https://cris.library.msu.ac.zw//handle/11408/5895 2026-04-08T22:44:46Z https://cris.library.msu.ac.zw//handle/11408/6807 Title: Peer reviewer experiences in Institutional and Academic audits: a case study of Zimbabwean Universities Authors: Chitanana, Lockias Abstract: Institutional audits are a cornerstone of quality assurance in higher education. In Zimbabwe, academic peer reviewers play a pivotal role in facilitating these audits, yet their experiences remain insufficiently explored. Understanding their perspectives is crucial for enhancing the effectiveness and credibility of audit processes. This study seeks to examine the experiences of academic peer reviewers engaged in institutional audits within Zimbabwe’s higher education sector, focusing on the challenges, perceptions, and operational realities they face. The study adopted a qualitative case study design, drawing on the extensive experiences of a peer reviewer who has participated widely in institutional and academic audits. Data were collected through reflective narration and thematically analyzed to extract key insights. The findings reveal that while audits are essential for promoting quality, they are often perceived by institutions as a threat to autonomy. Although Zimbabwe’s audit framework aligns with international standards, it faces local challenges such as ensuring impartiality, addressing disparities in institutional capacity, and balancing accountability with developmental support. Active stakeholder engagement and effective data management were identified as critical factors for successful audits. By highlighting peer reviewer experiences, this study contributes to a deeper understanding of institutional audits in the Global South and underscores the need for supportive, collaborative, and context-sensitive quality assurance systems. 2025-01-01T00:00:00Z Chitanana, Lockias https://cris.library.msu.ac.zw//handle/11408/6806 Title: Web 2.0-facilitated collaborative design as an emergent process: an actor-network theory perspective Authors: Chitanana, Lockias; Alant, Busisiwe P. Abstract: In this article, we demonstrate the efficacy of Actor-Network Theory’s (ANT) moments of translation as a methodological approach to understand the emergent nature of Web 2.0-facilitated collaborative design process. The aim was to contribute to design research by developing an ANT methodological framework for studying designers at work. The article is based on a study of Web 2.0-facilitated collaborative design project carried out from 2014 to 2016. The study traced a small group of four to five undergraduate engineering students as they collaborated on a design problem in the Web 2.0 platform of their choice. Latour’s concept of translation and Callon’s four translation moments are used to analyze the network building during in situ. The analysis followed both human and non-human actors as they participated in the collaborative design process. The study reveals that Web 2.0-facilitated collaborative design is an elusive process whose path cannot be determined a priori. The process emerges from drawing things together through the translation of designers’ thoughts, ideas, opinions, drawings and goals embedded into a network of relationships. The article concludes that ANT’s moments of translation could be used to illuminate the emergent nature of Web 2.0-facilitated collaborative design process. 2020-01-01T00:00:00Z Chitanana, Lockias Alant, Busisiwe P. https://cris.library.msu.ac.zw//handle/11408/6805 Title: Parents' experience with remote learning during COVID-19 lockdown in Zimbabwe Authors: Chitanana, Lockias Abstract: The closure of primary schools during the COVID-19 pandemic led to a rapid shift to remote learning, placing more responsibility for learning on parents and guardians. This study sought to explore parents' experience while engaging in their children's remote learning during that period. The study is particularly timely in light of a dramatic growth in remote learning due to the continued disruption of face-to-face learning in schools. A study of parents' experience may yield useful data and identify trends to inform the development of programmes and policies targeting parental needs and support in this emerging form of learning. A descriptive qualitative design was used to conduct this study so that relevant responses could be sought to get insights into parents' experience during the COVID-19 pandemic. Questionnaires and online interviews were used to collect data from a purposive sample of 25 parents, whose selection was based on their involvement in their children's home learning and access to internet connectivity in the home. The results revealed that parents found the sudden closure of schools extremely disturbing, and they were concerned about their children's routines. Parents highlighted that they had difficulties with balancing responsibilities, adjusting to remote learning, children's lack of motivation to learn, poor accessibility of learning material, lack of capacity to assist multiple children, and finding appropriate space for learning. The results of the study have important implications for policy, and generated strong recommendations for teachers, school authorities, and policymakers. 2022-01-01T00:00:00Z Chitanana, Lockias https://cris.library.msu.ac.zw//handle/11408/6804 Title: Primary educators’ perceptions of adopting indigenous-themed digital games: insights across career stages Authors: Kufarimani, Nomater; Chitanana, Lockias Abstract: This study explores primary school educators’ perceptions of using indigenous-themed digital games in Zimbabwean primary schools, focusing on their views regarding cultural inclusion, pedagogical relevance, and digital adoption. The study employed a concurrent mixed-methods approach involving 120 survey respondents, 40 interviewees, 20 focus group participants, 10 classroom observers and 10 photovoice contributors, purposively selected from urban and rural Zimbabwean primary schools. Findings show that early-career teachers are enthusiastic but lack experience in culturally responsive pedagogy and digital integration. Mid-career teachers value the games’ pedagogical benefits but face challenges with curriculum alignment and resources. Senior teachers value cultural preservation but worry about technological demands and alignment with assessment structures. The study provides valuable insights for policymakers, game developers, and teacher training institutions, guiding the design of professional development strategies that support the effective integration of indigenous-themed digital games into primary education. The study recommends tailored training in digital literacy, cultural competence and curriculum integration to support the use of indigenous-themed digital games in the primary schools in the postcolonial era. 2025-01-01T00:00:00Z Kufarimani, Nomater Chitanana, Lockias