6 -  Middle-level Academic Leadership in Tanzania’s Private Universities: Challenges in Developing Quality Academic Programmes

Johnson Muchunguzi Ishengoma

doi:10.57054/jhea.v21i1.6232

Numéro

Vol. 21 No 1 (2023): Revue de l’enseignement supérieur en Afrique

Issue Published : mai 4, 2026

6 - Middle-level Academic Leadership in Tanzania’s Private Universities: Challenges in Developing Quality Academic Programmes

https://doi.org/10.57054/jhea.v21i1.6232

Johnson Muchunguzi Ishengoma

School of Education, University of Dar es Salaam, Tanzania

Revue de l’enseignement supérieur en Afrique, Vol. 21 No 1 (2023): Revue de l’enseignement supérieur en Afrique
Article Published : mai 4, 2026

Résumé

Dans les universités, un leadership académique de niveau intermédiaire de qualité est une condition sine qua non pour bâtir des institutions solides avec des programmes académiques de qualité et compétitifs, et des niveaux élevés de productivité dans la recherche. Cet article se base sur une analyse documentaire critique du rang et des qualifications du personnel académique de la plus ancienne et de la plus grande université privée de Tanzanie. L’article soutient que les universités et collèges privés émergents en Tanzanie n’ont pas la qualité de leadership académique de niveau intermédiaire nécessaire pour les rendre fortes, avec une haute qualité de productivité académique et de recherche. C’est l’une des principales contraintes à leur croissance institutionnelle. L’article recommande la promotion interne du personnel académique à des postes académiques de niveau intermédiaire s’ils répondent aux critères institutionnels, ou l’emploi de personnel académique supérieur externe prêt à l’emploi et leur nomination à des postes de direction académique de niveau intermédiaire.

Mots-clés

leadership académique de niveau intermédiaire universités privées programmes académiques de qualité

Johnson Muchunguzi Ishengoma. (2026). 6 - Middle-level Academic Leadership in Tanzania’s Private Universities: Challenges in Developing Quality Academic Programmes. Revue De l’enseignement supérieur En Afrique, 21(1). https://doi.org/10.57054/jhea.v21i1.6232

Télécharger la référence bibliographique

Les références

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Black, S. A., 2015, Qualities of Effective Leadership in Higher Education, Open Journal of Leadership, Vol. 4, pp. 54–66 (http//dx.doi.org/10.4236/ojl.2015.42006).
Buela-Casal, G., Gutiérrez-Martínez, O., Bermúdez Sánchez, M. P., and Vadil-lo-Muñoz, O., 2007, Comparative Study of International Academic Rankings of Universities, Scientometrics, Vol. 71, pp. 349–365 (DOI: 10.1007/s11192-007-1653-8).
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Cloete, N., Maassen, P., and Bailey, T., eds, 2015, Knowledge Production and Con-tradictory Function in African Higher Education, Stellenbosch: African Minds.
Damonse, B. A., 2011, Leadership through the Lens of Research Productivity, PhD thesis University of Pretoria, Department of Educational Management and Policy Studies, Faculty of Education.
Goodall, A. H., McDowell, J. M., and Singell, L. D., 2014, Leadership and the Re-search Productivity of University Departments, IZA Discussion Paper No. 7903, Bonn: Institute for the Study of Labor (IZA).
Ishengoma, J. M., 2007a, The Debate on Quality and the Private Surge: A Status Review of Private Universities and Colleges in Tanzania, Journal of Higher Ed-ucation in Africa/Revue de l’Enseignement Supérieur en Afrique, Vol. 5, No. 2–3, pp. 85–109.
Ishengoma, J. M., 2007b, Internal Brain Drain and Its Impact on Higher Education Institutions’ Capacity Building and Human Resource Development in Sub Saharan Africa: The Case of Tanzania, in The African Brain Drain – Managing the Drain: Working with the Diaspora, Association of African Universities (AAU), pp. 37-49, presented at the Conference of Rectors, Vice Chancellors and Presi-dents of African Universities (COREVIP), Tripoli, 21–25 October.
Levy, D. C., 2004, The New Institutionalism: Mismatch with Private Higher Edu-cation’s Global Growth, Working Paper No. 3, PROPHE Working Paper Series.
Luwavi, E. O., 2019, The Impact of Academic Staff Qualifications on Graduate Teacher Preparation in Tanzania Higher Education, European Journal of Alternative Education Studies, Vol. 4, No. 2, pp. 72–88.
Mgaiwa, S., and Ishengoma, J. M., 2017, Institutional Constraints Affecting Quality Assurance Processes in Tanzania’s Private Universities, Journal of Higher Education in Africa/Revue de l’Enseignement Supérieur en Afrique, Vol. 15, No. 1, pp. 57–68.
Michelsen, H., and Hartwich, F., 2004, University-Based Agricultural Research: A Comparative Study in Sub-Saharan Africa, International Service for National Agricultural Research (ISNAR) Research Report 26, The Hague: ISNAR.
Mushemeza, E. D., 2016, Opportunities and Challenges of Academic Staff in Higher Education in Africa, International Journal of Higher Education, Vol. 5, No. 3, pp. 236–246.
Okendo, O. E., 2018, Constraints of Research Productivity in Universities in Tanzania: A Case of Mwenge Catholic University, Tanzania, International Journal of Education and Research, Vol. 6, No. 3, pp. 201–210.
Salmi, J., 2009, The Challenge of World Class Universities, Washington, DC: The World Bank.
Shibru, S., Bibiso, M., and Ousman, K., 2017, Middle-Level Managers: Quality of Leadership and Good Governance and Organizational Performance of Wolaita Sodo University, Ethiopia, Journal of Education and Practice, Vol. 8, No. 4, pp. 55–62.
St. Augustine University of Tanzania (SAUT), Prospectus** 2011–2012, Mwanza: SAUT.
St. Augustine University of Tanzania (SAUT), Prospectus 2012–2013, Mwanza: SAUT.
St. Augustine University of Tanzania (SAUT), Prospectus 2013–2014, Mwanza: SAUT.
St. Augustine University of Tanzania (SAUT), 2014, Five-Year Rolling Strategic Plan 2014/2015-2019/2020, Mwanza: SAUT.
St. Augustine University of Tanzania (SAUT), Prospectus 2018-2019, Mwanza: SAUT.
Tanzania Commission for Universities (TCU), 2015, Statistical Data for Teaching Staff in Higher Education, Dar es Salaam: TCU.
Tanzania Commission for Universities (TCU), 2018, Directory of University Institu-tions in Tanzania July 2018, Dar es Salaam: TCU.
Tanzania Commission for Universities (TCU), 2019, List of Approved University Institutions in Tanzania as of 4th February, 2019, Dar es Salaam: TCU.
Tanzania Higher Learning Institutions Trade Union (THTU), 2017, The Lecturers Crisis in Tanzania’s Institutions of Higher Learning. A Report. Dar es Salaam: THTU.
The Citizen, 2020, TCU deregisters four higher education institutions over quality compliance, 21 January (https://www.thecitizen.co.tz/tanzania/news/tcu-dereg-isters-four-higher-learning-institutions-over-quality-compliance--2701820). Accessed 30 January 2020.
The Citizen, 2020, New Conditions for Varsities Ranking in Tanzania, 29 February (https://www.thecitizen.co.tz/tanzania/news/new-conditions-for-varsities-rank-ing-in-tanzania-2704402). Accessed 8 April 2020.
United Republic of Tanzania (URT), 1999, National Higher Education Policy, Dar es Salaam: Ministry of Education and Culture.
Yielder, J., and Codling, A., 2004, Characteristics of Leadership in the Contem-porary University, Journal of Higher Education Policy and Management, Vol. 26, No. 3, pp. 315–328.

Les références

Askerc, K., 2016, Teaching Excellence and Qualifications of Academic Staff in the Context of Quality in Higher Education, Center for Educational Policy Studies Journal, Vol. 6, No. 4, pp. 141–161.

Ayee, J. A., 2014, Academic Leadership in Africa, in Jallow, B. G., ed., Leadership in Postcolonial Africa, Springer Studies in African Leadership, New York: Palgrave Macmillan, pp. 237–267.

Black, S. A., 2015, Qualities of Effective Leadership in Higher Education, Open Journal of Leadership, Vol. 4, pp. 54–66 (http//dx.doi.org/10.4236/ojl.2015.42006).

Buela-Casal, G., Gutiérrez-Martínez, O., Bermúdez Sánchez, M. P., and Vadil-lo-Muñoz, O., 2007, Comparative Study of International Academic Rankings of Universities, Scientometrics, Vol. 71, pp. 349–365 (DOI: 10.1007/s11192-007-1653-8).

Bunting, I., Cloete, N., and Van Schalkwyk, F., 2014, An Overview of Eight Flagship Universities in Africa. 2001–2011, Cape Town: Centre for Higher Education Transformation (CHET) and HERANA (Higher Education Research Network and Advocacy in Africa).

Cloete, N., Maassen, P., and Bailey, T., eds, 2015, Knowledge Production and Con-tradictory Function in African Higher Education, Stellenbosch: African Minds.

Damonse, B. A., 2011, Leadership through the Lens of Research Productivity, PhD thesis University of Pretoria, Department of Educational Management and Policy Studies, Faculty of Education.

Goodall, A. H., McDowell, J. M., and Singell, L. D., 2014, Leadership and the Re-search Productivity of University Departments, IZA Discussion Paper No. 7903, Bonn: Institute for the Study of Labor (IZA).

Ishengoma, J. M., 2007a, The Debate on Quality and the Private Surge: A Status Review of Private Universities and Colleges in Tanzania, Journal of Higher Ed-ucation in Africa/Revue de l’Enseignement Supérieur en Afrique, Vol. 5, No. 2–3, pp. 85–109.

Ishengoma, J. M., 2007b, Internal Brain Drain and Its Impact on Higher Education Institutions’ Capacity Building and Human Resource Development in Sub Saharan Africa: The Case of Tanzania, in The African Brain Drain – Managing the Drain: Working with the Diaspora, Association of African Universities (AAU), pp. 37-49, presented at the Conference of Rectors, Vice Chancellors and Presi-dents of African Universities (COREVIP), Tripoli, 21–25 October.

Levy, D. C., 2004, The New Institutionalism: Mismatch with Private Higher Edu-cation’s Global Growth, Working Paper No. 3, PROPHE Working Paper Series.

Luwavi, E. O., 2019, The Impact of Academic Staff Qualifications on Graduate Teacher Preparation in Tanzania Higher Education, European Journal of Alternative Education Studies, Vol. 4, No. 2, pp. 72–88.

Mgaiwa, S., and Ishengoma, J. M., 2017, Institutional Constraints Affecting Quality Assurance Processes in Tanzania’s Private Universities, Journal of Higher Education in Africa/Revue de l’Enseignement Supérieur en Afrique, Vol. 15, No. 1, pp. 57–68.

Michelsen, H., and Hartwich, F., 2004, University-Based Agricultural Research: A Comparative Study in Sub-Saharan Africa, International Service for National Agricultural Research (ISNAR) Research Report 26, The Hague: ISNAR.

Mushemeza, E. D., 2016, Opportunities and Challenges of Academic Staff in Higher Education in Africa, International Journal of Higher Education, Vol. 5, No. 3, pp. 236–246.

Okendo, O. E., 2018, Constraints of Research Productivity in Universities in Tanzania: A Case of Mwenge Catholic University, Tanzania, International Journal of Education and Research, Vol. 6, No. 3, pp. 201–210.

Salmi, J., 2009, The Challenge of World Class Universities, Washington, DC: The World Bank.

Shibru, S., Bibiso, M., and Ousman, K., 2017, Middle-Level Managers: Quality of Leadership and Good Governance and Organizational Performance of Wolaita Sodo University, Ethiopia, Journal of Education and Practice, Vol. 8, No. 4, pp. 55–62.

St. Augustine University of Tanzania (SAUT), Prospectus** 2011–2012, Mwanza: SAUT.

St. Augustine University of Tanzania (SAUT), Prospectus 2012–2013, Mwanza: SAUT.

St. Augustine University of Tanzania (SAUT), Prospectus 2013–2014, Mwanza: SAUT.

St. Augustine University of Tanzania (SAUT), 2014, Five-Year Rolling Strategic Plan 2014/2015-2019/2020, Mwanza: SAUT.

St. Augustine University of Tanzania (SAUT), Prospectus 2018-2019, Mwanza: SAUT.

Tanzania Commission for Universities (TCU), 2015, Statistical Data for Teaching Staff in Higher Education, Dar es Salaam: TCU.

Tanzania Commission for Universities (TCU), 2018, Directory of University Institu-tions in Tanzania July 2018, Dar es Salaam: TCU.

Tanzania Commission for Universities (TCU), 2019, List of Approved University Institutions in Tanzania as of 4th February, 2019, Dar es Salaam: TCU.

Tanzania Higher Learning Institutions Trade Union (THTU), 2017, The Lecturers Crisis in Tanzania’s Institutions of Higher Learning. A Report. Dar es Salaam: THTU.

The Citizen, 2020, TCU deregisters four higher education institutions over quality compliance, 21 January (https://www.thecitizen.co.tz/tanzania/news/tcu-dereg-isters-four-higher-learning-institutions-over-quality-compliance--2701820). Accessed 30 January 2020.

The Citizen, 2020, New Conditions for Varsities Ranking in Tanzania, 29 February (https://www.thecitizen.co.tz/tanzania/news/new-conditions-for-varsities-rank-ing-in-tanzania-2704402). Accessed 8 April 2020.

United Republic of Tanzania (URT), 1999, National Higher Education Policy, Dar es Salaam: Ministry of Education and Culture.

Yielder, J., and Codling, A., 2004, Characteristics of Leadership in the Contem-porary University, Journal of Higher Education Policy and Management, Vol. 26, No. 3, pp. 315–328.