outcompeting rivals (Barney and Hesterly, 2013). 2.5.4 Opportunity Maximization for University Performance. According to Mwende (2016), some methodology ...
EXPLORING THE POTENTIAL CONTRIBUTION OF BLUE OCEAN STRATEGY FOR GROWTH OF PUBLIC UNIVERSITIES: Case of Faculties of Agriculture in Zimbabwe BY WONDER NGEZIMANA (R0100063) A dissertation submitted in partial fulfilment of the requirements for the degree of Master of Business Administration
2018 Graduate School of Management University of Zimbabwe
Supervisor: Dr. B. Madzivire
DECLARATION I, Wonder Ngezimana, do hereby declare that this dissertation is the result of my own investigation and research, except to the extent indicated in the acknowledgements, references and by acknowledged sources included in the body of the report, and that it has not been submitted in part or in full for any other degree to any other University or College.
Student Signature
Date
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Supervisor Signature
Date
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ACKNOWLEDGEMENT Unconditional support from my family including my wife, Tabeth, who endured the workload, was a great help to make this work accomplished.
This dissertation could not have been completed without the support from my supervisor, Dr. A. B. Madzivire. Thank you for helping me through all the difficult times.
Also, this work could not have been accomplished without the support from the Marondera University of Agricultural Sciences & Technology and the University of Zimbabwe that foresaw the importance of staff development.
Various host institutions and participants are also thanked for welcoming the researcher to conduct a study to shape the strategic rethinking process within new public universities in Zimbabwe especially their agriculture related disciplines. I also appreciate the feedback and comments from colleagues and friends; Mr S. Tatsvarei, Dr R. Musavengane, Mrs G. Gwatidzo, Ms N. Dunjana, Ms C. Govera, Dr N. Chikumba, Dr N. Mapope, Dr K. Zenda, Dr X. Poshiwa, Ms S. Mutavayi, Ms C. Mhako and Ms A. Muzawazi for reading through the scripts and positive critiques.
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DEDICATION
This work is dedicated to Kundiso, Vimbiso and Thabiso.
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ABSTRACT Unhealthy competition between universities for enrolment hinders growth of the newly established public university faculties especially in the agricultural sciences related disciplines. Blue ocean metaphor is based on creation of competitor-free market unlike in a “red ocean," which is well explored and crowded with competitors. Currently most faculties have always used contemporary strategies in addressing competition. There lacks a comprehensive plan for ensuring sustainable competitive advantages fostering a competition free environment. The main objective of the study therefore seeks to explore the potential contribution of Blue ocean strategy (BOS) for growth of faculties of agriculture in public universities in Zimbabwe. The study used a case study approach where faculties with agricultural sciences related disciplines were selected across three universities for interviewing. Data was collected through 10 open ended questions on academics in different management positions. This seeks to answer questions relating to faculty offerings that can be eliminated, reduced, raised or created therein. Summative analysis was thereafter used during coding and interpretation of the data. Study findings show that there are several important elements for making offerings more comprehendible towards fostering faculty growth with bias towards student enrolment. According to the findings, the case faculties would be able to create BOS for example via elimination of student waiting period, increase recognition of prior learning, integrated procedures and create systems that allow lifelong learning. To create valued innovation beyond the red ocean, the cases in this study have also to be modelled to foster changes in modes of delivery, certification, being research oriented with excellence in teaching, ethics, service to the community and entrepreneurship. There is therefore need to rethink strategy towards reshaping inclusive enrolment, industry relevance, affiliations, sustainable student welfare, ubuntu, exchange programmes, research excellence, alumni support and entrepreneurship. Innovative strategic collaborations and partnerships, anchored on technology boost the strategic offerings in this study. Areas of further study include the amplitude of Blue ocean shown in the university faculty offerings and implementation strategies of BOS. It is also worthy to further evaluate BOS in relating to all public universities in Zimbabwe. v
Table of Contents Contents
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DECLARATION .......................................................................................................................ii ACKNOWLEDGEMENT ....................................................................................................... iii DEDICATION .......................................................................................................................... iv ABSTRACT............................................................................................................................... v CHAPTER 1 .............................................................................................................................. 1 1.0 INTRODUCTION ............................................................................................................... 1 1.1 BACKGROUND ................................................................................................................. 1 1.2 STATEMENT OF THE PROBLEM ................................................................................... 3 1.3 RESEARCH OBJECTIVES ................................................................................................ 4 Main objective ........................................................................................................................ 4 Specific objectives.................................................................................................................. 4 1.4 RESEARCH QUESTIONS ................................................................................................. 4 Major research question ......................................................................................................... 4 Sub research questions ........................................................................................................... 4 1.5 PROPOSITIONS ................................................................................................................. 4 1.6 RATIONALE OF THE STUDY ......................................................................................... 5 1.7 Scope of the research ........................................................................................................... 5 1.8 Dissertation outline .............................................................................................................. 6 1.9 Chapter Summary ................................................................................................................ 6 CHAPTER 2 .............................................................................................................................. 7 LITERATURE REVIEW .......................................................................................................... 7 2.1 INTRODUCTION ............................................................................................................... 7 2.2 BACKGROUND TO THE UNIVERSITIES ...................................................................... 7 2.2.1 University Structure ...................................................................................................... 8 vi
2.2.1 University Faculties....................................................................................................... 9 2.3 THE OBJECTIVES OF STRATEGIC RETHINKING .................................................... 10 2.4 STRATEGIC FORMULATION PROCESSES ................................................................ 10 2.5 BLUE OCEAN STRATAGEMS AND UNIVERSITY PERFOMANCE ........................ 11 2.5.1 Differentiation strategy for University Performance .................................................. 12 2.5.2 Low Cost Strategy for University Performance .......................................................... 13 2.5.3 Exploitation of Uncontested Market Space for University Performance .................... 13 2.5.4 Opportunity Maximization for University Performance ............................................. 13 2.5.5 Value Innovation Strategy for University Performance .............................................. 14 2.6 UNIVERSITY FACULTY GROWTH INDICATORS .................................................... 15 2.6.1 Staff Retention............................................................................................................. 15 2.6.2 Student enrolment ....................................................................................................... 15 2.6.3 Donors and Alumni ..................................................................................................... 16 2.6.4 Endowments ................................................................................................................ 17 2.6.5 Research outputs, Visibility, Innovation and Patents .................................................. 18 2.6.6 Collaborations and Partnerships .................................................................................. 18 2.6.7 Research strategy......................................................................................................... 19 2.7 CONCEPTUAL FRAMEWORK ...................................................................................... 20 2.8 CONCLUSION .................................................................................................................. 23 CHAPTER 3 ............................................................................................................................ 24 RESEARCH METHODOLOGY............................................................................................. 24 3.1 INTRODUCTION TO CHAPTER .................................................................................... 24 3.2 Recap of research aim, objectives, questions and propositions ......................................... 24 3.3 Research Design................................................................................................................. 25 3.3.1 Research Philosophy ....................................................................................................... 26 3.3.2 Research Approach ......................................................................................................... 26 vii
3.3.2 Research Strategy............................................................................................................ 27 3.4 Methods of Data Collection ............................................................................................... 28 3.5 Research instrument ........................................................................................................... 29 3.5.1 Explorative expert interview ....................................................................................... 30 3.5.2 Interview guide ............................................................................................................ 30 3.6 Population and sampling techniques .................................................................................. 31 3.6.1 Population.................................................................................................................... 31 3.6.2 Sample Size ................................................................................................................. 31 3.6.3 Sampling Method ........................................................................................................ 31 3.7 Conducting interviews ....................................................................................................... 32 3.8 Data Processing and Analysis ............................................................................................ 32 3.8.1 Steps Taken to Code and Analyze Data ...................................................................... 33 3.9 Trustworthiness in Qualitative Research ........................................................................... 33 3.10 Ethical considerations ...................................................................................................... 34 3.11 Conclusions ...................................................................................................................... 35 CHAPTER 4 ............................................................................................................................ 37 DATA ANALYSIS, FINDINGS AND DISCUSSIONS......................................................... 37 4.1 INTRODUCTION ............................................................................................................. 37 4.2 AN OVERVIEW OF THE CASES AND PARTICIPANTS ............................................ 37 4.3 EVIDENCE AND ANALYSIS ......................................................................................... 37 4.3.1 Theoretical Concept 1: Students strategic profiling........................................................ 37 4.3.1.1Enrolment systems and processes ............................................................................. 38 4.3.1.2 Mode of delivery ...................................................................................................... 39 4.3.1.3 Sustainable student welfare ...................................................................................... 40 4.3.1.4 Technology and Innovation ...................................................................................... 40 4.3.1.5 Industry relevance .................................................................................................... 41 viii
4.3.1.6 Alumni support and Post-graduate entrepreneurship ............................................... 42 4.3.2 Theoretical Concept 2: Faculty offerings that can be raised above the standards of the industry .................................................................................................................................... 43 4.3.2.1 Exchange programmes ............................................................................................. 43 4.3.2.2 Student financing...................................................................................................... 43 4.3.2.3 Programme relevance ............................................................................................... 44 4.3.2.4 Collaboration and Partnerships ................................................................................ 45 4.3.2.5 Technology ............................................................................................................... 45 4.3.3 Theoretical Concept 3: Agriculture faculty created valued innovations in newly established public universities. ................................................................................................ 46 4.3.3.1 Lifelong learning ...................................................................................................... 46 4.3.3.2 Cross cutting inclusive modules............................................................................... 46 4.3.3.3 Professional certification and affiliation .................................................................. 47 4.3.3.4 Students’ wellbeing .................................................................................................. 47 4.3.3.5 Job placements ......................................................................................................... 48 4.3.4 Inter-Case Comparison and Analysis.............................................................................. 48 4.3.4.1 Offerings in newly established public universities agriculture faculties that can be eliminated. ............................................................................................................................ 49 4.3.4.2 Offerings in newly established public universities agriculture faculties that can be reduced. ................................................................................................................................ 49 4.3.4.3 Offerings in newly established public universities agriculture faculties that can be raised. ................................................................................................................................... 50 4.3.4.4 Offerings in newly established public universities agriculture faculties that can be created. ................................................................................................................................. 51 4.4 DISCUSSION OF KEY FINDINGS ................................................................................. 52 4.4.1 Enrolment .................................................................................................................... 52 4.4.2 Inclusion and Lifelong learning .................................................................................. 53 4.4.3 Mode of delivery ......................................................................................................... 53 4.4.4 Sustainable student welfare ......................................................................................... 54 ix
4.4.5 Alumni support and Entrepreneurship ........................................................................ 54 4.4.6 Technology, Innovation and Collaborations ............................................................... 55 4.4.7 Industrial relevance ..................................................................................................... 55 4.5 CHAPTER CONCLUSION ........................................................................................... 56 CHAPTER 5 ............................................................................................................................ 57 CONCLUSION & RECOMMENDATIONS .......................................................................... 57 5.1 Introduction ........................................................................................................................ 57 5.2 Achievement of research aim and objectives..................................................................... 57 5.3 Conclusion ......................................................................................................................... 58 5.4 Answer to research questions............................................................................................. 58 5.5 Contribution ....................................................................................................................... 59 5.5.1 Theoretical contribution .................................................................................................. 59 5.5.2 Methodological contribution........................................................................................... 60 5.5.3 Empirical contribution .................................................................................................... 60 5.6 Practical Policy recommendations ..................................................................................... 61 5.7 Practical Managerial recommendations ............................................................................. 61 5.8 Generalisation of findings .................................................................................................. 62 5.9 Research limitations ........................................................................................................... 62 5.10 Areas of further research .................................................................................................. 63 6.0 REFERENCES .................................................................................................................. 64
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LIST OF TABLES Table 3.1: Approaches of open ended interviews .................................................................... 29
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LIST OF FIGURES Figure 2.1: The strategic formulation components [Adopted from David, 2009]. ............ 11 Figure 2.2: The conceptual framework [Source: own design] .......................................... 22 Figure 3.1: Relationship between research design and particular data collection methods [Source: Devaney, 2015]. ..................................................................................... 25 Figure 4.1: Mind map on the strategic profile within university faculty of agriculture offerings [Source: own data and design]. .......................................................................... 38 Figure 5.1: Theoretical contribution of the potential contribution of BOS for growth of faculties of agriculture in public universities in Zimbabwe [Source: own data and design]. ................................................................................................................................. 60
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APPENDICES Appendix A1: Consent Form for Recorded Interviews........................................................69 Appendix A2: Interview Guide............................................................................................71 Appendix A3: Participants Profile.........................................................................................73 Appendix A4: Data Coding...................................................................................................74
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ABBREVIATIONS AND ACRONYMS BOS
Blue Ocean Strategy
GSU
Gwanda State University
MUAST
Marondera University of Agricultural Sciences and Technology
MSUAS
Manicaland State University of Applied Sciences
PAMUST
Pan-African Minerals University of Science and Technology
RCZU
Reformed Church of Zimbabwe University
R&D
Research and Development
SCA
Sustainable Competitive Advantage
SMEs
Small and Medium sized Enterprises
TTOs
Technology Transfer Offices
VUCA
Volatility, Uncertainty, Complexity and Ambiguity
ZIMCHE
Zimbabwe Council of Higher Education
ZEGU
Zimbabwe Ezekiel Guti University
ZNDU
Zimbabwe National Defence University
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CHAPTER 1 1.0 INTRODUCTION This Chapter focus on the background, as well as the objectives of the study as described in the section below. The researches’ main questions are introduced from the point of view of the objectives substance and benefits. Propositions of this qualitative work, as well as the scope of the study are also presented. Overall this chapter sets the scene for validating the research on exploring the potential contribution of Blue ocean strategy for growth of faculties of agriculture in Zimbabwean public universities. 1.1 BACKGROUND The foresight to have public universities in all provinces of Zimbabwe has led to new institutions being promulgated within the country. In as much as these initiatives are applauded, the institutions need some comprehensive plan for ensuring sustainable competitive advantages in their niche mandated areas. In traditional universities with broad mandates, sometimes low student numbers in some disciplines and the relative impact on tuition is overall balanced through diverse faculties and offerings. In the Parliamentary Portfolio Committee on Higher Education in 2017, Lupane State University Vice-Chancellor also augmented this with sentiments on how newlyestablished institutions have low student enrolment with few programmes on offer which relates with the staff. Therefore, it becomes critical for these institutions to create environments that attract highly diverse students and offer more services. As the universities strive to get fully recognised, it is imperative for them to have clear cut articulated strategies geared for growth and also sustainable competitive advantage in their mandated pathway. Despite the enormous growth in tertiary education establishment in the country, the wellbeing of today’s faculty is critically important such that strategic formulation should be suitable for the ever-changing environment. However, strategic formulations and executions within new institutions maybe a challenge considering the various niche areas in which the institutions need to focus on and the relative first mover advantages that traditional institutions may have in those disciplines. Thus calls for a strategic rethink exercise taking in cognisance of Kim and Mauborgne’s (2015) Blue Ocean Strategy (BOS).
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The blue ocean metaphor by Kim and Mauborgne (2015) is hinged on a competitor-free market that ground-breaking companies can navigate. Unlike in "red ocean," mostly tapped upon and threatened with competitors, "blue ocean" represent "unharnessed market space" and the "opportunity for highly profitable growth” (Kim and Mauborgne, 2015). The BOS tactical pursuit is that of eliminating competition through the creation of new business opportunities and markets. The basis of corporate strategy leading to the emergence of BOS was characterized by competition (Kim and Mauborgne, 1999). This focus on competitive benchmarking, competitive advantage and outperforming competitors was largely inspired by military approach (Kim and Mauborgne, 2005). Globally, higher education institutions often find themselves competing to attract highly respected scholars, top-tier students, and donors, as well as increase their visibility and reputation (Goldman and Salem, 2015). Locally, there are currently close to 24 universities in Zimbabwe (http://www.mhtestd.gov.zw/index.php/instutions/universities), such that according to Nkala, Mugwati, Mudzurandende, Mazhindu and Mhere (2014), there is now stiff competition, with institutions’ survival reliant on enrolments. Blue Ocean Strategy authors acknowledge that competition does matter but argue that this orientation creates “Red Ocean”. Instead, the logic of BOS is using existing knowledge and technology to explore other facets to strategy to create new ocean and or change red ocean into blue ocean (Kim and Mauborgne, 2005). Of paramount importance to the creation of blue ocean is value innovation anchored in low cost and differentiation (Kim and Mauborgne, 2004). It is to be noted that the said value innovation is not intended on creating better value for existing customers but rather, activating noncustomers. In today’s turbulent markets creating a blue ocean is a necessity. The shift in mind-set that sets BOS apart from traditional strategies implies managing change in operations, portfolios and overall strategy. Whether blue ocean is created from new or out of red ocean, change management is vital and as such, agility absorption capacities are vital to creating blue ocean. As reported in the Royal Academy of Science policies meeting document of 2017, most institutions and companies have lost innovative thinking capability, henceforth facing a risk of conforming markets and uniformity in products and services. This calls for evaluation of the new academic institutions strategic rethinking exercises for sustainable competitive advantage in fulfilling their mandate especially in globalised academic market. Consequently, it is imperative to discover the potential 2
involvement of BOS towards sustainable valued innovative strategy, with a bias towards programmes in agricultural sciences within newly established public universities in Zimbabwe. 1.2 STATEMENT OF THE PROBLEM Growth in universities is currently hard hit with so many shocks which include among others economic distresses. This has created stagnation in achieving provision of high quality innovative education as there are dwindling human and capital resources, which becomes an anchor on future development and economic activities of the country as a whole. The performance of relatively new institutions with low student numbers, and infrastructure could be catapulted with a new dimension in institutions’ stratagem in order to create uncontested markets. Supportive government intentions and policies have been created for institution support; however for the desired results to be met in this radical turbulent academic milieu there is need to embrace the competitive environment and value innovate for development. Competition for student enrolment between universities and also within faculties and programmes within an institution has had implications on some faculty offerings in most universities. This calls for strategies to create new markets. The BOS is one such model based on creation of new opportunities and markets in order to make competition irrelevant. As student enrolment continues to dip, with unhealthy competition between universities, what has remained unclear is the blue ocean strategic thinking towards sustainable competitive advantage within universities in Zimbabwe. Henceforth this study aims to explore the potential contribution of the BOS for growth of faculties/schools of agriculture in newly established public universities in Zimbabwe.
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1.3 RESEARCH OBJECTIVES Main objective The main objective of this study is to explore the potential contribution of BOS thinking for growth of faculties of agriculture in new public universities in Zimbabwe. Specific objectives
To establish agriculture faculty offerings in new public universities that can be eliminated.
To establish agriculture faculty offerings in new public universities that can be reduced.
To establish agriculture faculty offerings to raise above the standards of the industry in new public universities.
To establish agriculture faculty offerings that can be created within newly established public universities.
1.4 RESEARCH QUESTIONS Major research question The research question for this study was: What are the characteristics associated with BOS for growth of faculties of agriculture in new public universities in Zimbabwe? Sub research questions
Which agriculture faculties’ offerings can be eliminated within newly established public universities?
Which agriculture faculties’ offerings can be reduced within newly established public universities?
Which agriculture faculty offerings can be raised above the standards of the industry within newly established public universities?
Which agriculture faculties’ offerings can be created within newly established public universities?
1.5 PROPOSITIONS
Elimination of some offerings add value towards growth of agriculture faculties of newly established public universities.
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Reduction of some offerings aid to growth in the agricultural faculties of newly established public universities.
Various offerings can be raised above the standards of the industry for agriculture faculties within newly established public universities.
Various offerings can be created in faculties of agriculture within newly established public universities.
1.6 RATIONALE OF THE STUDY This research work intends to evaluate the BOS within universities with much bias towards faculty of agriculture in newly established public universities in Zimbabwe. The work herein offers great promise for appropriate models of leading in complex academic institutions especially in a turbulent environment. The work also intends to guide policy makers, boards, administrators, faculty leaders, staff and all relevant stakeholders in best approaches to be implemented in strategic planning for “untapped market space" with the opportunity for growth which is highly profitable. It is a guide towards unpacking strategic canvassing with inclination on changes of scope of operations in relation to staff retention, student enrolment, untapped markets, increased visibility and reputation within academic departments and faculties and responses to external threats. The outcomes of this research give guidance on the methodological approaches used in data collection and processing practices. It also forms the basis of empirical evidence in relation to embracing of the blue ocean strategy in the planning process of higher education institutions within the country. Through focusing on the conceptual framework and the analytical methods in the study, institutions should be better positioned to conduct and benefit from blue ocean to better serve their niche areas and beyond. 1.7 Scope of the research The dataset for this research comprise all new (2015-2018) public universities offering agricultural sciences related programmes in Zimbabwe. These universities have had their Charters granted after the year 2015. Where the university has a department offering the agriculture related courses falling under a different discipline, these were analysed as separate faculty since each is expected to have members contributing to the learning of 5
the agriculture profession. Analysis compared the strategies of the various universities and benchmark with traditional universities. Selected data collection methods were then used to seek information on faculty offerings that can be eliminated, reduced, raised or created as a priority in faculty growth strategy. These variables were then related to university performance indicators to find out if the strategy employed leads to increased growth and sustainable competitive advantage of the university with bias on the faculty of agriculture there in. 1.8 Dissertation outline The structure this dissertation then precedes as follows. Chapter two presents and discussed the contributions of other researchers and contributors to the topic being investigated. Literature on global developments in university education as well as in Zimbabwe is presented, while on the other hand, growth strategies and the blue ocean strategy is analyzed and critiqued relating to the institutional performances. Chapter three outlined and justified the research methodology adopted in the study, including research philosophy, strategy, variable descriptions, data collection methods and analysis techniques as well as the limitations inherent in the study. Chapter four presented and discussed the data and the empirical results of the study. Finally, in chapter five, the research summary, conclusions and recommendations were enunciated. 1.9 Chapter Summary It is the expectation of this research that valuable conclusions can be obtained that will influence the focus that any future direction on blue ocean strategic formulations in the faculties of agriculture in Zimbabwean public universities will take. It is hoped that readers of the research will be able to determine whether current strategies are sufficient for enhanced competitive advantage and performance or that other strategies may be necessary.
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CHAPTER 2 LITERATURE REVIEW 2.1 INTRODUCTION This Chapter puts the study in conceptual and theoretical context by reviewing the key pillars of strategic formulations with a bias on the BOS within universities. It reflects on some critical concepts, issues, debates, perspectives and observations on innovative strategies, university faculty growth and performance by interrogating existing knowledge on these wide areas of study. Relevant and diverse resource material and research experiences in books, journals, policy documents, reports and publications, research papers and internet facilities have aided in enriching and informing the literature reviews. Chapter discussions focussed on the new universities in Zimbabwe and their expectations as the foundation of the area under study, the developments in the broader conceptual framework of BOS globally and in Zimbabwe, previous studies on the relationships among innovative strategies, alternative strategies and institutional performance as well as other related studies. The rationale is to set a grounded platform upon which this research will be anchored. 2.2 BACKGROUND TO THE UNIVERSITIES The national agenda of having public universities in all provinces within the country has led to new institutions being promulgated to cover for the all regions in the country. In as much as these initiatives are applauded, the universities need some comprehensive plan for ensuring Sustainable Competitive Advantages (SCA) in their niche mandated areas. In traditional universities with broad mandates, sometimes low student numbers in some disciplines and the relative impact on tuition is overall balanced through diverse faculties. Therefore in newly established institutions, it becomes critical in creating environments that attract highly diverse students and find new sources of revenue as traditional sources decline. It is also imperative to preserve and improve their technological infrastructures within budgetary constraints, and respond to numerous demands for accountability imposed by the public. The Marondera University of Agricultural Sciences and Technology (MUAST) is one of the new universities in Zimbabwe. The institution, together with Manicaland State 7
University of Applied Sciences (MSUAS), Gwanda State University (GSU) and Zimbabwe National Defence University (ZNDU) have all recently been weaned off from their ‘mother’ institutions whilst the Pan-African Minerals University of Science and Technology (PAMUST) bill has recently been gazetted. In the same vein, Zaoga Ezekiel Guti University (ZEGU), Arrupe Jesuit University and Reformed Church of Zimbabwe University (RCZU) as private universities are also amongst institutions that have also recently opened their doors for higher education. These universities have joined to the eight public and six private universities that were in existence prior to the year 2015. 2.2.1 University Structure Public universities through Acts enacted by the Parliament of Zimbabwe are governed by a Council as the executive authority. The council mainly represents the Ministry and henceforth the Government who are the owners of the University. The Ministry of Higher and Tertiary Education, Science and Technology Development is the parent ministry for universities in Zimbabwe. Council is responsible for approving budget for university operations and provides oversight and fiduciary responsibility for the institution. The council together with the Vice Chancellor appointed by the Chancellor, Senate and Management are also tasked in driving the organization’s vision and strategy. The management team normally consists of; a university Bursar, who heads up and oversees financial matters within the institution, a Registrar who operates as the head human resource executive which heads up and oversees human resources personnel and henceforth manage the soft asset-the employees, a Librarian which act as an Operations manager responsible for the smooth running of the Library and interactions with the students and all staff members, and Directors and Deans within the university responsible for running different sections of the university. These include the Accommodation and Catering Services, Computer Services, the University Estate and Faculties. Besides the core university personnel who run the operations of the institution; donors, funders, students and their parents, and alumni are also critical stakeholders for the universities in Zimbabwe. These stakeholders have interest in the financial security of the universities. Through their interaction with different sectors of the universities, they assist in delivering on its mandate. Students and their parents are customers of university operations. Like commercial customers, students have the power of choice of service providers. Industry and the community are consumers of various products from the 8
institutions. These products take the form of graduates produced, or services provided. These stakeholders play a pivotal role in influencing programme offering. Alumni normally spread a good word about the university to potential students and employers of graduates. However the relatively new institutions have few stakeholders (Alumni) compared to the traditional institutions. 2.2.1 University Faculties A university faculty is a division within a university or college comprising one subject area, or a number of related subject areas (Elliot, 1901). In American usage such divisions are generally referred to as colleges or schools, but may also mix terminology (e.g., Harvard University has a "faculty of arts and sciences" and also a "law school") whilst from a British background and other parts of the world, "faculty" usually refers to a university's department (or college). In Zimbabwe this mix of terminology is also found within and across universities (e.g., Africa University has recently changed to use the college terminology from faculty whilst Chinhoyi University of Technology also uses college). Most of the other universities within the country currently use the “faculty” terminology. The use of faculties, colleges or schools within academic institutions in this study will henceforth be treated as a matter of semantics hence used interchangeable, however much reference will be to faculties as used in most Zimbabwean universities. Then “department” will be used to mean a more specialized functional area within a faculty. The mandates of the new universities in Zimbabwe and their related faculties are diverse, ranging from provision of teaching, research and community service in agricultural related disciplines to applied sciences amongst other disciplines. All universities intents to have goals centred on gaining a national and regional reputation for their commitment to high quality learning, teaching and training with applied research and engagement with industry, business and regional communities related to their disciplines. However, almost all the state universities have established a faculty of agricultural sciences or applied sciences departments with inclination towards agricultural activities. Currently the new institutions have a low student enrolment within their faculties with relatively few programmes on offer compared to their counterparts. Some of the institutions therein currently host only a faculty in agricultural sciences with department 9
offering bachelor degrees in several disciplines of agricultural sciences. The programmes currently on offer within the faculties on some institutions were officially accredited by the Zimbabwe Council of Higher Education (ZIMCHE) under the mentorship of their founding institutions. As these universities strives to establish their own roots, it is imperative for them to have clear cut articulated strategies for value innovation geared for growth and sustainable competitive advantage in the various mandated pathways. 2.3 THE OBJECTIVES OF STRATEGIC RETHINKING The major objective of strategic formulation is to provide a blueprint for achieving institutional goals (Chanetsa, 2011). When creating a strategic plan, there are certain objectives or gaps that the institution will be fulfilling during the execution of the strategic plan. Understanding the organizational objectives of a strategic corporate plan will help to create efficient plans to guide the institution’s growth (Nkala et. al., 2014). It provides a rationale for evaluating competing budgets requests and steers resources into results-producing areas (Learner, 1999). Strategic formulation also unifies strategyrelated decisions, ensuring coherence in strategic direction. By specifying desired results, it becomes much easier to move forward. Organisations express priorities best through stated goals and objectives. Creates a proactive rather than a reactive management posture to initiate and lead, and not defend thereby leveraging opportunity (Learner, 1999). Strategy formulation also ensures that an institution is able to achieve its vision and mission in a better way than its competitors, thus having a strategic differentiation with the market place. 2.4 STRATEGIC FORMULATION PROCESSES Contemporary strategic plans have several components from the vision, mission and through to the objective settings and strategy selection with each component serving a specific purpose (Figure 2.1). These components are planning tools used either separately or in groups, but their improvement is usually, of necessity, a linear progression. As such strategy formulation involves these various steps which are not in a rigid chronological order, but are very rational and can be easily followed in this order. Partly, the purpose of planning ensures that these individual components are aligned with each other and mutually supportive.
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Strategy formulation Vision and Mission External opportunities and threats Internal strength and weaknesses Long term objectives Alternative strategies Strategy selection
Figure 2.1: The strategic formulation components [Adopted from David, 2009]. While not technically a part of the strategic plan, the mission statement is fundamental as everything contained in the strategic plan must be aligned to the mission (David, 2009). In addition to the mission statement, a vision statement, institutional goals, and nonobligatory values statement are the supporting documents within a strategic plan. These additional documents or statements provide precise guidance in the planning process (Hinton, 2012). The vision statement is institution aspiration which is based on institutional environment analysis. Institutional goals provide the evaluating progress toward the vision, and value statements articulate the pathway for institution goal achievement. 2.5 BLUE OCEAN STRATAGEMS AND UNIVERSITY PERFOMANCE Blue ocean strategy challenges companies to break out of the red ocean of bloody competition by creating market opportunity space without competition (Kim and Mauborgne, 2005). Instead of sharing existing, often shrinking demand and benchmarking competitors, Blue ocean strategy is about finding opportunities in demand and reducing competition. Thus in various strategic formulation and implementation processes, academic institutions need to foster in the aspects of blue ocean stratagem so as to create an uncontested market space.
To create blue ocean and achieve competitive advantage, Kim and Mauborgne (2015) argue that firms must use an opposite tactic. A competitive advantage is an advantage 11
gained by offering consumers greater value or benefit or service using various mechanisms and strategies for example by means of lower prices (Michael, Hoskisson and Ireland, 2007). Instead of benchmarking with the rivalry, by altering their thinking, academic faculties can attain current demand with the probability for big profits and development. Thus competitive advantage is not dependent on aggressive rivalry, costly marketing or R&D budgets, but on clever calculated approaches that can be utilized systematically by recognized companies and
start-ups alike (Kristof, 2016).
Understanding these calculated approaches would be tactically employed to effectively strategize on staff retention, student enrolment, endowments, alumni support, research and innovation and also business development in faculties within universities. Proper use of the BOS strategy can enhance university faculty growth and performance in a highly competitive environment. 2.5.1 Differentiation strategy for University Performance Traditional competitive theories, such as those established by Porter, stress the significance of going for a tactic of a firm to use so as to uphold great concentration (Porter, 2008). Thus said, the differentiation strategy’s goal in academic faculties is to create an exclusive product of extraordinary value many customers. This assumes that students will pay a best price for having their precise desires served through the improved value of the product. A firm can achieve competitive advantage through product differentiation. Differentiation strategies established on offering products that is unique from what rivals are offering or unique. Product differentiation strategy anchors upon the assumption that buyers are keen to pay a bigger price for a product that is satisfyingly dissimilar in some vital way. Competitive advantage is achieved because it makes customers more loyal-and less price-sensitive (Samuel, 2018). However, the BOS disagrees with Porter’s theory by claiming that competitive advantage is gotten by concurrently searching variation and small cost. The BOS denotes to this as Value Innovation, the outcome of cutting budgets while concurrently levitation the buyer worth. Differentiation can be realized by raising factors above the industry’s standards, or creating aspects that have not been accessible in the industry. Over time, costs can be minimized further due to the huge volume of sales that happen as a result of generated value (Mwende, 2016).
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2.5.2 Low Cost Strategy for University Performance A cost-leadership is realized through marketing a huge capacity of products and services at smallest price thinkable (or lowest price-to-value ratio). Thus to succeed with the costleadership plan, faculties within academic institutions have to operate at a lesser cost than their competitors. The cost leadership strategy necessitates the provisions of services reinforced with competent pricing. This strategy therefore requires making a standardized product services whilst under-pricing everybody else. To achieve this cost leadership, institutions ought to have the most current productions systems and processes in the industry for the sake of cost reduction leading to the use of capital-intensive techniques. This cost leadership can also be achieved as a benefit derived from its cumulative experience and learning. This can also be achieved when a firm has the advantage of controlling the larger market share (Porter, 2008). This way a university faculty will achieve a competitive gain over rivals.
2.5.3 Exploitation of Uncontested Market Space for University Performance This principle is used for creating pathways that are available for the managers to systematically frame the unharnessed market space in different industry areas. It helps the association decrease its hunt hazard by making the opposition unseemly, it proposes to concentrate on six routine limits of the opposition. These six ways underlines on looking crosswise over substitute enterprises, looking crosswise over vital gatherings inside businesses, looking over the chain of buyers, looking crosswise over correlative item and administration offerings, looking crosswise over utilitarian or passionate interest to purchasers, and looking over the time (Kim and Mauborgne, 2005). As indicated by Becker (2010), blue seas mean every one of the businesses not in presence today. This is known as the obscure market space. As the market gets to be overcrowded, prospects for benefits and development get littler. Items get to be products and hardened rivalry turns the sea wicked. It will dependably be imperative to swim effectively in the red sea by outcompeting rivals (Barney and Hesterly, 2013).
2.5.4 Opportunity Maximization for University Performance According to Mwende (2016), some methodology masterminds would see that the BOS thought might be more dangerous. Yet, actually, it is a riskless system, that is, BOS is not 13
about hazard taking, it's about hazard minimization. By and by, any red sea association to make and catch Blue Ocean, basically confront the accompanying six key issues which rotate around the methodology plan and usage (Herdianti, 2010).
In university faculties and higher education at large, there is need to look at risk involved and plan how to effectively recognize the convincing blue sea openings out of the muddled red sea openings that are there thereof. Plan of action risk addresses how to manufacture a solid plan of action that brings immense benefits. Hierarchical hazard evaluates how to win the authoritative obstacles and ultimately, management risk, that is locations how to inspire individuals to the best of their capacities. Thus said, this has potential
for
increasing
faculty
growth
through
opportunity-maximizing risk-
minimizing strategy. 2.5.5 Value Innovation Strategy for University Performance The importance of making a feasible upper hand has been worried by numerous scholars on system. For instance, Jack Welsh, a technique mastermind and a previous CEO of General Electrics watched that, in the event that you don't have an upper hand, don't contend (Mwende, 2016). The cost-administration hypothesis discusses how to lure the clients by diminishing the expenses of the items, separation hypothesis discusses how to create high client esteem by thinking of extraordinary items, and the concentration system discusses how to set up the viability advantage by focusing on an area of market. Supporting this view Grant (2002), argues that, if a company tries to follow many strategies concurrently, it may lose its concentration and the competitive advantage.
Traditionally, new universities in Zimbabwe turn to follow the teaching, research and service strategies offered by well-established institutions within the country. The offering by the most of the institutions usually becomes the norm and can no longer be attractive. Under these circumstances, a fast follower strategy for instance is not operational and a new growth engine is rarely established. There is need therefore for new faculties to focus on untapped markets by adopting and implementing blue ocean strategies within university mandates to the community. The growth of these institutions and faculties is likely therefore to be influenced by the way in which they adapt to changes in the environment. There is also evidence that various university initiatives, such as staff 14
retention, student enrolment, donors and alumni support, endowments, research outputs, visibility, innovation and patents, collaboration and partnerships have become some differentiation channels offering tailored services across leading global institution, but the application of such in faculties within Zimbabwean universities is still limited.
2.6 UNIVERSITY FACULTY GROWTH INDICATORS 2.6.1 Staff Retention The association between strategic and human resource management encompasses more than administration of human resource programs or activities (Mapolisa, 2014; Makondo, 2014). Done well, strategies in human resource management have potential to provide useful energy that drive the organization towards its mission, goals and ultimate successful running of an organization through integrated strategies designed to increase employee productivity. However, the use of strategies in human resource management is not common as expected (Tettey, 2006). As a result, many organizations are faced with staff exodus to organizations that are more receptive to change. At the same time those who seem to settle down seek part-time teaching either inside or outside their institutions (Tettey, 2006). As of recent, there is high movement of academic staff in the private universities and that majority of the academic staff engaged in other income generating activities such as moonlighting (Mapolisa, 2014; Makondo, 2014). University faculty managers should try to understand and employ innovative strategic human resource management practices which are likely to enhance staff retention in order to retain desirable competencies, build future capacity and cut down on costs. 2.6.2 Student enrolment One of the most notable trends in branding and marketing of institutions as more attention and finance is directed toward these functions than in previous years. The focus in most institution is now on hiring marketing professionals from the corporate world and investing significant time and money to create strong institutional brands. Perhaps the largest area of innovation and growth in higher education marketing, branding and recruitment is venturing/ invading the online and digital space. The use of online technology particularly social media platforms has now become a part of institutions and departments marketing and overall operations. Among the most important tools for social 15
and online marketing is an effective and intuitive website, which should be considered the “ultimate brand statement” for an institution.
Colleges and universities globally are also now competing for international students on a growing scale. According to the Hanover research of 2014, Canada increased its international enrolments by 94 percent in the last decade whilst the U.S. increased this enrolment by ~10 % in a year. Despite the increase in popularity of online education, few top-tier universities have fully exploited online education offerings. Regionally, South Africa also has a significant number of regional students. However, considering the number of higher education institutions in Zimbabwe and the country’s rating on literacy in Africa, there can be strategic decisions to also go regionally and with enrolment in several disciplines within various institutions. This also calls for tapping into new untapped markets in terms of students enrolment by considering a rethink in the in the university boundaries. This can be facilitated by rethinking the modular models within the university institutions and foster inclusivity. 2.6.3 Donors and Alumni There's a looming challenge for college fundraising: how to keep donations up when alumni participation is difficult to predict especially in most developing countries. A new senior executive analysis from Ruffalo Noel Levitz looked at the current trends underpinning this challenge and the strategies institutions are already using to counter donor decline. In some international institutions, strategies centred on fundraising programs aimed at segmented donor communications are on the increase. This is also being augmented with the explosion of solicitations and how they have crowded out appeals from colleges and universities. More changes are eventually encountered in the higher education sector across the globe with shift of philanthropic power to younger donors, who have a vastly different set of behaviours, expectations, and attitudes toward giving, impact of the fast growth of mobility and data on fundraising and the rise of personalized and peer-to-peer giving. Henceforth in innovative stratagem, there is need of rethinking on engaging donors and addressing alumni participation as crucial. Institutions should also focus on building a pipeline of smaller donors as illustrated in a UK report of 2014 on strategic fundraising (http://www.universitiesuk.ac.uk/policy-and-analysis/reports/Documents/2014/strategic16
fundraising.pdf). Various other recommendations have been set up in international institutions. These include organizing outreach efforts around the donor, rather than around campus silos, engaging Generation X and Millennial donors on their terms, establishing affinity and recurring giving earlier, elevating data to the heart of fundraising operations and strategy and also evolving the higher education "supply chain" so that institutions have the resources they need to build a modern fundraising operation.
2.6.4 Endowments University endowments management has been the focus of attention in recent years. As high-profile endowment portfolios outperformed the market during the 1990s and much of the 2000s, private investors and academics wanted to understand success drivers (Harvey and Sappington, 2015). According to Harvey and Sappington (2015), this was attributed to increased investment in risky and illiquid assets as hedge funds, private equity, and venture capital. However, the recession of 2008 changed public perceptions of this approach in most institutions across the globe with endowments across some institutions across the world suffering heavy losses (Harvey and Sappington, 2015).
For instance, in 2008 Antioch College nearly shut down due to financial distress (Lerner, Schoar and Wang, 2008). Newspaper reports pointed to endowment managers who “took the plunge” into alternative investments (Stewart, 2013), arguing that their reckless judgements had led universities to raise tuition, stop construction projects and massive staff retrenchment. Many commentators highlighted that most endowment managers took excessive risk and failed to provide adequate financial support to their universities against negative revenue shocks. On the other hand, universities that reduced/controlled their investment in alternative assets were praised for their prudence. An issue of particular importance in this context is the flows of university income from non-endowment sources such as tuition, private donations, and public funding affect portfolio decisions. However, it’s worth noting that relatively new institutions would not be able to invest in endowments for many reasons, which include the overall economic environment of the university. Thus the information on universities’ portfolio decisions and the role played by university endowments for most new universities in Zimbabwe is not of large significance in strategic formulations especially in the short run, unless used in 17
benchmarking and evaluation of the weaknesses of the institution. Thus as put up by Harvey and Sappington (2015), universities that expect higher levels of background income are likely to invest in alternative assets and allocate a larger percentage of their endowments to alternative assets. 2.6.5 Research outputs, Visibility, Innovation and Patents Research outputs, visibility, innovation and patents are also a major key indicator of university performance and become of greater significant in institutions strategies. Recently, innovations and patents within institutions have created some Technology transfer offices (TTO) which support entrepreneurial skills development and industry interactions for faculty and student start-ups (Duarte et. al., undated). In the traditional model of academic entrepreneurship, TTOs have focused mainly on patents and licences plus little emphasis on the entrepreneurial dimension of technology transfer, including social entrepreneurship (Siegel and Phan, 2004). Wright (2014) suggested that business schools have a pivotal role in accelerating technology commercialization and entrepreneurship when they integrate the business education curriculum with university TTO. This becomes another important aspect in strategic rethinking in newly established institutions especially in cases where there in control over their mandates bringing new concepts in blue ocean. 2.6.6 Collaborations and Partnerships Promoting new forms of research communication and collaboration between universities and industry has become a key aim of research and innovation policies in many countries (Etzkowitz et al., 2008). These efforts have been conceptualized with the aim to generate new networks of between the spheres of government, universities and industry through dynamic processes of knowledge communication and exchange (Lorber, 2017). Mostly the research fosters knowledge flows from upstream fundamental research in academia to downstream industrial innovation and applications in products and processes or vice versa. Traditionally, larger corporations contributed to a large extent to R&D collaborating and partnerships in the faculties of Agriculture in universities in Zimbabwe. Small and medium sized enterprises (SMEs), because of their large share of many national business structures, are perceived as having a central role to fulfil in the global competition on the 18
knowledge content of products and labour, thus strategic formulation in relation to research and development should take this into cognisance. Earlier studies have showed positive correlation between firm size and R&D intensity as well as R&D collaborative activity (Gunasekara, 2006). Hence, the shares of large corporations among the R&D collaborating firms are larger than amongst those R&D based firms which do not collaborate on R&D (Graversen, 2002). Differently put, an unexploited potential for advancing R&D activity or university industry relations in many national innovation systems seems to be found among SMEs (Toke, 2009)
Different explanations have been outlined for SMEs' lower degree of R&D collaborative activity and participation in public research collaboration. These point to the fact that larger corporations tend to have larger R&D capacities, permanent R&D staffs and/or units and larger platforms for external partner contact through which R&D results can be exploited and hence seem to be more R&D efficient (Etzkowitz and Leydesdorff, 2000; Toke, 2009) . Furthermore, possible institutional gaps, giving rise to differences in goals, organizational cultures and interests, may impede collaboration. A major part of the existing research has addressed institutions collaborations in terms of the structural characteristics and mechanisms affecting their emergence and development (Kezar, 2005). Relatively little research has addressed the various collaboration strategies used especially for newly established institutions, and how collaborating actors aim to balance between obtaining tangible R&D outcomes, on the one hand, and optimizing networks development and learning, on the other hand. Thus there is need to examine collaborating university departments and collaboration strategies for initiating and optimizing the process and outcome of collaborative R&D, and how these micro strategies inform the evolution of institutions relations and growth. Building new R&D alliances between the industry and the public research base have positive outcomes for the institutions. 2.6.7 Research strategy In as much as cooperation and partnerships maybe part of university strategy, research strategy also comes up as intended to form a reference point and provide the basis for the actions taken to ensure that research contributes fully to the University’s objectives. The strategy is not simply an account of actions to be undertaken at corporate level – it is 19
intended to drive actions at Faculty, School and Institute level and in turn to integrate those into the University level frame. Many actions set out in the strategy depend upon changes in the behaviour of research groups and individuals, so wide dissemination and buy in will be needed if the strategy is to be realised. It is also important that the research strategy is coordinated with those for the other main goals of the University, from teaching and to community engagement. According to the University of Manchester research strategy of 2011, a university which is excellent in research and research impact is far better equipped to meet and exceed the expectations of its students and wider stakeholders. Research strategy overlaps with several other dimensions including strategies for business engagement, commercialisation, internationalisation, estates, human resources and finance and will continue to require close coordination with these (Anon, 2012). The strategy according to Anon (2012) has three central pillars which are: to achieve research of the highest quality, to support and develop excellent people, and to have an impact beyond academia which yields economic, social and cultural benefits. Supporting these are four enabling areas of action, providing focus, capitalising on our critical mass and interdisciplinary capabilities, providing the right financial, physical and knowledge resources, meeting the highest standards of research integrity, and ensuring alignment of university strategy.
2.7 CONCEPTUAL FRAMEWORK The conceptual framework is a system of concepts, assumptions, expectations, beliefs, and theories that supports and informs the research (Robson, 2011). This study focuses on a grounded theory (GT) study, however using a theoretical framework to guide the inquiry, which departs from the foundational tenets of a traditional GT study as elucidated by Mitchell (2014). The study is exploring the prospective contribution of sustainable valued innovative on universities and will focus on a tentative theory on institution growth strategies with much bias towards faculties of agriculture. The function of this theory is to inform on the appropriate design to produce realistic and relevant research questions, select appropriate methods, and identify potential validity threats to the conclusions. It also helps justifying the research. It is important that the management and all stakeholders understand the components of an institutional strategic plan and developing those that are necessary in a blue ocean 20
environment. This ensures developing and supporting the objectives and goals of the institutional strategic plan especially in volatile environments. Moreso engaging identified stakeholder groups in objectives and goals development for the institutional strategic plan, and providing feedback to those groups on a continuing basis. The development of a conceptual framework should be guided by showing the relationships of the different constructs to be investigated, citing the paradigm, identifying variables and showing the direction (Smyth, 2004). Thus in this study, a constructivist grounded theory herein guide the study based on the participants experiences in relation to blue ocean strategy in higher education, with co-creation of the theories based on interactions with the participants and how such theory can influence institutional performance indicators that include student enrolments, scholarly staff retention, alumni support, reputation, endowments, research outputs and academic entrepreneurship amongst others as shown in Figure 2.2.
21
Faculty Performance Value innovation
Increased toptier students Attracting scholars Increased visibility, reputation, research patents, outputs, faculty image and service to the community Sustainable competitive advantage
Figure 2.2: The conceptual framework [Source: own design] The conceptual framework shown above can assist in formulation questions about value innovation strategy in faculties of agriculture within universities. These questions are centred on:
Agriculture faculties’ offerings in new public universities.
Faculty offerings that can be raised well above the standards of the industry.
Offerings that can be created that the agriculture faculties have never offered for value innovation within newly established universities.
This study take into cognisance the various existing theories and research that are relevant to the research area, as they are often key sources for understanding what is going on with these phenomena in a volatile competitive environment. These were critically examined 22
during the research process to see if valid and useful models for constructing a theory that adequately inform this study. 2.8 CONCLUSION In conclusion, it is important that the management understand the components of a faculty strategic plan and developing those that are necessary. This ensures developing and supporting the objectives and goals of the faculty and institutional strategic plan. Moreso engaging identified stakeholder groups in the development of the objectives and goals for the faculty strategic plan, and providing feedback to those groups on a continuing basis. Thus it’s worthy posing questions on sustainable competitive strategic formulations within the faculty of agriculture in universities and how these can be in congruency with the blue ocean stratagem.
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CHAPTER 3 RESEARCH METHODOLOGY 3.1 INTRODUCTION TO CHAPTER The Chapter gives a descriptive account of how the study was conducted. This study explored the potential contribution of blue ocean stratagem in new public universities with a bias towards faculties of agriculture in Zimbabwe in order to have a sustainable competitive advantage. The proposed strategy from the study should enable newly established public university faculties in fulfilling their mandate especially in an increasingly globalised academic market. In this regard, the research philosophy and strategy were explored; study population and sample described as well as data collection methods, techniques and tools. Methodological limitations and process constraints were reflected on. The use of particular data collection, processing and analysis techniques and instruments are justified. Attention was also given on a meticulous description of the selection, targeting and criteria used in the identification of research informants and how the data was gathered. 3.2 Recap of research aim, objectives, questions and propositions This study has been highly motivated based on the dip in student enrolments for the faculty of agriculture especially within new public universities in Zimbabwe. The situation is further worsened by unhealthy competition between and within the institution faculty offerings. Literature has shown that the BOS has recently extensively been used to challenge companies to break out of these high competition environments by creating uncontested market space that makes the competition irrelevant. Henceforth the aim of this study is to explore the potential of the BOS for growth of faculties of agriculture in newly established public universities in Zimbabwe. The main objective of the study is on exploring the blue ocean strategic thinking within these universities so as to value innovate and improve performance. The study is anchored on the proposition that there are possible strategic interventions for creating value innovative offerings enables competitive edge and growth in the faculties of newly established public universities. It therefore seeks to answer questions relating to faculty offerings that can be eliminated, reduced, raised or created therein. 24
3.3 Research Design The research design refers to the overall strategy to integrate the different components of the study in a coherent and logical way, thereby, ensuring effective addressing the research problem. It constitutes the blueprint for the collection, measurement, and analysis of data. The design forms the structure of research that links the empirical data to be collected to the study’s initial research questions, to the analysis and ultimately to its conclusions as shown in Fig 3.1 below
Figure 3.1: Relationship between research design and particular data collection methods [Source: Devaney, 2015].
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3.3.1 Research Philosophy Bryman (1989) describes two schools of thought associated with very different versions of research. These two schools of thought are: a) Positivism and the hypothetic – deductive method, and b) Interpretivist sociological tradition and the inductive method. 3.3.1.1 Positivism and the hypothetic – deductive method The approach involves the manipulation of theoretical propositions using the rules of formal logic and the rules of hypothetico deductive logic as described by Lee (1991). It is based on scientific inquiry where hypothesis are formulated and tested using observable data where outcome is not yet known. Positivist approach dwells on the belief that the researcher is independent of the research. Therefore can be purely objective. It also assumes that there is minimal interaction with research participants when carrying out research (Wilson, 2010). 3.3.1.2 Interpretivist sociological tradition and the inductive method The interpretivist sociological tradition and the inductive method, is based on the assumptions that the world is socially constructed and subjective. The observer is part of what is being observed. Obviously, the research is not value free but is driven by the interest of the researcher. According to Mason (1996), with qualitative research it is not sufficient for the researcher to say that he or she wishes to simply describe something or to explore what is happening. Descriptions and explanations involve selective viewing and interpretation - they cannot be neutral, objective or total. The elements which a researcher chooses to see as relevant for a description or explanation is based implicitly or explicitly on a way of seeing the social world and on a particular form of explanatory logic. The above implications make it clear that the interpretivist sociological philosophy and its inductive mode of research are suitable for this qualitative study. 3.3.2 Research Approach There are two main research approaches: deductive and inductive. The deductive approach allows the researcher to establish a hypothesis by using theory (Saunders, Lewis and Thornhill, 2016) whereas inductive research involves condensing the data by applying categories and themes based on inference and interpretation (Zhang and 26
Wildemuth, 2009). The research approach for this study is mainly inductive, as it is intended to develop a theory from observations after an in-depth investigation of the BOS for growth of faculties of agriculture in Zimbabwean universities. The study also includes some deductive elements as the relevant literature was reviewed prior to the research. 3.3.2 Research Strategy Robson (1995) distinguishes three main research strategies available to any researcher. These are experiments, case studies and surveys. 3.3.2.1 Experiments Normally experiments are carried out to see whether the independent and dependent variables are linked together in a cause and effect manner. Usually, this involves hypothesis testing. The experiment strategy is most suited to research based on the positivism philosophy and whose purpose is explanatory. 3.3.2.2 Surveys Surveys usually involve collection of information in standardized form from groups of people. A sample of subjects is selected from an unknown population followed by a collection of relatively small amount of data in standardized form from each subject. Data collection is by questionnaire. The questionnaire design and how it is administered determine the quality of the research findings while the quantity of data collection is limited to the number of questions (Saunders, Lewis and Thornhill, 2016). When the purpose of a research is descriptive, then the strategy of choice should be a survey. Surveys provide information about the distribution of a wide range of ‘subject characteristics’ and of the relationships between such characteristics. 3.3.2.3 Case studies Case studies entail the development of detailed, intensive knowledge about a single case or a small number of related cases. The case is studied in its context and there is collection of information via a range of data collection techniques including observation, interviews and documentary analysis. Robson (1995) points out that a case study is most suitable when the purpose of the research is explanatory. Explanatory research seeks an
27
explanation on a situation or a problem, usually in the form of casual relationships. It is suitable for research grounded in positivism. The study essentially used a case study approach, with all the elements in the population being selected. Furthermore, as the research attempt to focus on exploring the potential contribution of the BOS for growth of faculties of agriculture within new public universities in order to have a sustainable competitive advantage in fulfilling their mandate in a VUCA environment. 3.4 Methods of Data Collection According to Wegner (2003) there are three approaches to gathering data for statistical analysis. These are direct observation, experimentation and interview methods. The methods were also detailed by Saunders, Lewis and Thornhill (2016). 3.4.1 Direct observations In direct observation, primary data is collected directly by observing the respondent in action (Saunders, Lewis and Thornhill, 2016). Secondary data can be extracted from a variety of source documents as a form of data gathering through observation. 3.4.2 Experimentation Experimentation involves generating data through the manipulation of variables under controlled conditions. This data collection method is best suited to quantitative studies. 3.4.3 Interview methods Interview methods are about soliciting primary data responses through direct questioning (Saunders, Lewis and Thornhill, 2016). The interview can be described as a communicative process through which the investigator extracts information from a person or informant. The extracted information will be strongly influenced by the respondent, who acts and interprets his environment on the basis of the previous experiences. Every interview generates a subjective information product shaped by the interviewees’ experiences. Based on these considerations, it becomes clear that the goal of qualitative interviewing is to provide understanding of things that cannot directly be observed, such as feelings, 28
thoughts, opinions, attitudes or behaviours of interviewees. Since qualitative interviewing is based on the assumption that the perspective of others is meaningful and knowable, entering into their perspective becomes a major objective for the qualitative researcher. The tools of observation and interviewing are often used in a complementary way (Sayre, 2001; Patton 2002). 3.5 Research instrument Qualitative researchers have proposed different classification of interview types used as research instruments. Sayre (2001) for example, distinguishes the unstructured field interview from the more formal structured interview working with a predetermined set of open-ended questions. Patton (2002) provides a more detailed classification of openended interviews, differentiating three basic approaches: (1) the informational conversational interview, (2) the interview guide approach, and (3) the standardized openended interview. The most important features of each interview approach are presented in Table 3.1 Table 3.1: Approaches of open ended interviews Informal
conversational Interview guide
interview Semi-structured
Questions flow from immediate context, no predetermination of questions, topic or wording Conversational flow as a major tool of field work
gathered
open-ended
interview
Unstructured
Data
Standardized
will
be
different for each person
The interview guide provides topics or subject areas in advance, in outline form Within the framework of the guide, the interviewer is free to explore, probe, and ask questions However, focus on predetermined subject Data collection more systematic
Semi-structured The exact wording of questions and their sequence are predetermined Each respondent gets to answer the same questions in the same way and in the same order, including standard probes
Enhanced comparability of data
interviewed Source: Patton (2002) 29
All three formats have open-ended questions. This means that the phrases or answer categories used by respondents are not predetermined, as this is the case in closed, fixedresponse interviews in quantitative studies. What varies is the extent to which wording and sequencing of the questions that will be asked during the interview are predetermined. The interview guide approach was the format applied in this study. Though the wording of the questions was predetermined, the sequence was determined during the conservational flow. The advantage of this approach is that it makes data collection more systematic and ensures that certain topics and issues of interests will be covered (Patton, 2002). 3.5.1 Explorative expert interview The university faculty of agriculture interviews that were conducted can be classified as explorative expert interviews. Explorative interviews are unstructured or semi-structured conversations, which primarily focus on gathering detailed and complete information on specific topics or issues of interest (Saunders, Lewis and Thornhill, 2016). Their major goal is to obtain relevant information and opinions on the research topic. Alshenqeeti (2014) cites this characteristic as the major criterion used to distinguish explorative from in depth interviews, which are aimed at revealing unconscious motives and attitudes that are difficult to find out about. Henceforth, in in-depth interviews the psychological aspect is prevalent, whereas explorative interviews focus more on the informational aspect (Alshenqeeti, 2014). 3.5.2 Interview guide An interview guide specifies important issues and topics related to the formulated research questions that will have to be covered during the interview (Saunders, Lewis and Thornhill, 2016). In qualitative research, questions need to be open-ended, neutral, singular and clear. There are a number of different question categories, from background to experience questions (Patton, 2002). The interview guide developed for this study mainly consists of experience and opinion questions extending even to cover some critical issues in strategic management (Appendix A2).
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3.6 Population and sampling techniques 3.6.1 Population The study incorporated an inclusive stakeholder approach with participants from management and administrators of the agriculture faculties in newly established public universities. These were selected because contemporary strategic formulations mostly target these institutional members and they are also mostly privy to information from primary stakeholders involved in the strategic formulation processes. 3.6.2 Sample Size Wegner (2003) defines sampling as taking a smaller proportion from a larger universe. Where the population is very large, time, cost and location constraints make it impossible to carry out a census from all subjects. A sample is therefore a subset of a population meant to represent the entire group. Whereas quantitative research works with random probability sampling, there are no specific rules for the determination of sample size in qualitative research. Sample size rather depends on considerations of the researcher related to the purpose of the study, the usefulness and the credibility of the selected cases and, last but not least, on the availability of time and resources (Sayre, 2001). Patton (2002) describes the different approaches of quantitative and qualitative research regarding sample size as a trade of between breadth and depth. Quantitative instruments limit responses to predetermined categories by means of standardized questions. Hence, quantitative researchers are able to measure the reactions of many respondents and this way can increase data and breath. On the contrary, qualitative studies generally permit the inquiry of only a few selected cases, but in great depth and with attention to detail and context, thus enhancing the depth of the study. Whereas quantitative research will hardly be able to provide depth, the breath or number of people that might be interviewed in qualitative research is limited. Purposeful sampling, as used in qualitative research designs, is an approach towards sampling aimed at limiting this trade off (Patton, 2002). 3.6.3 Sampling Method The study adopted purposive selection of the participants to cater for the experts in agriculture related disciplines of the institutions. Purposeful sampling is a term used to 31
describe the “strategic and purposeful selection of information-rich cases”, with the goal of making sure that the selected participants provide the necessary depth, but at the same time meet the goal of a preferably high degree of breath (Patton, 2002). The selected interviewees were judged according to the purpose of the study and their relevance in answering the research questions on the phenomenon investigated. However, the size of the participants depended on the data saturation stage. 3.7 Conducting interviews Potential participants were contacted with an honest and open approach, demonstrating professional suitability. Three universities agreed to participate with an average of five interviewees per university. There were eight face-to-face interviews whilst the other seven were done telephonically. Interview questions, written in English, were sent to the interviewees well before the sessions. This was done so that the questions could be validated as well as increase the interviewees’ preparedness. The interviews were semistructured and predetermined with standardized open and probing questions; however, certain questions were modified during each interview to fit the institutional faculty structure. The hour-long interview sessions were recorded after receiving written permission from each participant. Furthermore, the interviews were conducted in line with the ten commandments of interviewing described by Berg (2004), in order to ensure comparability and high quality levels. Specifically, these commandments mostly deal with the atmosphere and set-up of an interview. Exemplary points are to ‘demonstrate aware hearing’, ‘interview in a comfortable place’ or ‘practice, practice, and practice some more’ (Berg, 2004:110). To be able to follow these instructions for high-quality interviews, a pilot case study was also done in order to improve interviewing skills, set-up and guideline. The recorded discussions were then transcribed and prepared for analysis. 3.8 Data Processing and Analysis As the analysis is based on a small, non-probability sample, the findings are not representative (Saunders, Lewis and Thornhill, 2016). There are several methods to analyze data, including narrative analysis and thematic analysis (Braun and Clarke, 2006). According to Braun and Clarke (2006), thematic analysis is a method for identifying, analyzing, and reporting patterns (themes) within data. It is a foundational method for 32
qualitative analysis, as it is flexible and useful in providing detailed and rich account of data. The purpose of this study is to explore the potential contribution of BOS towards sustainable valued innovative strategy within universities, with a bias towards programmes in agricultural sciences in newly established public universities in Zimbabwe; therefore, thematic analysis is believed to be the right approach for analyzing data. According to Hsieh and Shannon (2005), there are three main approaches when it comes to qualitative content analysis: directed, conventional, and summative. Directed analysis uses comparison techniques in which initial coding starts with a theory or relevant research findings. Conventional analysis uses open-ended questions for in-depth analysis in case studies, while summative analysis helps view the meaning behind the words by coding the text and interpret its meaning. 3.8.1 Steps Taken to Code and Analyze Data The data in this study was first prepared for analysis by transcribing the recorded interviews and reviewing their content. Each text was summarized and organized into different sections, focusing on the research questions which are; faculty offerings that can be eliminated, reduced, raised or created therein. This enabled visualizing the extent of strategic profiling within the faculty, level of value innovation in university service offerings and the blue ocean strategy as a priority in faculty growth strategy. The openended questions during the interview ensured significant data for each topic. After the completion of the in-depth interviews, the next step was to identify coding units and themes for the cross-case analysis. All cases studies were coded and then compared and contrasted to identify concepts and overlaps. The cross-case analysis was completed with special attention to balance description and interpretation. 3.9 Trustworthiness in Qualitative Research Unlike quantitative researchers, who apply statistical methods for establishing validity and reliability of research findings, qualitative researchers aim to design and incorporate methodological strategies to ensure the ‘trustworthiness’ of the findings (Noble and Smith, 2015). A qualitative researcher usually considers data trustworthiness which consists of the credibility. Patton (2002) mentions rigorous methods as the most important element on which the credibility of an enquiry depends. The use of rigorous methods starts with the employment of systematic data collection during fieldwork. 33
Integrity in data analysis which encompasses generating and assessing alternative explanations of the phenomenon being studied ensured quality in research as put forward by Patton (2002). This process of collecting and comparing data using multiple sources is called triangulation and enables a thorough analysis of the research questions based on different viewpoints (Saunders, Lewis and Thornhill, 2016). Triangulation is accomplished by using various ways which include asking the same research questions to different study participants, collecting data from different sources as well as using different methods to answer those questions. Another step taken to ensure trustworthiness was that of member checks. Member checks occur when the researcher asks participants to review both the data collected by the interviewer and the researchers' interpretation of that interview data. Participants are generally appreciative of the member check process, and knowing that they will have a chance to verify their statements tends to cause study participants to willingly fill in any gaps from earlier interviews. Trust is an important aspect of the member check process. Data collected was also corroborated with observations and archival material as secondary sources. These processes were done in evaluating the stratagem for growth and sustainability within the agriculture faculty in new public universities. 3.10 Ethical considerations Considering the nature of this study, the interaction between researchers and participants would be ethically challenging for the former. Personal involvement with the respondence throughout the study gives basis for proper ethical principles to be followed. Therefore, formulation of specific ethical guidelines in this respect seems to be essential. Mahnaz et. al. (2014) have provided for a detailed analysis on how researchers using qualitative methods cover the ethical challenges of qualitative studies and provide applicable and trustworthy outcomes. In qualitative studies researchers are often required to clarify their role in the research process (DeWalt and DeWalt, 2010). The researcher is involved in all the stages of the study from defining a concept to designing, interviewing, transcribing, analysing, verifying and reporting the concepts and themes. Therefore ethical issues that include; anonymity, confidentiality, informed consent, researchers’ potential impact on the
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participants and vice versa becomes integral for in depth interviews carried out (Appendices). In this study the procedures for interviews were laid out in writing, and clearly explained to interviewees before interviews proceeded. Interviewees were supplied with the written version of these procedures (Appendix A1). All face-to-face interviews were carried out in a public location. Confidentiality was treated with great concern for both the interviewees and the institutions being interviewed. Thus the consent form explicitly stated issues about the confidentiality of the researcher and the institution. The permission to record was sought and all notes taken from the interview by the interviewer were used in accordance with the wishes of the interviewee. The study also made sure that there was great care in refraining from soliciting private information that is not closely related to the research question. According to Halej (2017), ethical considerations are not limited to research design, data collection and data storage, but also need to underpin data analysis and reporting. Inappropriate or unethical analysis and reporting practices can be detrimental for public trust in research, can lead to unjustified spending of resources on actions based on invalid research findings, and can result in the establishment of incorrect benchmarks that can affect future research. Various examples of unethical practices include, ‘cherry-picking’ qualitative quotes and erroneously implying that these are representative of the data, misrepresenting participants’ views, to name but a few have been taken cognisance of in this study. Also to ensure that data has been well presented taking cognisance of these unethical cues, research findings were also shared with participants. The use of participant checks helps maintain confidentiality, since respondents may notice less obvious information that could help identify them (Halej, 2017). 3.11 Conclusions The main objective of the dissertation is to explore the potential contribution of the BOS for growth of faculties of agriculture in newly established public universities in Zimbabwe. Henceforth the chapter presented a qualitative approach with emphasis on the population, participants and in-depth semi- structured interviews centred on strategic profiling within the faculty, level of value innovation in university service offerings and the blue ocean strategy as a priority in faculty growth strategy. Though the questions were 35
predetermined, during interviewing, probing questions were tailor made to suit the cross section of interviewees. Ethical guidelines appropriate for qualitative studies of this nature were laid out. Conventional and summative methods were thereafter done for data analysis so as to provide for the research findings and discussions in later chapters.
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CHAPTER 4 DATA ANALYSIS, FINDINGS AND DISCUSSIONS 4.1 INTRODUCTION This chapter presents the results of the qualitative data analysis and relation to previous studies as well as the literature review. The aim of this chapter is to summarize the findings based on the fifteen interviews from the three case studies, and then analyze the data across case studies in order to identify similarities and differences in relation to the BOS within their faculties. By comparing and contrasting the findings, the chapter seeks to provide further insight into the potential for BOS for growth of newly established public universities in Zimbabwe with special reference to faculties of agriculture. All the research questions are answered within the sections hereunder. 4.2 AN OVERVIEW OF THE CASES AND PARTICIPANTS Three case studies were used for the study. The host institutions and henceforth the related faculties were all newly promulgated (2015-2018) and have been in operation under the founding institutions’ guidance. The participants in the study were drawn from senior to middle managers of the agriculture faculties in these universities. They all have vast experience in terms of university administrations, teaching, research and service to the community as core issues within the university. 4.3 EVIDENCE AND ANALYSIS Data analysis for the study began with coding of exchanges between the interviewer and interviewees. During analysis individual ideas were labelled with codes found (Appendix A4). Second round coding and condensing was used to remove codes that overlapped or did not accurately represent the data. Various overarching concepts were identified from the interview data based on agriculture students strategic profiling. From these, faculty offerings that can be raised above the standards of the industry and created valued innovation in newly established public universities were also identified. 4.3.1 Theoretical Concept 1: Students strategic profiling Various themes emerged from the data. These include enrolment systems and processes, mode of delivery, sustainable student welfare, technology and innovation, industry 37
relevance, alumni support and post-graduation entrepreneurship from the strategic profiling as shown by the mind map in Figure 4.1. From these various themes; waiting periods during applications, non-inclusive enrolment and untimely feedback during assessments amongst other things have to be eliminated. Focus on Advanced level students alone, standard face-to-face teaching, single campus based teaching and nonflexibility in attachments and hands on learning should be reduced.
Entry requirements Efficiency in application processes Affordable fees Affordable fees Flexible learning times
Ethical standards Assistance to find employment
Entrepreneurship
Scholarships
Collaboration
Strategy profiling
Lifelong learning
Technology related programmes
Research focus Innovation
Attachments Professional certification processes
Mentorship programmes
Quality teaching
Student Welfare
Affordable fees
Figure 4.1: Mind map on the strategic profile within university faculty of agriculture offerings [Source: own data and design]. 4.3.1.1Enrolment systems and processes Entry requirements were directly reported as the approach of choice on characteristics considered in strategic offerings. This was highly mentioned by most faculty managers and academics during the interviews. The ability to integrate opinions and experiences from a wide array of partners and potential students appeared to be a very valuable asset when it comes to enrolment issues. Thus the entry requirements have to be inclusive, anchored with efficient application systems as reported by a senior manager at the faculty at institution A: 38
“... the registry system being based on technology. Students’ registration and other processes can be done with few entries. The processes in registry can be technology based...” P1
Inclusive enrolment systems that are supportive beyond the traditional Advanced level students augmented with equity and prior learning was also reported as being important for increasing students’ offerings and enrolment. As reported by one academic: “... Can extend one to come to school, get a certificate that enables you for further study within the university. The system of timing out students from the university system needs to be thought through. Need to introduce something that can allow you to have a certificate or diploma at any level. Even those not in mainstream, with experience, we can do something about them...” P3
4.3.1.2 Mode of delivery Mode of delivery was reported as being important for offering better teaching and taking part in larger more meaningful research to students. As stated by one academic: “Most students would want to advance their academic levels especially the post graduate students. As I see it, they are not given as much choice to have flexible learning especially for the graduate students who are most likely at work and engaged in other activities. Agriculture is all offered as a full time post graduate program in most institution. An introduction of a system with flexibility in delivery or weekend classes for one would help a lot for these...” P1
When the mode of delivery incorporates online offerings as well as augmenting the standard face-to-face learning, there tends to be flexibility in learning amongst students as most participants reported. However, technology alone cannot be the best way of delivering teaching material as put up by some senior academic in relation to face-to-face interactions: “...with relation to technology...but with relation to student welfare there are soft skills that can only be experienced with face-to-face interaction. There will always be a need for that interaction which helps the learners to become responsible human beings no matter how advanced the technology may have to be ...” P4
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4.3.1.3 Sustainable student welfare Increased focus on student welfare reportedly worked through a motivational mechanism creating commitment and enthusiasm with mentorships. This can further be augmented through offering diverse entertainment facilities, scholarships, support grants, affordable fees, and central support for students, staff and alumni. Such sustainable student welfare approaches have been reported as most important issues in offerings of university faculties. One academic manager reported: “..the issue of fees lower than our competitors has been on focus. As an institution we have also offered support structures and flexibility in fees payment systems for our students...” P3
There is a range of activities that increase engagement as well as improve the social and psychological wellbeing of the students and henceforth create and maintain the environment conducive to learning. Recruiting staff, developing advisory attending skills, developing relationships with students and other stakeholders, were reported by several study participants as critical in their student profiling. One reason why student welfare is so important for the faculty was the need to give students experience in soft skills, as expressed by one senior academic: “If we are to allocate at least an hour per week where we can be flexible in our academic times to that we have some other activities to enhance soft skill. We can have Pastoral approaches, which we can have family components with our students. Our students come from very diverse background and some they need more than just the academic learning. Some they just need people to talk to, coming from a neglected background and so ...” P4
4.3.1.4 Technology and Innovation Some strategic mechanisms commonly reported by participants affiliated with academic host faculties within public universities, were the technology and innovation centred programmes of their faculties. The faculties were working on providing a “whole structure…of technology and innovation related programmes” (R6). While host universities were planning towards technology and innovation as biggest allies, sometimes funding issues stemming from inadequate resources within host faculties limit their potential offerings, as reported by one senior academic:
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“Our major challenge at the moment is on resource mobilisation. We have our strategic planning in place looking at these issues with priority on how we can move our faculty and the whole university at large to leverage on technology and innovation but the space is just not permitting at the moment for us to implement such. We will surely get there ...” P3
Better technology and innovation may be done and offered if attributable to collaboration. A collaborative approach was valuable and was reported in students strategic profiling as recalled by one study participant: “Collaboration and networking definitely leads to a lot to be gained from such. For example some institutions have equipment that can be far much useful than what we have as a faculty. We would gain immensely as a faculty if we are to collaborate with such institutions as it will reduce the costs in which we offer our programmes especially on the practical side. Our students will have exposure to such top notch technological solutions. Partnerships with companies with well-equipped labs can do off with costs and shed off the costs burden from our students ...” P3
Research costs in relation to collaborative were also reported by some participants to be reduced through interdisciplinary strategies. Although such collaborations were seen as a positive force by many study participants, others reported its trade-offs. These include the extra time and effort it takes to form collaborative relationships and make consensusbased decisions. As one senior academic reported: “I think [collaboration is] good and bad, it’s a little bit slow for some of the projects to take off, but good in that hopefully people will feel involved and feel part of the whole, you know, decision process, a little bit more collectively. It reduces costs on how you do things especially in an interdisciplinary research like in climate change” P4
4.3.1.5 Industry relevance Additionally, senior academic participants reported that provision of programmes and expertise suitable for their wide industry will give confidence in their students in handling difficult situations in their workplaces after completion of their programmes. Beyond characteristics associated with collaborative processes and entrepreneurship approaches, academics also thought that professional certification guided by the industry standards 41
would help in augmenting their offerings and offer a competitive edge. For example, one academic described the professional certification: “There is need for us to be up-to-date with requirements of the industry as long as the economy is viable and stable people will always look forward to employment, in as much as they can start their own things. In some disciplines, this [certification] is highly considered like the health professions. Most professional degrees are really a must to have a professional qualification. If our degrees are professional degrees then the industry would need that” P2
Some of the faculty offerings strategically put up by study participants were linked to networking. As one academic reported, the ability to have a network with leaders within the best performing industry or supportive environment was motivating for potential and current students: “…the environment has to be very supportive. We thrive more in an environment in which we have links with the who and who within the industry, it helps us as a faculty and also helps our students to gain all the experience they need, either in form of mentorship, funding, placements on attachments or even jobs when they finally leave this place. Once our students have employment, we eventually be rated highly and found to be doing well. We need our network.” P4
4.3.1.6 Alumni support and Post-graduate entrepreneurship Entrepreneurship was reported as an important component necessary for the students even prior to the completion of studies. Academic entrepreneurship incorporating even the members of staff within the faculty have been reported by some participants to augment students’ participation in their own projects taking cognisant of the various mentors within different disciplines. This entrepreneurship aspect has also helped in student financing as pointed out by some senior academic: “...The young generation have to be taught to do things on their own thus being independent. The work environment has changed and it’s our great expectation to have entrepreneurs within our program offerings. They have to work even for their own fees, making them responsible also. This doesn’t have to happen once they leave the gates of this place. Here we mentor these students, we have guidance appropriate for the
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various projects that they do and we can also link them up with various markets which they can continue to service once they graduate...” P8
Although alumni support and entrepreneurship were seen as a positive force by many study participants, others reported new institutions have no dedicated personnel, extra time and effort to form a strong entrepreneurship support base for their alumni. As one senior academic reported: “...dedicated personnel. Currently we have dedicated personnel focusing more on attachments but it’s beyond the job description for the person. We are overwhelmed with lots of work to be done such that even when we try to want to support alumni students, we cannot just do it...” P3
4.3.2 Theoretical Concept 2: Faculty offerings that can be raised above the standards of the industry The second theoretical concept was centred on offerings that can be raised above the standards of the industry. Various themes emerged from the interviews. These include exchange programmes,
student financing,
programme relevance,
collaboration,
partnerships and technology. 4.3.2.1 Exchange programmes Some interviewees avowed that there a strong need to include aspects of local, regional and even international exchange programmes for the current students within the faculties of agriculture. These exchange programmes were said to improve students understanding of various issues including animal and crop diversities, cultures, appropriate technologies and innovations. These can augment the attachments students are normally exposed to as mentioned by a senior academic in this study: “We can increase our attachment offerings especially with the new regulations we have. Our students need to understand what’s happening besides in various provinces we have but also within the region and even international placements. These help to share cultures and experiences and also market us. International exchanges leads to innovation. They [exchange programmes] should be a part of all our students...” P3
4.3.2.2 Student financing Issues raised regarding increasing offerings also included students financing strategies within the faculty. Thus some interviewees expressed the notion that government funding 43
and loan facilities were not enough. There was need for developing some in-house financing model that may incorporate increased scholarships and other grants.
An
interviewee stated it as: “Students financing is really critical, we have done a lot in terms of scholarships and even strengthening our students by cushioning them with entrepreneurship projects within that can help them in financing the fees. We hope to have some step further and maybe have some partnerships within the whole agriculture values chain, proposals for them to finance our students and so on. Even if they can provide funding even for tuitions then the students would probably get attached for repayment or anything like that. Surely that will make a change to us” P7
4.3.2.3 Programme relevance Programme relevance with relation to industry standards and need was one of the major issues that the participants also picked up as important in raising it up above the industry standards. The participants suggested some possible programmes to be improved in relation to ensuring quality and conforming to their programmes and courses to what the job market requires. Almost all brought up the need for a bottom up solution with the industry informing the academics on programmes to offer and their content. Equally, they all thought that it would be a very good idea for future changes. However, one interviewee commented the following: “Universities teach what they teach, important to understand that the university should come up with innovations and advise the industry and not the other way round. Train the students to fit into any system. Universities should lead and inform the industry than the other way round” P1
One more interviewee concluded with the fact that there is need for students to move from a theory perspective to applying what is relevant to the industry. The interviewee also pointed out that if staff were involved and empowered in the application of the theory it would have been preferable. Further comments by a participant were: “The practical aspects need to be looked into. There is need for the practicals on softwares, analysis and interpretation, unfortunately it doesn’t receive emphasis, there is need for ways to evaluate that side and see if anything can be done...” P1 44
4.3.2.4 Collaboration and Partnerships Strategic collaborations and partnerships were also important aspects that were brought up in the study. The participants were very particular about having forms of collaborations extending from research and service to the community anchored with innovative approaches. These collaborations would enable sharing of ideas and costs relating to faculty offerings. An interviewee made the following comments: “Collaborations are the cheapest ways of doing research in the country. We need to find institutions both the government and private sector, leverage on what they are doing and work together to find solutions. This reduces the cost and expertise needed in research for both our students and our staff” P1
These collaborations and partnerships can also be extended beyond research to even teaching as put up by a senior academic: “Costs of teaching can be reduced with collaboration even within academic institutions such that instead of having twenty specialists teaching across all institutions in one course then you can just have one single specialist doing the work. Especially if there is technology, then the specialist can even record their lectures via all forms of media, this reduces duplication of work and duties. The central based lecturers can teach various courses to every collaborative institution even virtual. ” P5
4.3.2.5 Technology Participants mostly raised up the issue relating to technology as major especially in relation to teaching and community service. If the future becomes more technologically oriented, then there is need to increase technological aspects within delivering of teaching material as well as on the community service aspect on the community service aspect. One senior academic interviewed stated that: “Face-to-face teaching is likely to go away in the near future, can do virtual teaching. Community engagements can also go for virtual and be easily disseminated trough CDs, and other recorded systems, but research will always take precedence over other things, it will always require the human element, though the technological aspects and efficiency in how some things will be done are a focus ” P5
Interviewees expressed possible gains within the digital space, with robust changes occurring in the sharing economy. This eventually yields a competitive advantage to 45
innovators and improves the way teaching and research could be done. However, as previously brought up, additional interviewees stated that they strongly believed the human element will always be critical in as much as other issues can be raised. There is always need for those soft skills to be imparted within the learners.
4.3.3 Theoretical Concept 3: Agriculture faculty created valued innovations in newly established public universities. Faculty created value innovations also emerged from the interviewees. These include lifelong learning, cross cutting inclusive modules, professional certification, affiliations, students wellbeing and job placements. 4.3.3.1 Lifelong learning When the question was posed on possible things that the faculty may create within their offerings, most participants were of the opinion that lifelong learning was one aspect that could help in creating a new uncontested market within faculties of agriculture. Thus one senior academic explicitly said: “Developing regulations expanded to agriculture related subjects. These regulations should be catering for the new Advanced level students with ... majors at Advanced level than the standard that considered ... and the like. We can also go ahead and tailor make our bridging courses for those excluded in the main stream education system. These preuniversity degree programmes and courses in agriculture will prepare the students for entrance. These students can get into the system either for certificates, diplomas and degrees. Prior learning experience will also be considered ...” P5
4.3.3.2 Cross cutting inclusive modules Most interviewees thought there was need for cross cutting modules of importance to be offered throughout their students in the faculty. One respondent relayed that these were mostly important in patents and ethics. Another interviewee asserted that: “I do think there is urgent need to expand the horizon beyond entrepreneurship, communication skills and other such modules we try to offer across the faculty and come up with extras that may even incorporate things like philosophy, as our students need to know who they are and how they can foster and support who we are as a nation or 46
even our pride as Africans. These things put us together but rarely shared and taught. Even financial literacy and investments, maybe farfetched in agriculture but may help the students to know what to do especially if they are to be entrepreneurs...” P9
Interesting responses on valued innovations that the faculty can create in respect to modules were noted. Some interviewees noted the need for modules relating to patents to be well taught in theory and practice with incentives given to students beyond their academic life within the institution and even non-students. A participant from one host faculty said: “If am to add a new module, I would look at the opportunities is innovation. It’s a broad cross cutting issue, but how do we reward? How about those who are not in the mainstream education..., let’s find a way of rewarding them too even within our institutions, lets them associate with us with their innovations, we teach them how to patent and even give them some certification sort of. That will inspire those within and even those outside will know us...” P11
4.3.3.3 Professional certification and affiliation Building on valued innovations that the faculty leaders thought were important within their offerings are; the issue of hands own experience, understanding of innovation, situations and cross cutting expertise grounded on minimum bodies of knowledge for the discipline as well as leading professional certification as in other disciplines. This was found as critical in the agricultural discipline and could further be split into different specialised units related to the expertise required. One respondent relayed that: “Professional certification has really become an area of focus, it’s still limited in agriculture in this country however, in almost every field they act as policemen. If you want to practice it is them [Professional bodies/ councils] that benchmark and talk of the minimum that they require. This can bring up standards, not only here but across all universities...councils helps to harmonise things...”P6
4.3.3.4 Students’ wellbeing Overwhelmingly, almost all the participants thought that student well-being especially in relation to sporting and entertainment in high notch sporting activities was of major
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concern. Participants also pointed out that this could attract even the non-students as they would want to use the facilities. This was deeply expressed by a senior academic as: “... modern accommodation would be of major importance and even modern sporting facilities; access to the gyms, besides the academia, these things would attract the numbers. Most of the programmes we have are three to four years in duration. Thinking of a three or so years experience for the youth means they have to get the best...the sport facilities should have swimming, canoeing, water rafting, boat rides, triathlons, tiger fishing, ecotourism, bird watching ... and several such scenic views, botanical gardens, bike rides... these can also be for our visiting professors so that they enjoy the environment and go out there increase the profile of the faculty and its institution, have chalets around ... and enjoy...” P6
4.3.3.5 Job placements Offering students’ jobs or helping them to get employment post-graduation was viewed as one of the important things that faculties could create within new public universities. For a start, one senior academic pointed the need to start up faculty or institutional Agrihubs and other related companies that the faculty could easily accommodate its graduates. One academic put it as: “...getting employed after graduation is now a crisis, not only here but all over for almost all programs, we can surely make a difference though. If I were [create], I would definitely look at a system where the faculty especially my department would have own start-up companies, put our students there, thus we make money and also the students are guaranteed to study with us. We are in agriculture and the country needs that, vast resources and opportunities...” P13
4.3.4 Inter-Case Comparison and Analysis In the three cases, all faculties were relatively less than ten years in existence and less than four years as faculties within an independent university weaned off from the incubating founding institution. The cross-case analysis will compare and summarize the three case studies on the basis of the previously defined research questions.
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4.3.4.1 Offerings in newly established public universities agriculture faculties that can be eliminated. Participants from all the three host institutions faculties put forward the need to have efficient admission processing by eliminating the current systems that they had. As put up in the three cases, the current systems that they use were cumbersome and took unnecessary time for their current students whilst not open to new form of students. As interviewee from case 3 has put it: “... all said and done, we have to make our affiliated bodies within our disciplines active. That way we promote and shape the future of what we want in the industry. We can increase enrolment in the discipline that way as more people become hungry for knowledge...” P15
In all the three cases, participants also converged on the issues on eliminating the current standards of non-inclusivity of the enrolment systems. These they put forward that they needed to incorporate prior learning and even accredited experience within the field. One senior academic has this to say: “We have to extend our programmes and also cater for those that went through various systems of education. Take advantage of experience that people have within the sector. Someone may have covered Accounting and may want to do Agriculture, yes, let them have the opportunity. We can assess them and see if they can copy, rather than having regulation that we cannot move an inch.” P10
The level of feedback in communications and assessments was also raised up by some interviewees in the case studies. They put forward the issue of reducing the untimely feedback when relating to the forms of assessment to current students. One interviewee remarked: “Systems and technology now making things much easier for us. It’s no longer the time to take ages before feedback on assignments is given to students. It might not be all the feedback, but even part of it. It can be send there and there on the go. Let’s eliminate this waiting for such.” P9
4.3.4.2 Offerings in newly established public universities agriculture faculties that can be reduced. Some interviewees in the cases also point the issues relating to too much focus on Advanced level students at the expense of some levels. One staff remarked: 49
“Currently most of our attention is on Advanced level students. We have O levels, Diploma holders, and even some who have never been to these levels. We are not doing anything on them. Either we balance the act or we reduce the attention we are giving to the others.” P11
Almost all interviewees in all the cases converge to the point or reducing the time spend on face-to-face teaching and focus on other modes of lecture delivery. This was also pointed out to be cheaper way of doing things especially if the departmental courses are to be offered in multi-campus format. As interviewee from case 2 has put it up as: “Now with all the technology we have, we don’t need to be talking to the students in class like we do. We can have students all over, in our various campuses, doing all forms [
]. It becomes easier now for us
to reduce face- to- face delivery, it’s cheaper and I think also efficient.” P10
The various cases also points out non-flexibility in attachments and hands on learning in their provisions. Examples highlighted to support this include what one academic said in Case 1: “We are not flexible in our learning times, especially when it comes to student attachment. The attachment year is fixed per intake and even on the season. Some students would want to specialise in production of [...], they should be allowed to take that attachment during that season when it’s being produced.” P8
4.3.4.3 Offerings in newly established public universities agriculture faculties that can be raised. As enrolment becomes a major issue, all cases which participated in this study, had their major focus on what could be done better than what is currently the norm across the faculties in either new or traditional state as well as private institutions. Archival material and observations also corroborated the interviewees from the various cases as there were various plans to refocus on the enrolment and academic regulations for the various degree programmes on offer in some of the cases studied. In connection with enrolment one interviewee said: “... we normally issue out forms, expect our potential students to apply, it takes a lot of time, especially now with so many universities here and even out there. Some they are not even here but are online. Its quick and quick decisions need to be made...” P13 50
4.3.4.4 Offerings in newly established public universities agriculture faculties that can be created. One of the most important questions of this research on the blue ocean strategy for agriculture faculties in new universities was on the creation of value innovations within the faculty offerings. An analysis of the various responses across the case studies showed that each institution had key innovations that could be created that were unique to their settings/location, whilst some cross-cutting offerings were also identified between the case studies. As put across on social welfare across the three cases, they all pointed out the importance of sporting and other leisure activities across their institutions. However, the activities given as examples were different as mentioned by institutions A’s responses from a senior academic: “...the sport facilities should have swimming, canoeing, water rafting, boat rides, triathlons, tiger fishing, ecotourism, bird watching ...” P6
In as much as the other two institutions’ responses were more centred on having sporting facilities inclusive of basketball, cricket and others. The response from one university faculty member was more centred on grooming, etiquette and moral leadership. Thus the interviewee found grooming of students as a critical aspect that needed to be created within their faculty. This grooming had to involve external stakeholders as put up by the interviewee: “Students sometimes fail to have people that mentor them...the people that they can look forward to in society. That’s we need to come up with our own database of relevant stakeholders, it maybe bank managers, or any of the Senior people beyond our faculty, that we can bring up and adopt so to speak some of our students. Teach them all that we can’t teach them, good behaviour, good citizenship, brotherhood and just being responsible... we collaborate or partner with these mentors outside the university” P13
The faculties from the various case studies also put forward the issues relating to the creation of niche areas within the disciplines of Agriculture that they have excellence in most of their offerings. This was augmented by one senior academia: “We strive to be known and to be the best in ... production. Taking all aspect in it and being the centre of the whole value chain. When 51
communities, the industry or anyone want anything to do with [...] they will always relate to us as the centre of such excellence and innovation. That way our students will benefit and be employable anywhere they can be...” P14
Of special note is the need for having graduate students with appropriate ethical standards. Remodelling the course offerings and student wellbeing centred on proper values was also found as a critical valued innovation. One top academic had this to say: “One aspect that students in most of the universities are short of now is character. So many stories come up when they are out on attachment. This has got bad reputation for the faculty and even the university as a whole. That has to be relooked at, need to build strong values, spanning from teaching, research and their whole conduct here. We also have to be their role models...” P9
4.4 DISCUSSION OF KEY FINDINGS The concept of Blue Ocean stratagem within companies and herein within this study on faculties of agriculture of newly formed public universities in Zimbabwe is based on creating a competition free environment and improving faculty performance. However, coming up with the strategies geared on growth needed to relook on the offerings of the faculty and how innovative offerings could be created for either the current students or unexplored market space. Through observations and archival materials, discussions on key issues relating to faculty performance and growth in contemporary strategic formulations have much centred on student enrolment considering the core objectives of the mandates of the university; teaching, research and service to the community. This is further corroborated by the research results from this study which showed that participants were aware of various value innovations that could bring the edge in their academic disciplines. Therefore, this section provides a discussion on Blue ocean strategy relating to the main findings from the research and where applicable, links the literature to the research outcomes. 4.4.1 Enrolment The ultimate goal of faculties is to enrol and retain qualified students who will succeed and promote their alma mater through their achievements. The challenge therefore is to gain competitive advantage in the enrolling procedures and offering value innovations in 52
such so as to convert marketing campaigns into real, quality enrolments processes. In so doing, participants of this study welcomed the concept of coming up with a variety of techniques that allow them to reach out and efficiently enrol students. Such techniques inclusive of university mobile enrolment systems and processes were also recommended in a study by Ogbuokiri et. al. (2015). These processes can be tailor made and engage with modern analytical tools and building solid relationships with prospective students. These potential customers and the business environment now consider instantaneous communication, relevant responses, social media and taking advantage of internet of things (Friess and Flbonez, 2014; Miller et. al., 2016). 4.4.2 Inclusion and Lifelong learning Besides the processes and systems, the faculty has to be inclusive and foster equity in its enrolment regulations, taking cognisance of those not in the mainstream higher education systems, the vulnerable and socio-economic-status backgrounds. Creating enabling systems for the faculty has potential to create some niche areas in both student enrolment and potential support funding within the institutions for such programs. A study by Marginson (2016) has shown the need for sustainability in social equality and henceforth enrolment coupled with improved systems of learning, assessment and selection in education. An OECD report (http://www.oecd.org/education/imhe/Fostering-inclusion-ofdisadvantaged-students.pdf) emphasised on fostering inclusion of disadvantaged students in higher education, henceforth becoming a critical area in all the case studies reported in this study. 4.4.3 Mode of delivery In as much as enrolment matters, the mode of delivery of the programs on offer should revolve with changing times, students profile, flexibility and even affordability. The study participants, personal observations and archival material have shown great strides towards having a multi-faceted approach to various delivery methods to cater for the diverse students. The various forms of delivery were shown to have their own merits and demerits, with most participants being proponents of online teaching. However mixed approaches tailor made for the students can be better used to create value innovations. A combination of the various teaching approaches has also been found to lead to effective learning (Momeni et. al., 2010; Shirani et. al., 2016). However, for the faculties within the
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study, necessary requirements should exist in the faculties to make the various teaching methods more effective and improve the teaching excellence framework. 4.4.4 Sustainable student welfare Beyond the learning environment and lecture delivery, sustainable student welfare also becomes a critical issue in relation to the faculty offerings of new state universities in Zimbabwe. As noted by some participants within the study, students’ experience within the faculty becomes an important component for the offerings and may bring competitive advantage if well executed. These experiences from this study are extremely diverse. These include those more academic related and other social related. The academic related encompass; academic advising/educational counselling, financial aid, careers service, preparatory programmes (university pre-enrolment) and international student and exchange services. Social related experience were found to include; campus activities inclusive of clubs and students’ organizations, chaplaincy/multi-faith services, accommodation and catering services, disability services, health services, multicultural/ethnic minority student services, sports, and child-care services on campus. Offering such to students needs a dedicated team inclusive of every stakeholder of the faculty. As put up by Ciobani (2013), the role of these student services is influenced by the beliefs and values of the employed staff, policies, curriculum and knowledge regarding the development of the students amongst other things. 4.4.5 Alumni support and Entrepreneurship The offerings on student well-being can be extended beyond student academic duration within the faculties into Alumni support and post-graduation entrepreneurship programmes in order to set pace for the alma mater. In this study interviewees considered value innovations in having external mentorship programmes amongst helping their graduands in job placement as possible strategies that can create value and increase competitive edge in the faculty. This can also be part of pastoral care to ensure emotional, psychological and spiritual well-being of the students after graduation henceforth employability. Through collaborations and networking with recruitment agencies, the faculties can also easily provide for the needs of their graduates. Modelled with training and mentoring in entrepreneurship skills, faculty growth and performance has potential to be improved.
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4.4.6 Technology, Innovation and Collaborations Technology and innovation will remain one of the drivers of several offerings that the new agriculture faculties have to consider for their valued offerings to either their current or potential students. From this study results, these offerings have to revolve even beyond the student as even the working space within the faculty, community, corporate and all stakeholders of the faculty should foster excellence. Creative innovative spaces have been found to increase student achievement, mastery and retention (Doan and McGee, 2013). In a study on innovation in higher education by Brennan et. al. (2014:74), a university in the UK, found out that “it cannot be a catalyst for change in engineering education without engaging with other institutions”. Therefore, there is a need for these valued innovations to be strategically communicated with diverse range of innovative staff and strategic corporate partners. This will offer perspectives on ways in which technology, collaborative efforts, and creative thinking can be leveraged to envision new and redesigned learning, research and community service within the agriculture faculties. Collaborative efforts should extend to international with students and staff learning and research exchange programmes supported as put up by participants in this study. Kärkkäinen and Vincent-Lancrin (2013), also reiterated the value of international collaborations in respect to fostering knowledge flows, new ideas and peer learning, giving a faculty the edge in its offerings. 4.4.7 Industrial relevance Its suffice to say programmes on offer within these new agriculture faculties in these case studies have to be of excellent industrial relevance across the whole agriculture value chain. An analysis of the data from the participants in the study, have clearly illustrated how various cases valued industry relevance within the various disciplines in agricultural sciences offered. Most participants called for greater emphasis on research involving critical thinking and service to the community so as to have a graduate with an education more relevant to society. As competition between universities is becoming more intense than ever, consultations with the industry to continuously upgrade offerings to meet their standards should be ongoing whilst at the same time having distinct niche areas within the agriculture industry would be advantageous. In a publication by Edmondson et. al. (2013), successful collaboration between the industry and university faculties has been found to increase faculty visibility and performance. 55
4.5 CHAPTER CONCLUSION Based on the extensive cases and the interviewees therein various issues in relation to offerings for students and potential students within the faculties of agriculture in newly opened public universities in Zimbabwe have been put up. These offerings ranged from enrolment, modes of delivery, relevance of the programmes to the industry, lifelong learning, sustainable students welfare, riding on technology and innovation to alumni support and entrepreneurship. For the various radical transformations and creating of these innovations, interviews also revealed issues to do with collaborations and partnerships. Summarizing the cross-case analysis on offerings that need to be reduced, eliminated, raised and created showed a good balance of innovation activities with slightly differing focus on their exploitation or exploration and complements each other in issues relating to enrolment and teaching. This leads to the conclusion that each individual university faculty of agriculture has a different view relating to some key offerings tailor made for their immediate environment.
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CHAPTER 5 CONCLUSION & RECOMMENDATIONS 5.1 Introduction This study has shown the potential contribution of blue ocean for growth of public universities with special reference to the faculties of agriculture in Zimbabwe. Faculty offerings are too diverse amongst different universities under study. This also implies diversity in potential contribution of each offering to the well-being of the faculty and competitive advantage brought about. Therefore the basis of each faculty within the university is to identify those fundamental issues affecting their enrolment. This gives strong credence to eliminating, reducing, raising or creating valued innovations within the faculty that has potential to increase its performance above competitors. Furthermore, the study has found ample evidence showing that every university faculty is bound to work towards competitive advantage making it critical for policy makers, management and all relevant stakeholders to continue innovating within their mandates. In reaching these results, the study contributes to knowledge and, ultimately to policy-making and strategic formulation by management in the faculty and the university at large in respect to competitive advantage on enrolment in agricultural sciences disciplines. 5.2 Achievement of research aim and objectives The study’s main objective was centred on exploring the potential contribution of blue ocean strategic thinking for growth of new public universities in Zimbabwe. Henceforth the study explored various faculty offerings in public universities that can be eliminated or reduced. The study went further to investigate those offerings that can be raised above the industry standards. Participants of the study also came up with various value innovations that can be created within the agriculture faculties at their host institutions that can rise above their competitors to come up with a competition free environment. The various offerings included but not limited to inclusive enrolment, mode of delivery, industry relevance, networking, certification, sustainable student welfare, ubuntu, international exchange programmes, research oriented programmes, creation of centres of excellence, alumni support and entrepreneurship.
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5.3 Conclusion Intense competition between faculties of public universities calls for creating unique positions that create value for the customers. The main objective of this study was to explore the potential contribution of blue ocean strategic thinking for growth of new public universities in Zimbabwe. The core to having such is to focus on elimination and reduction, with a particular focus on systems and processes within the faculty offerings. Thereafter focus shift to raising the standards on those aspects that the current and potential students would appreciate in faculty offerings. Subsequently there is need for exploring new sources of value for customers. In this study, offerings were centred on enrolment systems and processes, mode of delivery, relevance of the programmes on offer, lifelong learning, sustainable students’ welfare, technology and innovation and alumni support and entrepreneurship. These offerings were anchored by partnerships and collaborations. To create competitive advantage, faculties have offerings tailor made for their various disciplines and also shaped by the rarity of their immediate surrounding environment. Potential for creating blue ocean from the findings in the cases were found in inclusive enrolment, various flexible modes of delivery, industry relevance in the programmes, networking, certification, sustainable student welfare, ubuntu, exchange programmes, centres of excellence, alumni support and entrepreneurship. However, any successful strategy will eventually be imitated by competitors in due course, such that there is always need for continuous innovation. 5.4 Answer to research questions Research questions for this study were centred on characteristics associated with BOS for growth of the faculties of agriculture in new public universities in Zimbabwe. Henceforth the study brought up various agriculture faculties’ offerings in public universities. It further looked at those that can be reduced and eliminated. In order to rethink on how to boost enrolment, as well as to move into a competition free environment, the study explored faculty offerings that can be raised well above the industry standards and those that can be created.
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5.5 Contribution 5.5.1 Theoretical contribution This research work evaluated the BOS within newly established universities in Zimbabwe with much bias towards their faculties of agriculture. It offers great promise for sustainable performance in a blue ocean in agriculture academic institutions especially in a turbulent environment as shown in Fig 5.1. To create valued innovation beyond the red ocean, the cases in this study have to be modelled to foster changes in enrolment, modes of delivery, certification, being research oriented with excellence in teaching, ethics, and entrepreneurship. This should be anchored by technology, continuous collaboration and innovation. Faculty performance
Sustainability
Increased top- tier students, Attracting scholars, Increased visibility, Reputation, Research patents, Outputs, Faculty image, Service to the community, Sustainable competitive Advantage
Collaboration
Innovation
Technology
Inclusive enrolment, Mode of delivery, Industry relevance, Networking, Certification, Lifelong learning, Sustainable student welfare, Ubuntu, International exchange programmes, Research programmes, Centres of Excellence, Alumni support and Entrepreneurship
Enrolment, Entry requirements, Teaching, Research, Funding, Scholarships, Fees, Donors, Attachments, Job opportunities
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Figure 5.1: Theoretical contribution of the potential contribution of BOS for growth of faculties of agriculture in public universities in Zimbabwe [Source: own data and design]. 5.5.2 Methodological contribution The outcomes of this research give guidance on the methodological approaches used in data collection and processing practices. It also forms the basis of empirical evidence in relation to embracing of the blue ocean strategy in the planning process of agriculture faculties within universities in the country. This study shaped generalizability of the research through more appropriate sampling procedures with expert interviews done on the subject matter. Another methodological contribution lies in the experience gained through the application of case study strategy and an interpretive approach and techniques applied for data collection. This experience may be useful for other studies on BOS in the context of academic institutions and faculties. Through paying close attention to the conceptual framework and the analytical methods in the study, faculties should be better positioned to conduct and benefit from blue ocean to better serve their niche areas and beyond. 5.5.3 Empirical contribution The study highlighted the limitations of the empirical literature in BOS for higher education sector in Zimbabwe especially with relation to the faculties within new public universities. Therefore the study analysed three cases of newly established public universities in the country with special bias towards their faculties of agriculture. The methodology therefore pursued some in depth expert interviews, observations and archival material, to explore the potential contribution of BOS within these faculties. Conclusive evidence is provided on the contribution of the BOS strategic thinking with a bias of offerings that can be created to foster competitive advantage within the faculty offerings and improve enrolment. While the available empirical evidence suggests that BOS is important for institutional growth and competitive advantage, the present investigation has concluded that it has potential in valued innovations that can boost enrolment. In the majority of interviewees examined, the value of student offerings especially in relation to inclusive enrolment systems, lifelong learning, mode of delivery, students’ social welfare, alumni support and entrepreneurship, imply that BOS emerge for the rate 60
of growth of these faculties. In addition, the study has confirmed a number of observations and arrives at a number of conclusions in relation to policy on student offerings. As expected, the results vary by university, which is an effect of different core mandates and management and as well as different needs across provinces. This data can form the basis for future studies anchored on BOS in educational institutions in Zimbabwe. 5.6 Practical Policy recommendations The work intends to guide policy makers, boards, administrators, faculty leaders, staff and all relevant stakeholders in best approaches to be implemented in strategic planning for “untapped market space" with the opportunity for highly profitable growth. It is a guide towards clear understanding of the strategic canvassing with inclination on changes of scope of operations in relation to staff retention, untapped markets, increased visibility and reputation within academic departments and faculties and responses to external threats. Thus said, in programme offering recommendations, ZIMCHE and Higher Degrees Committees can take cognisance on issues relating to inclusive enrolment regulations, industry standards certification, lifelong learning and cross cutting modules. 5.7 Practical Managerial recommendations In addition to its value for the theoretical literature, the study provides practitioners with new insight. Faculty leaders gain knowledge about the BOS and its influence on the faculty growth and performance especially in the turbulent academic milieu. The study also helps to learn to understand the needs of current and potential students’ offerings. This knowledge enables practitioners to proactively face the challenges of higher education competition either within the agricultural related programmes or any other by establishment of strategies so as to be able to move into some uncontested market place.
Knowing about the competences and offerings within the faculty can ensure managers to gain a greater awareness and learn how to react to different situations, innovation, and potential students’ needs. With this knowledge, they can also actively search for new innovations their faculties can raise beyond the industry standards. Considering the current competition between institutions of higher learning, management can continuous create strategic blue ocean collaborations and partnerships so as to leverage on their 61
offerings. The case studies show potential areas of such sustainable innovative partnerships and collaborations to be done in implementing some forms of BOS for excellence and performance of the faculty. These partnerships range from teaching, research and service to the community anchored on the diverse offerings critical for retaining and gaining new students. 5.8 Generalisation of findings The generalisation of qualitative work is problematic partly because of the small number of participants in the qualitative study. Generalisability to other settings is an acknowledged drawback of the case study method. However, the study is generalisable when the appropriate sampling, coding and data analysis methods are employed. Moreover, if the sampling method is either purposive or theoretical, generalizations can be performed either to the typical population represented by the sample or to a theory (Gheondea-Eladi, 2014). Results from this work were also corroborated by comparative literature analysis and triangulation such that generalisation becomes possible in some settings as recommended by Mayring (2007). Value innovations may however differ according the environment in which the university operate and their levels of operation especially in relation to staff compliment and student enrolments. From this study, further research may incorporate well established public and private universities and within different disciplines. As the case studies were focused on one discipline only, extraneous variation could be reduced but transferability to other settings was decreased. 5.9 Research limitations The limitations of the study are those characteristics of design or methodology that set parameters on the application or interpretation of the results of the study (Simon, 2011). Despite its added value to theory and practice, this study has some limitations that are mainly due to the methodological approach chosen. Nevertheless, these provide possible directions for future research. Because of the qualitative case study approach, no concrete assessment of the level of Blue ocean strategy in the faculties of agriculture within the new institutions is possible. Furthermore, the inferring of causalities from case study data is difficult and should be reevaluated by quantitative studies focusing on specific relationships of the here presented 62
research model. The literature on sustainable competitive strategic advantage on new universities in Zimbabwe was also relatively limited. To cover for the literature gaps, expert interviews were corroborated with archival material, personal observations and participatory of the author in some institutional strategic formulations. This study therefore can be used to make inferences to other new universities within the country which also have specialised mandates. 5.10 Areas of further research Future research should build on the indications in relation to BOS made in this study and further investigate their implementation strategies. Future case studies can include interviews with all agriculture related institutions or even the higher and tertiary education sector as a whole in Zimbabwe. The study was not able to measure the amplitude of Blue ocean shown in the university faculty offerings. Further studies should develop measurement scales and test the concept of BOS based upon them. A quantitative assessment of the levels BOS would better indicate the extent to which the strategy is present in the faculties within newly established universities. Finally, as the present research focused on potential contribution of Blue ocean special reference to the faculties of agriculture in public universities in Zimbabwe, to some extent incorporating the perspective of other strategies would be of great benefit. This would add value to rethinking the whole strategic planning exercise within the faculty and universities at large.
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APPENDICES Appendix A1 Consent form for recorded interviews Title: Exploring the Potential Contribution of Blue Ocean Strategy for Growth of Public Universities: Case of Faculties of Agriculture in Zimbabwe. Researcher: Wonder Ngezimana Thank you for your interest in participating in this research. Before you agree to take part, please read the participant information sheet. If you have any questions regarding the information sheet or explanations provided, please ask the researcher before you decide whether to participate. You will be given a copy of this consent form to keep for future reference. Participant’s statement: I confirm that: I have read the participant information sheet and understand the purpose of the research. I understand that if I decide I no longer wish to take part in this research I can notify the researcher involved and withdraw within one month after the interview. I understand that the information I submit, including anonymised direct quotes, may be included in any resulting report. I understand that my participation will be audio recorded for accuracy and I consent to the use of this material as part of the project. I agree the project named above has been explained to me to my satisfaction and I agree to take part in this research. Name: Signature: Date: If you would like to receive a copy of any resulting report, please enter your email address below. Email:
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Dear Participant: According to the Ethical Standards of Graduate School of Management (GSM), University of Zimbabwe, it is necessary for me to obtain prior consent from all persons being interviewed for my Masters in Business Administration dissertation: Exploring the Potential Contribution of Blue Ocean Strategy for Growth of Public Universities: Case of Faculties of Agriculture in Zimbabwe. This is a standard procedure regarding data collection which protects both the interviewee and the interviewer. My dissertation involves an examination of the potential of blue ocean strategic thinking towards sustainable competitive advantage within universities in Zimbabwe, with bias towards faculties in Agriculture. Your institution has agreed to act as a host site for in depth research. The interview will help in creating models towards uncontested markets for sustainable competitive advantage. The interview will take about an hour of your time and will be recorded with your permission. Anonymity and confidentiality are assured. No notes or documents containing your name will be employed in the work. In addition, any sections that I write directly citing information you have provided will be forwarded to you for review and correction. Of course, you are free to withdraw from the study at any time. I believe you will find that your participation in this study will be interesting and enhance your understanding of the BOS for the benefit of the Faculty. Your assistance and support are greatly appreciated. Yours Sincerely,
Wonder Ngezimana Student Number: R0100063
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Appendix A2 INTERVIEW GUIDE Introduction Can you tell me a bit about your background and experience here in your Faculty? Questions 1) What do you think motivates your Faculty to do Strategic planning? Probe with specific examples Any challenges facing this particular sector of education? Faculty of Agriculture? Courses in Agriculture? 2) What is the main source of financing for the Faculty? Probe with specific examples Are there any other sources of financing that the Faculty enjoy? Entrepreneurship? Consultants? Technology transfer? Solution centres? Innovation hubs? 3) What are the major offerings that your faculty have for your current market? Probe with specific examples Systems, products or services? Anything that you would want to eliminate in your offerings? 4) Do you have approach/es in your strategic plan on increasing enrolment that your competitors are not doing? Probe How do you think that Strategic planning will help your Faculty deal with the competition? 5) Which courses or degree program in your Faculty will likely not to be easily affected by offerings of competitors? Why?
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Probe Does accreditation of degree programmes matter or accreditation of the individual courses matter? 6) If you were to raise anything in your Faculty offerings, what would it be? Probe Any offerings you are doing better than your competitors? Cost? Efficiency? Convenience? Technology? Tailor made learning? Collaborations? Assessments?
7) What offerings would you like to reduce in your Faculty? Probe Considering the core objectives of academia; teaching, research and community service, which would you consider the most important in a world where technology becomes the central pillar? 8) How can the faculty reduce the costs of services offered? Probe Anything different from what the competitors are doing? 9) How relevant are you program offerings? Probe Any industry driven certification? Does
your
programme
support
students
for
life
after
graduation?
Entrepreneurship? Private sector? Public sector? NGOs Do you have dedicated personnel helping students for attachments and employment? How do you rate the ethical conduct of your graduates? 10) If you were to create anything in your Faculty offerings, what would it be? END OF INTERVIEW! 72
Appendix A3 PARTICIPANTS PROFILE INSTITUTION A
PARTICIPANT P1
POSITION Senior Academic
A
P2
A
P3
A
P4
A
P5
Senior Academic Senior Academic Senior Academic Senior Academic
A
P6
Senior Academic
A
P7
Senior Academic
A
P8
Senior Academic Senior Academic
B
P9
B
P10
B
P11
B
P12
C
P13
C
P14
C
P15
Senior Academic Senior Academic Senior Academic Senior Academic Senior Academic
Senior Academic
EXPERIENCE >10 years in private sector ~10 years in academia >20 years in administration >5 years in academia
QUALIFICATION PhD candidate
Master Degree PhD candidate
>10 years in private sector
PhD
>10 years in private sector ~10 years in academia >10 years in private sector ~10 years in academia >10 years in private sector ~10 years in academia
PhD
~10 years in
PhD
academia >5 years in private sector ~3 years in academia
~10 years in
PhD
PhD
PhD
PhD
academia
>5 years in
Masters Degree
academia >10 years in private sector
Masters Degree
~5 years in
Masters Degree
academia >10 years in private sector ~10 years in academia
>20 years in
PhD Candidate
PhD
academia
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Appendix A4 DATA CODING QUESTION
PARTICIPANT
Q1
P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14 P15 P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14 P15
Q2
CODE Focus on achievement Function with direction Planning for next five years Map where going Shape the future Become competitive Expand and focus Expand on enrolment Ensure focus Visibility of the department Growth and development Focus Direction of the institution Investment into the faculty Future of the faculty Government financing Focus on consultants Government & student fees Plans for other business units Donations from well wishers Government finance Fiscus Support from founding university Government support and fees Farming, fees Government grants Student tuition Government grants Government Government grants
CATEGORY
Giving direction on institutional plan, being competitive and expand on enrolment
Government financing, Tuition fees and other business units support the faculties
THEME
Faculty performance
Financial independence
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Q3
Q4
Q5
P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14 P15 P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14 P15 P1 P2 P3 P4 P5 P6
Enrolment systems & processes Learning hours Short courses Assessment methods On site hands on experiences and attachments Regulation are currently cast in stone Enrolment systems need to be rethought Measure the progress of the students Technology make things easier Flexible regulation should be used Course offerings are diverse though some redundant Efficient systems should be done in most of the systems Hours are not that flexible Students come into the system Enrolment systems very cumbersome Fees structure can be competitive Competitors follow marketing technique Entrepreneurship component doing better than the others Scholarship programs where students just enrol Some displines heavily affected by competitors offerings In for a fix Nothing different for them not to easily copy Structured scholarship scheme Marketing systems done almost the same Enrolment from the same pool No different approaches Offer almost same programmes Staff and students almost the same Few of the programmes integrate local settings Sitting of faculty and university Fees less than of most competitors Quality of teaching is better Major priority on the teaching Challenges with the competition Tuition support for the undergraduate students Teaching of the students
Enrolment systems and processed to be updated
Enrolment systems and processes
Assessment methods to be relooked
Mode of delivery
Flexible delivery methods
Mode of delivery
Fees payment structure, Scholarships and the entrepreneurship programmes
Student financing and Entrepreneurship
Students financial support and quality teaching
Quality teaching, assessment and student welfare & support
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Q6
Q7
P7 P8 P9 P10 P11 P12 P13 P14 P15 P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14 P15 P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12
Students support especially on entrepreneurship and own fund raising Teaching but almost in a big competition Monitoring of students Diverse climate located in The network is almost the same Broad with a multi-campus thinking very important Offer the same programmes Neck on neck with what being offered elsewhere Nothing really varies Improve enrolment systems Need to focus on certificates, diplomas Engage in lifelong learning Collaborative initiatives in learning Increase degrees and other programmes on offer Short courses, certificates and diplomas can also be offered The prerequisite for our degrees extend to other prior learning Industry to help in training of students and especially on practicals Exchange programmes beyond the students Communication systems should be quick on all things, even assessments Exposure to the industry Student welfare, have more to offer Quick and decision making processes in enrolment Practical components need a rethink Timing allocated to other programmes and issues Too much focus on A level at the expense of other learning Face-to-face teaching being major way of doing things Periods students are on attachment not flexible and too fixed Traditional students being main focus area Teaching happens a lot in class Assessment methods highly composed of tests which are crammed Face-to-face teaching within students Much time spend in class at the expense of practicals Flexible learning times are supposed to be available Enrolment based on A level Teaching normally in class and the environment not diversified enough Availability of money for students tuition fee payment
Unique location, teaching and student assessments
Unique and Rarity of settings
Prior learning experiences
Lifelong learning
Collaborative partners Programmes on offer
Collaboration Professional Certification
Hands on experience, exchange programmes, and programme duration components
Diversity and Flexibility in learning
Enrolment systems and processes
Enrolment
Technology related teaching Lesson delivery methods
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Q8
Q9
Q10
P13 P14 P15 P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14 P15 P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14 P15 P1 P2 P3
Flexibility in teaching Delivery of the lecturers has to be in various forms Focus more on the student like a high school set-up Collaborate with those with technical expertise Leveraging on what can be done best and perfecting that Networking with others either in the industry or other universities Working with institutions with better equipment Partnerships with organisation that offer a diverse range of services Inter-displinary research in various areas can help in cost reduction Borrow experience and expertise from other institutions Online teaching and collaboration of multiple lecturers Virtual teaching can be done from anywhere Centres of excellence can reduce the investments needed in some research National, regional and even international collaborations Amalgamation and specialisation on some niche areas Working with private and public sector across the whole economy Partnerships with others Coming together within a discipline and forming associations Come up with innovations and advise the industry Programmes should be anchored on technology related issues Focus on technology and entrepreneurship Being able to create wealthy and jobs in a knowledge economy Stakeholder consultations of programs Guiding programs looking at the what the economy needs Focus on the national skills audit and national needs Drive towards innovation Wholesome students with ethical and business skills Independent hardworking student Need for people who create own jobs Growth of the economy is of focus Able to do own things after graduation Poverty alleviation within own society especially the rural households Sustainable development brought about by graduates Focus on technology more than the theory aspect. Stimulate interest even outside the institution No need to time out students from degree programmes
Partnerships, networking and collaborative initiatives
Specialised niches teaching and research areas
Technology, Innovation and Entrepreneurship
Building character in the academia
Local, regional and international collaborations in niche areas
Technology, Innovation and Entrepreneurship
Ethical conduct Ubuntu Graduate support and Entrepreneurship
Technology, innovation and flexible learning
Lifelong learning
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P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14 P15
Interest in the vulnerable groups, especially women empowerment Diverse exposure in student exchange programmes Sports facilities with canoeing and other sporting activities related to displines Modern accommodation with access to gym, chapels and other facilities Entertainment facilities that are top notch for the students Building character within our students and even all staff members Student welfare within the faculty Student international exchange programmes Good accommodation for the staff and students Collaborate with mentors outside the institution Centres of innovations and excellence especially in niche areas Guidance and mentorship for the students
Inclusive enrolment Exchange programmes Student and staff welfare
Student welfare and exchange programmes
Inclusive programmes
Student welfare and Exchange programmes
Excellence and collaborations
Excellence
Alumni Mentorship
Pastoral care
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