Purpose

The study investigated factors influencing how the curriculum is implemented in accredited private higher education institutions (PHEIs) in Botswana.

Design/methodology/approach

The study investigated factors influencing curriculum implementation in accredited private universities (PUs) operating in a highly regulated higher education environment in Botswana. A total of six PUs which have been operating in Botswana for at least five years were purposively selected for the study. The mixed methods approach was used in the study. From the six PUs, a sample of 306 lecturers was selected from a population of 1,500 lecturers using stratified random sampling strategy for the quantitative phase of the study, and 25 academic middle managers (AMMs) were also selected from a population of 273 academic middle managers using purposive sampling strategy for the qualitative phase. A structured questionnaire and a semi-structured interview guide were used for data collection. Principal component analysis (PCA) was performed to test the reliability and validity of the measurements. Descriptive statistics, chi-square, one-way ANOVA and regression analysis were used for quantitative data analysis, while a meta-aggregative approach was used for analysing qualitative data. Results showed that educational level, characteristics of the curriculum, of the institution and of the external environment had a significant influence on how curriculum is implemented in PUs in Botswana, while gender, age and years of teaching experience did not have a significant influence. These results have implications on educational policy formulation by regulatory authorities as well as practice in universities for the purpose of enhancing curriculum implementation.

Findings

Results showed that educational level, characteristics of the curriculum, of the institution and of the external environment had a significant influence on how the curriculum is implemented in PUs in Botswana, while gender, age and years of teaching experience did not have a significant influence.

Research limitations/implications

Data were collected from lecturers in accredited private higher education institutions in Botswana only which limited the scope of insight into challenges facing accredited private institutions. Future research needs to expand the scope and consider private both private and public higher education institutions in Botswana and beyond so that more insight on the factors affecting curriculum implementation in higher education institutions can be established and appropriate policies and processes could be put in place for effective curriculum implementation.

Practical implications

The study provides insight into challenges affecting curriculum implementation in higher education institutions and how regulatory authorities, institutional authorities and lecturers can contribute to effective curriculum implementation in these institutions.

Social implications

The study offers an opportunity for higher education institutions to implement the curriculum in a manner that satisfies its primary customers who are the students by taking cognizance of and satisfying factors that contribute to effective curriculum implementation.

Originality/value

There is no study known to the researcher that has been conducted on factors affecting curriculum implementation in accredited private universities in Botswana. This study, therefore, is an eye-opener on such factors and what actions regulatory authorities, institutional management and lecturers should take to promote effective implementation of the curriculum in higher education institutions in Botswana.

中文翻译：

---

博茨瓦纳认可私立大学课程实施的影响因素

目的

该研究调查了影响博茨瓦纳认可的私立高等教育机构 (PHEI) 如何实施课程的因素。

设计/方法/方法

该研究调查了影响在博茨瓦纳高度监管的高等教育环境中运营的经认可私立大学 (PU) 课程实施的因素。共有 6 个在博茨瓦纳运营至少五年的 PU 被有目的地选择用于研究。研究中使用了混合方法。从六个 PU 中，使用分层随机抽样策略从 1,500 名讲师中抽取了 306 名讲师作为研究的定量阶段，并且还从 273 名学术中层管理人员中抽取了 25 名学术中层管理人员 (AMM)在定性阶段使用有目的的抽样策略。使用结构化问卷和半结构化访谈指南进行数据收集。进行主成分分析 (PCA) 以测试测量的可靠性和有效性。描述性统计、卡方、单向方差分析和回归分析用于定量数据分析，而元聚合方法用于分析定性数据。结果表明，教育水平、课程特点、机构和外部环境对博茨瓦纳PU如何实施课程有显着影响，而性别、年龄和教学年限没有显着影响。这些结果对监管机构的教育政策制定以及大学的实践都有影响，以加强课程实施。单向方差分析和回归分析用于定量数据分析，而元聚合方法用于分析定性数据。结果表明，教育水平、课程特点、机构和外部环境对博茨瓦纳PU如何实施课程有显着影响，而性别、年龄和教学年限没有显着影响。这些结果对监管机构的教育政策制定以及大学的实践都有影响，以加强课程实施。单向方差分析和回归分析用于定量数据分析，而元聚合方法用于分析定性数据。结果表明，教育水平、课程特点、机构和外部环境对博茨瓦纳PU如何实施课程有显着影响，而性别、年龄和教学年限没有显着影响。这些结果对监管机构的教育政策制定以及大学的实践都有影响，以加强课程实施。机构和外部环境对博茨瓦纳 PU 课程的实施方式有显着影响，而性别、年龄和教学经验年限没有显着影响。这些结果对监管机构的教育政策制定以及大学的实践都有影响，以加强课程实施。机构和外部环境对博茨瓦纳 PU 课程的实施方式有显着影响，而性别、年龄和教学经验年限没有显着影响。这些结果对监管机构的教育政策制定以及大学的实践都有影响，以加强课程实施。

发现

结果表明，教育水平、课程特点、机构和外部环境对博茨瓦纳PU如何实施课程有显着影响，而性别、年龄和教学年限没有显着影响。

研究限制/影响

数据仅从博茨瓦纳经认可的私立高等教育机构的讲师那里收集，这限制了对经认可的私立机构面临的挑战的洞察范围。未来的研究需要扩大范围并考虑博茨瓦纳及其他地区的私立和公立高等教育机构，以便更深入地了解影响高等教育机构课程实施的因素，并制定适当的政策和流程以有效课程实施。

实际影响

该研究深入了解了影响高等教育机构课程实施的挑战，以及监管机构、机构当局和讲师如何为这些机构的有效课程实施做出贡献。

社会影响

该研究为高等教育机构提供了一个机会，通过认识和满足有助于有效实施课程的因素，以满足其主要客户即学生的方式实施课程。

原创性/价值

研究人员不知道对影响博茨瓦纳认可的私立大学课程实施的因素进行过研究。因此，这项研究让人们大开眼界，了解这些因素以及监管当局、机构管理人员和讲师应采取哪些行动来促进博茨瓦纳高等教育机构课程的有效实施。