluency as a concept through literature review. The study used SAMR (Substitution, Augmentation, Modification, and Redefinition) model with its four levels of technology integration as a framework for assessing teacher educators‘ digital fluency. Data were collected through survey and interviews from 90 teacher educators at the university level including the management in schools of education. Findings show that most of the teacher educators perceive to have digital fluency at the substitution level, which is the lowest level. Educators with Information and Communication Technology (ICT) and science backgrounds sound to be more digitally fluent compared to the ones from the fields of humanities and social sciences, partly due to discipline exposure. The study contributes knowledge towards digital fluency as a key competence for teacher educators. Higher Education Institutions need to explore mechanisms for developing digital fluency skills in line with the preparation of 21st century teachers taking into consideration variations among educators‘ disciplines. Further research can shed light on the competence profile of digitally fluent teacher educators.
Assessing the status of entrepreneurship education courses in higher learning institutions: The case of Tanzania education schools
(Emerald Group Publishing Limited, 2015-03) Fulgence, Katherine
Purpose – The purpose of this paper is to assess the status of entrepreneurship courses offered in education schools. It provides recommendations for how to address the existing challenges by developing entrepreneurship initiatives in education schools. Design/methodology/approach – A survey was circulated to the management of all education schools in Tanzania, respective entrepreneurship educators and graduates from these schools. Random sampling was used to select teachers who had graduated from education schools. Findings – The findings show that all education schools have an entrepreneurship module in the development studies course, which is mandatory for all students in first year. From 2008 to date, six education schools (31.6 per cent) have introduced stand-alone courses at undergraduate level reflecting entrepreneurship in their title and 68.4 per cent are planning to introduce entrepreneurship courses both at undergraduate and postgraduate level. Although entrepreneurship educators demonstrate subject specialty, they use traditional teaching and assessment techniques. The lack of books on entrepreneurship and the large number of students were cited as the main challenges affecting their role as subject facilitators. Research limitations/implications – The study was limited to education schools in higher education institutions. Similar studies in non-business disciplines need to be conducted to establish how entrepreneurship is developed among graduates of higher education institutions. Practical implications – The study recommends that the management of all education schools should be made aware of the need to provide courses in entrepreneurship, to integrate experiential learning and innovative techniques in the teaching and assessment processes and to involve students in extra-curriculum activities. Originality/value – This is the first study to be conducted in Tanzanian higher education institutions that focuses on the teaching of entrepreneurship to education school students.
Conceptualizing Digital Fluency among Teacher Educators
(International Open & Distance Learning Conference, Anadolu University, Turkey, 2019-11-16) Fulgence, Katherine
Digital Fluency as an emerging concept needs to be conceptualized in education setting. This is important, now that technology has revolutionized teaching and learning processes as evidenced in the delivery of curriculum through online courses and increased use of open education resources among others. Against this background, digital fluency as a concept and its defining characteristics are systematically analyzed in the education context for teacher educators mostly PhD holders at the University level. The findings provide guidance as regards the conceptualization of digital fluency and the related dimensions and attributes for teacher educators. Policy implications and areas for further research are provided.
Developing digital fluency among teacher educators: Evidence from Tanzanian Schools of Education
(International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2020-08-30) Fulgence, Katherine
This study explores how teacher educators develop digital fluency as a key competence in the contemporary world. Largely, the teacher education curriculum that the educators studied did not integrate digital fluency as a key competence. The study established dimensions of digital fluency as a concept through reviewing the literature. The study was qualitative, with data collected through interviews with ninety educators, including the management of university schools of education. The findings show that both individual mechanisms, particularly individualized learning, practice, engagement in research and consultancy, and institutional mechanisms - specifically training, infrastructure and the delivery of online programmes - contribute to the development of the digital fluency of teacher educators. The study contributes to the existing body of literature regarding digital fluency as a key competence for teacher educators. As regards practice, on-going training should be aimed at professional development, supported by continuous practice.
Employability of Higher Education Institution Graduates: Exploring the influence of Entrepreneurship Education and Employability Skills Development Programmes activities in Tanzania.
(University of Siegen Library, 2016-04-22) Fulgence, Katherine
The concept of employability has over time become a topic of interest among stakeholders of Higher Education Institutions (HEIs) including graduates. This has long been established by labour market studies suggesting skills gap between the labour requirements and the outputs from the education system. Although specific Employability Skills Development Programme (ESDP) activities have been identified to address employability within HEIs, individual background given its influence on competence level and mass enrolment are posing an increasing challenge in the process. In view of the above, this thesis explores the topic of employability of HEIs graduates. Specifically, it examines the influence of entrepreneurship education and ESDP activities in enhancing employability and graduate competencies. To provide for the theoretical background the study used human capital, systems and trait theories. Using triangulation approach, data were collected from 22 employers, 54 management members in schools of education at HEIs level and 554 graduates (378 from all the study fields and specifically 176 teachers who studied entrepreneurship education). The categorization of graduates also reflected their employment status comprising of employed, self employed and the unemployed. Findings indicate that employability can be enhanced through individual’s engagement in ESDP activities, which subsequently foster one’s employability skills. Taking a course in entrepreneurship has also been shown to enhance both employability and the related skills. Parent’s level of education and occupation do not influence one’s employability. The beneficial impact of ideal employability therefore depends on the interplay between an individual’s own initiatives in enhancing employability skills, the study institution and field of study. Additionally, while some employers recruit from specific disciplines, others recruit from diverse fields of study when graduates demonstrate higher level of employability and the related skills. The study therefore developed a model that can facilitate the development of employability skills among graduates. Simulation results indicate that it takes 75 months (6 years and 3 months) for an individual to acquire the required level of employability skills. And to maintain the same, a minimum of six ESDP activities is mandatory, not only during individuals’ time at HEIs but also during one’s career and throughout the life time. The study implications both practical and theoretical are further discussed. The dissertation also offered some areas for further research.
Factors influencing graduates recruitment decisions: The case of Tanzania Corporate Recruiters
(Academy of Educational Leadership Journal, 19 (1): 195-216., 2015-01-01) Fulgence, Katherine
Recruitment process is one of the core functions of organizations as the quality of recruited employees affects the performance and the survival of an organization. Following mass enrolment in Higher Education Institutions, the quality of graduates brings with it a debate on how corporate recruiters recruit graduates. The study examines recent recruitment processes and recruiters search behaviour using case study approach. Interviews were conducted with human resources managers in different sectors to find out how corporate recruiters recruit graduates. Study findings reveal that graduate recruiters use more formal recruitment channels than informal channels when searching for new graduates. Both formal and informal methods are used to select potential applicants. There is a growing trend towards using assessment tests than academic qualifications during screening process. The study established communication skills, attitude, curriculum vitae presentation and behavioural qualities as important aspects that influence recruitment decisions of graduates by corporate recruiters. Study recommendations and implications for graduates and Higher Education Institutions ' stakeholders are provided.
Gender Differences in Enhancing Students’ Employability Skills
(ORSEA Journal, 2019-12) Dominick, Theresia; Fulgence, Katherine
Men and women have different ways of capturing pieces of information given to them for learning purposes. This study highlights the potential differences in students’ inclination towards developing employability skills. Descriptive characteristics and associations between gender and level of skills, the level of students’ involvement in extra-curricular activities (ECAs) and their intention to become self-employed were investigated. Stratified random sampling was used to collect data from degree groups. Thereafter, data from 359 university students were collected using a questionnaire. The results indicate that all students display average levels of core skills but male and female students differ significantly in their level of core competencies, with males displaying higher levels of core competencies than females. In addition, the results from the chi-square test indicate a significant association between gender and the level of participation in ECAs. Moreover, as students face two career choices between paid and self-employment, males are more likely to choose self-employment than female students. Further analysis indicates the contribution of degree programme, parents’ background and students’ experience in doing business as factors that affect their employability. Theoretically, the study highlights gender differences in terms of employability skills, engagement in ECAs and intention to become self-employed considering the stated factors. As regards policy and practical relevance, higher learning institutions are recommended to consider gender differences as they develop relevant ECAs in order to enhance students’ employability skills equally regardless of their gender.
Gender Differences in Enhancing Students’ Employability Skills
(Operations Research Society of Eastern Africa (ORSEA) Journal, 2019) Dominic, Theresia; Fulgence, Katherine
Men and women have different ways of capturing pieces of information given to them for learning purposes. This study highlights the potential differences in students’ inclination towards developing employability skills. Descriptive characteristics and associations between gender and level of skills, the level of students’ involvement in extra-curricular activities (ECAs) and their intention to become self-employed were investigated. Stratified random sampling was used to collect data from degree groups. Thereafter, data from 359 university students were collected using a questionnaire. The results indicate that all students display average levels of core skills but male and female students differ significantly in their level of core competencies, with males displaying higher levels of core competencies than females. In addition, the results from the chisquare test indicate a significant association between gender and the level of participation in ECAs. Moreover, as students face two career choices between paid and self-employment, males are more likely to choose self-employment than female students. Further analysis indicates the contribution of degree programme, parents’ background and students’ experience in doing business as factors that affect their employability. Theoretically, the study highlights gender differences in terms of employability skills, engagement in ECAs and intention to become self-employed considering the stated factors. As regards policy and practical relevance, higher learning institutions are recommended to consider gender differences as they develop relevant ECAs in order to enhance students’ employability skills equally regardless of their gender.
Mwandege Boys Secondary School (MBSS): “Learn and Serve”
(International Academy for Case Studies Journal, 21(1): 145-152., 2015-01-01) Fulgence, Katherine
The case narrates an experience of an entrepreneur, Mr. Enock Walter who wanted to establish a secondary school immediately after bachelor's graduation. He was saddened by many teachers who believed they were in the wrong profession where they had to endure miserable lives. Besides lacking business knowledge and know-how on how to realize his dream, Mr. Walter struggled to acquire them and established the school seven years later. Going through his experience, students are provided with dilemmas requiring them to develop, analyze, and prioritize entrepreneur's challenges during start-up. Students can also perform financial ratio analysis from the financial statements provided.
Relevance of entrepreneurship in teacher education: Stakeholders’ perspective in Tanzania
(Routledge, 2020-12-31) Fulgence, Katherine
Enterprising Africa explores the future opportunities, challenges, growth areas and key themes that will shape entrepreneurship in the African continent over the next decade. Entrepreneurship can be the key to unlock resilient growth, but only if it is driven by both socially productive and growth-oriented new businesses. The book considers entrepreneurship as an enabler for socio-economic growth and development in Africa, especially in the context of youth unemployment and increasing youth population for which the traditional, and indeed emerging, industrial sectors will not be able to produce sufficient jobs to meet demand. Organised around three thematic parts, Part I covers the notion of inclusive growth and the role that entrepreneurs can play supporting this. Part II considers the dynamic between entrepreneurs and the environment since social, economic and environmental concerns need to build upon each other rather than vie for recognition. Finally, Part III offers chapters exploring policy contexts and the wider institutional ecosystems that need to be developed and enhanced to ensure a strong and vibrant environment for the future entrepreneurs of Africa to thrive. Edited and authored by leading experts in the field, this fascinating text will be of interest to academics as well as students of International, Transformational and Social Entrepreneurship, International and African Business
Social Entrepreneurship in Tanzania: Assessment of Enabling Environment
(EMES Conferences Selected Papers Series, ECSP-T09-03., 2009) Fulgence, Katherine; Mori, Neema
The main purpose of the study was to assess the supporting environment for social entrepreneurship in Tanzania. Specifically, the study aimed at evaluating the current key stakeholders’ conceptualisation and recognition of Social Entrepreneurship concept and whether in Tanzania there is a supportive environment for Social Entrepreneurship. This was an exploratory study and was conducted qualitatively. The approach used was a combination of secondary data and in-depth interviews with policy makers and policy advisers. Findings revealed that most stakeholders are not aware of the concept of Social Entrepreneurship. The objectives of their organizations showed that they had some elements of Social Entrepreneurship, but this concept was not encompassed in their mission statements. Social entrepreneurship matters were thus not well integrated in their policy missions although the nature of organizational activities revealed some elements in them. The study concluded that social entrepreneurship in Tanzania has been practiced by several institutions especially non-governmental organisations and that there is a need to document and institutionalizes the policies and regulations that guide the operationalization of the social entrepreneurship concept. Recommendations and areas for further research are also discussed.
Social Entrepreneurship in Tanzania: Assessment of Enabling Environment
(2009) Fulgence, Katherine; Mori, Neema
The main purpose of the study was to assess the supporting environment for social entrepreneurship in Tanzania. Specifically, the study aimed at evaluating the current key stakeholders’ conceptualisation and recognition of Social Entrepreneurship concept and whether in Tanzania there is a supportive environment for Social Entrepreneurship. This was an exploratory study and was conducted qualitatively. The approach used was a combination of secondary data and in-depth interviews with policy makers and policy advisers. Findings revealed that most stakeholders are not aware of the concept of Social Entrepreneurship. The objectives of their organizations showed that they had some elements of Social Entrepreneurship, but this concept was not encompassed in their mission statements. Social entrepreneurship matters were thus not well integrated in their policy missions although the nature of organizational activities revealed some elements in them. The study concluded that social entrepreneurship in Tanzania has been practiced by several institutions especially non-governmental organisations and that there is a need to document and institutionalizes the policies and regulations that guide the operationalization of the social entrepreneurship concept. Recommendations and areas for further research are also discussed.
A Theoretical Perspective on how Doctoral Supervisors develop supervision skills
(International Journal of Doctoral Studies, 2019-10-18) Fulgence, Katherine
The paper establishes how doctoral supervisors develop the supervision skills needed to handle the doctoral supervision process in the contemporary world. While the existing literature confirms that PhD holders can supervise doc-toral students, there is a need to provide supporting evidence that the skills they possess qualify them to do this. Using the qualitative research approach, the study established the knowledge and skills that are needed to supervise doctoral students in the contemporary world. Through thematic analysis of 82 scholarly publications, the study es-tablished, in order of preference, five mechanisms through which doctoral supervisors develop supervision skills, i.e. the supervision process, doctoral education, institutional guidelines, institutional training courses and individu-alized learning. The study contributes to the ongoing research on the supervision of doctor-al studies in the 21st century. Findings show that a well-structured doctoral education, including the related processes, imparts the knowledge and skills needed for doctoral supervision. Likewise, a combination of the mechanisms and an individual’s commitment, in terms of time and engagement, develop the skills that are relevant for doctoral supervision. Higher Education Institutions need to make supervisors aware of the poten-tial of these mechanisms for developing the skills necessary for doctoral su-pervision and encourage them to use them Further research on the development of doctoral supervision skills should broadly consider the role of different programmes in developing doctoral supervision skills in different contexts. The study has implications for doctoral supervisors and universities as re-gards the need to ensure that both mechanisms are instituted to enable doc-toral supervisors to develop doctoral supervision skills. Since the study was done theoretically, it might be important to conduct fur-ther research using mixed-methods research with a phenomenological design to establish the skills possessed by doctoral supervisors and the mechanism they used to develop the supervision skills in any context.

Browsing by Author "Fulgence, Katherine"

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