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  3. Vol. 15 No. 1 (2017): Journal of Higher Education in Africa: Special Issue on Trends in Higher Education and Quality Assurance in East Africa
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Vol. 15 No. 1 (2017): Journal of Higher Education in Africa: Special Issue on Trends in Higher Education and Quality Assurance in East Africa

Issue Published : December 22, 2017

3 - University Students’ Learning Experiences: Nuanced Voices from Graduate Tracer Study

https://doi.org/10.57054/jhea.v15i1.1490
Mary Nyawira Wahome
https://orcid.org/0000-0002-8506-9319
Omar Badiru Egesah
https://orcid.org/0000-0001-8594-3814

Corresponding Author(s) : Mary Nyawira Wahome

no-reply@codesria.org

Journal of Higher Education in Africa, Vol. 15 No. 1 (2017): Journal of Higher Education in Africa: Special Issue on Trends in Higher Education and Quality Assurance in East Africa
Article Published : January 11, 2022

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Abstract

To strengthen teaching and learning for university students in the East African region, universities can employ various strategies many of which resonate best teaching and learning practices. Around East Africa, good teaching and learning practices are highly sought by higher education governing bodies such as the Inter-University Council for East Africa (IUCEA) and in-country bodies such as Ministries of Higher Education (MoHE) and Commissions for University Education (CUEs). Universities have a variety of approaches they apply to ensure quality assurance of services they provide to students, who are their key stakeholders. These include quality manuals and academic procedures, that if judiciously utilised can ensure effective teaching and learning. These quality instruments that are informed by the International Organization for Standardization (ISO), aspiring to quality in teaching and learning, but to date this pursuit is in its early stages their application. One recent and innovative way of ensuring quality learning at universities worldwide, is the utilisation of feedback from graduates for improvement of teaching and learning spaces, conditions, provisions and programmes. This feedback can be obtained and used from graduate tracer studies (GTS). Moi University researchers in Kenya developed and conducted a GTS, which yielded results indicating that there are challenges in the teaching and learning activities of the university. The GTS results further, reveal weaknesses in teaching and learning, that the university should address by aligning improvement plans to the lessons learnt to improve teaching and learning. The GTS was conducted between 2010 and 2013, using a survey tool that examined the following objectives: sociobiographic characteristics of respondents; study conditions, provisions and experiences; job search and transition to work; employment and work; work and competencies; study and work link. This paper reports how voices of graduates sought and reported through the GTS can be used to improve teaching and learning at Moi University by addressing study conditions, study provisions and study programmes. Results indicate how expansion into practical, field, outreach and skills and competencies-based teaching and learning is nuanced, clearly, the results are key to the university’s future directions and efforts.

Keywords

graduate voices graduate tracer studies feedback improvement teaching and learning Kenya

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Wahome, M. N., & Egesah, O. B. (2022). 3 - University Students’ Learning Experiences: Nuanced Voices from Graduate Tracer Study. Journal of Higher Education in Africa, 15(1). https://doi.org/10.57054/jhea.v15i1.1490
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References
  1. Bellon, J. J., Bellon, E. C., and Black, M.A., 1991, Teaching from a research knowledge base: a development and renewal process, facsimile edition, New Jersey: Prentice Hall.
  2. Douglass, J. A., Thomson, G., and Zhao, C., 2012, ‘The learning outcomes race: the value of self-reported gains in large research universities’. (http://link.springer.com/article/10.1007/s10734-011-9496-x). Accessed 15 October 2016.
  3. Egesah, O. B., Wahome, M., Langat, E.K., and Wishitemi, B.E.L., 2014,‘University graduate tracer studies (UNITRACE): methodological lessons and utilization of selected results in Kenya’, Journal of International Academic Research for Multidisciplinary, Vol. 2, No. 8, pp. 305–325.
  4. Herrmann, D., Digger, B., and Junghanns, M., 2010, Specialized Questionnaires in Graduate Tracer Studies; Demand, Development and Back Channeling Results, Koln: University of Cologne.
  5. Jorgensen, F., Hayland, P., and Kofoed, L.B., 2008, ‘Examining the role of human resource management in continuous improvement’. International Journal of Technology Management, Vol. 42 No. 1-2, pp. 127-142. (http://www.inderscienceonline.com/doi/abs/10.1504/IJTM.2008.018064). Accessed 15 October 2016.
  6. Nielsen, J.S., Boer, H., and Gertsen F., 2008, ‘The influence of learning in collaborative improvement’. International Journal of Technology Management, Vol. 42, Nos. 1/2, pp.107–126. (http://www.inderscienceonline.com/doi/abs/10.1504/IJTM.2008. 01 8064).Accessed on 15 October 2016.
  7. Nkunya, M., 2014, IUCEA Study preliminary findings. Paper presented at the East African Quality Assurance Network Conference. EAQAN Forum Keynote, Arusha May 2014. OECD (Organization for Economic Co-operation and Development), 1999, ‘Preparing Youth for the 21st century: Transition from education to the Labour market’, Proceedings of the Washington DC Conference, February 1999:Washington DC. Race, P., 2001. Using Feedback to Help Students Learn, New York: The Higher EducationAcademy.
  8. Ramos, T., 2006, Graduate Follow-up Instruments and Recommendations Manual, Mexico: Instituto Technologico de Estudios Superiores de Monterrey.
  9. Schomburg, H., 2003, Handbook for Graduate Tracer Studies. Centre for Research on Higher Education and Work, Kassel: University of Kassel, Germany.
  10. Schomburg, H., 2007, ‘The professional success of higher education graduates’, European Journal of Education, Vol. 42, No.1, pp. 35-57.
  11. Schomburg, H., and Teichler, U., 2011, Employability and Mobility of Bachelor Graduates in Europe: Key Results of the Bologna Process, Netherlands: Sense Publishers.
  12. Teichler, U., 2011, Lessons to be Learned from Graduates: Interpretation of the Results of Graduate Surveys, Kassel: INCHER-Kassel.
  13. Wahome, M., Egesah, O., and Wanyama, M., 2015, ‘Entrenching quality assurance culture through graduate tracer studies in East Africa: lessons learnt, challenges and prospects from MUTRACE’, International Journal of Education Learning and Development, Vol. 3, No. 2, pp. 15–24. www.reading.ac.uk/internal/engageinfeedback, accessed 13/10/2015.
  14. Yorke, M., 2002, ‘Academic failure: a retrospective view from non-completing students’, in, Failing Students in Higher Education, M. Peelo, and T. M Wareham, eds,Maindenhead: SRHE and Open University Press.
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References


Bellon, J. J., Bellon, E. C., and Black, M.A., 1991, Teaching from a research knowledge base: a development and renewal process, facsimile edition, New Jersey: Prentice Hall.

Douglass, J. A., Thomson, G., and Zhao, C., 2012, ‘The learning outcomes race: the value of self-reported gains in large research universities’. (http://link.springer.com/article/10.1007/s10734-011-9496-x). Accessed 15 October 2016.

Egesah, O. B., Wahome, M., Langat, E.K., and Wishitemi, B.E.L., 2014,‘University graduate tracer studies (UNITRACE): methodological lessons and utilization of selected results in Kenya’, Journal of International Academic Research for Multidisciplinary, Vol. 2, No. 8, pp. 305–325.

Herrmann, D., Digger, B., and Junghanns, M., 2010, Specialized Questionnaires in Graduate Tracer Studies; Demand, Development and Back Channeling Results, Koln: University of Cologne.

Jorgensen, F., Hayland, P., and Kofoed, L.B., 2008, ‘Examining the role of human resource management in continuous improvement’. International Journal of Technology Management, Vol. 42 No. 1-2, pp. 127-142. (http://www.inderscienceonline.com/doi/abs/10.1504/IJTM.2008.018064). Accessed 15 October 2016.

Nielsen, J.S., Boer, H., and Gertsen F., 2008, ‘The influence of learning in collaborative improvement’. International Journal of Technology Management, Vol. 42, Nos. 1/2, pp.107–126. (http://www.inderscienceonline.com/doi/abs/10.1504/IJTM.2008. 01 8064).Accessed on 15 October 2016.

Nkunya, M., 2014, IUCEA Study preliminary findings. Paper presented at the East African Quality Assurance Network Conference. EAQAN Forum Keynote, Arusha May 2014. OECD (Organization for Economic Co-operation and Development), 1999, ‘Preparing Youth for the 21st century: Transition from education to the Labour market’, Proceedings of the Washington DC Conference, February 1999:Washington DC. Race, P., 2001. Using Feedback to Help Students Learn, New York: The Higher EducationAcademy.

Ramos, T., 2006, Graduate Follow-up Instruments and Recommendations Manual, Mexico: Instituto Technologico de Estudios Superiores de Monterrey.

Schomburg, H., 2003, Handbook for Graduate Tracer Studies. Centre for Research on Higher Education and Work, Kassel: University of Kassel, Germany.

Schomburg, H., 2007, ‘The professional success of higher education graduates’, European Journal of Education, Vol. 42, No.1, pp. 35-57.

Schomburg, H., and Teichler, U., 2011, Employability and Mobility of Bachelor Graduates in Europe: Key Results of the Bologna Process, Netherlands: Sense Publishers.

Teichler, U., 2011, Lessons to be Learned from Graduates: Interpretation of the Results of Graduate Surveys, Kassel: INCHER-Kassel.

Wahome, M., Egesah, O., and Wanyama, M., 2015, ‘Entrenching quality assurance culture through graduate tracer studies in East Africa: lessons learnt, challenges and prospects from MUTRACE’, International Journal of Education Learning and Development, Vol. 3, No. 2, pp. 15–24. www.reading.ac.uk/internal/engageinfeedback, accessed 13/10/2015.

Yorke, M., 2002, ‘Academic failure: a retrospective view from non-completing students’, in, Failing Students in Higher Education, M. Peelo, and T. M Wareham, eds,Maindenhead: SRHE and Open University Press.

Author Biographies

Mary Nyawira Wahome

Department of Philosophy and Religious Studies, Moi University, Kenya

Omar Badiru Egesah

Department of Anthropology and Human Ecology, Moi University, Eldoret, Kenya.

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