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A phenomenographic study of students' conceptions of quality in learning in higher education in Rwanda
Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences. (Vuxenpedagogik och Folkbildning)
Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences. (Vuxenpedagogik och Folkbildning)
Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
2013 (English)In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 35, no 3, 337-350 p.Article in journal (Refereed) Published
Abstract [en]

The aim of this study is to understand the different ways that university students conceptualise quality in learning by drawing on a phenomenographic approach. A total of 20 students in higher education in Rwanda were interviewed and analysis of the interviews generated an outcome space of conceptions of quality in learning as transformation, practice, knowledge durability and employability. The findings illustrate the importance of the relationship between education and work as an important aspect of conceptions of quality in learning. This relationship connects to the discourse of employability in which graduates are expected to become flexible and adaptable to changes in context and over the course of time.

Place, publisher, year, edition, pages
Routledge, 2013. Vol. 35, no 3, 337-350 p.
Keyword [en]
Quality in learning, phenomenography, higher education
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:liu:diva-87127DOI: 10.1080/0158037X.2013.768229ISI: 000326350300006OAI: oai:DiVA.org:liu-87127DiVA: diva2:585452
Available from: 2013-01-10 Created: 2013-01-10 Last updated: 2017-12-06
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, PenelopeFejes, AndreasDahlgren, Lars-Owe

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