Browsing by Author "Tlou, F."

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    Effects of corporate social responsibility on firmperformance: Evidence from Zimbabwe
    (International Journal of Advanced Multidisciplinary Research, 2022) Sibanda, M.; Ndlovu, M.J.; Zulu, E.; Tlou, F.; Baya, C.
    This study sought to analyse the effect of corporate social responsibility (CSR) on firm performance in listed firms in Zimbabwe. The specific objectives of the study were to analyse the relationship between CSR and profitability, ascertain the effect of CSR on competitive advantage and establish the impact of CSR on sales revenue in listed firms in Zimbabwe. Quantitative research techniques anchored on the positivist research philosophy were the main methods used to undertake the study. A sample of 14 purposively selected firms engaged on CSR responded to questionnaires which were augmented by secondary sources such as annual reports as well as industry reports and RBZ publications. Regression analysis and correlation analysis were the main tools used to analyse the data. The study found a positive relationship between CSR and firm profitability in listed companies in Zimbabwe. It also found out that CSR has a positive effect on competitive advantage and that CSR has a positive impact on sales in listed firms in Zimbabwe. Hence, the study recommends that firms should engage in social and environmental initiatives to improve their image in the eyes of stakeholders. Firms should alsopublicize their CSR initiatives and seek consensus with stakeholders with moderncommunication channels. In addition, they should cooperate with others in order to reduce the costs of engaging in CSR initiatives.
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    Quality Higher Education for Sustainable Development: The Transition towards Achieving Agenda 2030 Global Goals
    (International Journal of Latest Research in Humanities and Social Science (IJLRHSS), 2022-02) Manokore, K.; Tlou, F.; Mkwelie, N.; Phuthi, N.; Shava, G.N.; Mhlanga, E.; Mangena, A.; Sibanda, Z.; Chasokela, D.
    Quality Higher Education and Education for Sustainable Development (ESD) have become part of the discourse and issue in higher education contexts. Every phase or debate of higher education is now being urged to declare its support for ESD. Recently the United Nations (UN) 2030 Agenda proposed that quality education and ESD should play a vital role for the transformation of the world‟ s economy as expressed in the Agenda‟ s goals and sub goals. The UN Incheon Declaration 2015 highlighted the vital role of education that it plays in the universal journey towards sustainable development across the globe and saving our planet. Higher education should play a pivotal role in the transition towards achieving quality in the entire education system. The UN formally adopted the 17 sustainable development goals (SDGs) as an outcome of a major global consultative process. Agenda 2030 advocates for providing the opportunity to progress towards the transition to implement quality education and ESD that fosters the knowledge, skills, values, perspectives and actions that lead towards a more sustainable future. The study examines the implementation of Agenda 2030 Global Goal on quality and sustainability in Zimbabwean higher education. The aim of the study is to increase knowledge of potential strategies to meet the fourth UN Sustainable Development Goal (SDG4), which strives for quality education. Institutions in the study were at different levels of interpretation, understanding and implementation of Agenda 2030 for Sustainable Development Goals. The majority of the participants did not have an all-inclusive knowledge and comprehension of ESD mainstreaming as a holistic approach. That is, an allembracing ESD integration as a curriculum systemic concept that holds both curriculum and institutional change, to contribute to the overall re-orientation of education towards sustainability. The qualitative study provides a detailed description on the challenges of implementing quality and sustainability in higher education.
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    Towards Achieving Quality in Distance Higher Education Teaching and Learning: Experiences from Zimbabwe
    (International Journal of Research and Innovation in Social Science (IJRISS), 2022-01) Shava, G.N.; Hleza, S.; Ndlovu, M.J.; Makokoro, P.P.; Tlou, F.
    Zimbabwe has managed to respond to the movement in support of UNESCO’s lifelong learning concept and strategy that seeks to widen and deepen access to higher education through distance education initiatives. Despite the significant increase in students enrolling in distance education institutions, the gold standard of excellence that is sought by many nations has gradually been compromised. There are symptoms of a downward trend in terms of quality in open distance learning institutions. The qualitative study analysed major factors affecting the provision of quality distance higher education with specific reference to the Zimbabwe Open University, the sole provider of university distance education in Zimbabwe. The study focused on three Zimbabwe Open University regional centres in Zimbabwe. The paper seeks to identify major factors contributing to the declining quality of distance education and discusses measures that distance education providers in Zimbabwe can undertake in order to promote excellence for effective learning in the 21st century. The study established that several factors are affecting the quality of distance education in Zimbabwe. The lack of Information Communication Technologies (ICTs) facilities at regional and district centres was a major hindrance to effective teaching and learning.