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Students as learners through the eyes of their teachers in Rwandan higher education
Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences. (Högre utbildning)
Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences. (Högre utbildning)
Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences. (Vuxenpedagogik och Folkbildning)
2012 (English)In: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, Vol. 31, no 4, 503-521 p.Article in journal (Refereed) Published
Abstract [en]

In this study, we aim to explore and thematically analyze higher education teachers’ notions about the most important problems related to students’ learning, including the teachers’ notions of the approaches to learning that the students adopt. The study was carried out in Rwanda with 25 university teachers engaged in group interviews. Inspired by the concepts of metaphors for learning and approaches to learning, five main categories of students’ learning problems were identified: dependence, physical and economic resources, experience of a deep approach to learning, reading culture, and previous preparation for higher education. These problems are interrelated and point to the need to understand study levels in education systems as being interdependent. 

Place, publisher, year, edition, pages
London: Taylor & Francis, 2012. Vol. 31, no 4, 503-521 p.
Keyword [en]
student learning; approaches to learning; quality in learning; higher education in Rwanda
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:liu:diva-76553DOI: 10.1080/02601370.2012.689377OAI: oai:DiVA.org:liu-76553DiVA: diva2:514922
Available from: 2012-04-11 Created: 2012-04-11 Last updated: 2017-12-07
In thesis
1. Quality in Learning in Rwandan Higher Education: Different stakeholders’ perceptions of students’ learning and employability
Open this publication in new window or tab >>Quality in Learning in Rwandan Higher Education: Different stakeholders’ perceptions of students’ learning and employability
2013 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[sv]
Kvalitet i lärande i högre utbildning i Rwanda : Olika aktörers uppfattningar om studenters lärande ochanställningsbarhet
Abstract [en]

The aim of the thesis is to investigate quality in learning in higher education in Rwanda by focusing on students’ learning and their employability. This focus allows for an understanding of key challenges for Rwandan higher education to emerge, at a time when more and more students are enrolling. Higher education is being rebuilt after the genocide of 1994 in Rwanda and the focus on quality in learning and preparing students for work life is thus timely and important. The empirical material comprises interviews with students, teachers and employers. Interpretation of this material is guided by perspectives on quality in learning: students’ approaches to learning, learning as transformation and employability. A meta-ethnographic analysis of the four articles on which the thesis is based generated five themes as central quality aspects of learning that could enhance the employability of graduates: becoming professional, skillful practices, becoming a learner, becoming responsible and international experience. The results illustrate that students have to some extent different views from employers and teachers regarding questions about quality in learning. Thus, it could be of value for policy makers and teachers to listen to what the students have to say when designing policy and curriculum in higher education in Rwanda.

Abstract [sv]

Syftet med denna avhandling är att studera kvalitet i lärande i högre utbildning i Rwanda med fokus på studenters lärande och deras anställningsbarhet. Den förra som ett sätt att identifiera de mest centrala utmaningarna för studenters lärande i högre utbildning i Rwanda i en tid då fler och fler studenter deltar i högre utbildning. Den andra som ett sätt att få kunskap om hur väl förberedda studenter är efter avslutad utbildning i en tid då högre utbildning i Rwanda återbyggs efter folkmorden 1994. Det empiriska materialet består av intervjuer med studenter, lärare och arbetsgivare. Perspektiv på kvalitet i lärande i termer av studenters förhållningssätt till lärande, lärande som transformativt och anställningsbarhet, användes för att tolka materialet. En meta-etnografisk analys genomfördes av de fyra artiklar på vilka denna avhandling baseras. Fem kategorier centrala för kvalitet i lärande och något som kan bidra till ökad anställningsbarhet genererades: att bli professionell, skickliga praktiker, att bli en lärande person, att bli ansvarstagande, och internationellt erfarenhet. Resultaten illustrerar hur studenter i viss mån har annan syn på kvalitet i lärande i högre utbildning än vad lärarna och arbetsgivarna har. Därmed kan det vara viktigt för policymakare och lärare att lyssna på vad studenterna har att säga när policy och läroplan för högre utbildning i Rwanda revideras.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2013. 83 p.
Series
Linköping Studies in Behavioural Science, ISSN 1654-2029 ; 171
Keyword
Students’ learning, employability, higher education, Rwanda, Studenters lärande, anställningsbarhet, högre utbildning, Rwanda
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-88313 (URN)978-91-7519-682-4 (ISBN)
Public defence
2013-03-01, I:101, Hus I, Campus Valla, Linköpings universitet, Linköping, 13:00 (English)
Opponent
Supervisors
Available from: 2013-01-31 Created: 2013-01-31 Last updated: 2013-02-01Bibliographically approved

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Mbabazi, PenelopeDahlgren, Lars OweFejes, Andreas

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