Publishing Studies Publications

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Publishing Studies Publications

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    Diffusion of intellectual property knowledge in Zimbabwean universities: tools, programmes and strategies
    (Emerald, 2025-01-13) Ngwenya, S.; Onyancha, O.B.
    Purpose This paper aims to explore the diffusion of Intellectual Property (IP) knowledge in universities in Zimbabwe. Specifically, the study examines the tools, policies, programmes and unique strategies used by the universities. Design/methodology/approach The paper reports the findings of a survey that was conducted on a population of lecturers (1,546), research officers (RO) (11), IP officer (1), faculty librarians (FLs) (27) and final year undergraduate students (9,224) at universities in Zimbabwe. Questionnaires were administered to the lecturers and students while interviews were administered to the IP officer, ROs and FLs. Data analysis comprised the use of Google forms and Microsoft Excel software. Findings The findings reveal diffusing IP knowledge in Zimbabwean universities involves mainly the use of policies and regulations, library web pages, workshops, although not specifically on IP, presentations on IP in the university, advice and guidance services and IP lectures/teaching. Research limitations/implications This study presents the IP situation in Zimbabwe and its findings may be applied to Africa and other developing countries. Practical implications This study endorses IP as a national issue and suggests a benchmark for diffusing knowledge on IP in Zimbabwean universities. Originality/value This study acknowledges the multi-disciplinary nature of IP and should lead to all university students graduating with adequate knowledge on IP.
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    Preparedness of the book sector in Zimbabwe for the development of e-learning materials for the new curriculum
    (Southern Africa Journal of Communication and Information Science, 2021) Dzache, K.; Tapfuma, M.M.
    Purpose: In January 2017, the Zimbabwean government implemented a new curriculum for the primary and secondary school education level emphasizing e-learning. This has implications on the publishing sector, producing the new curriculum's necessary teaching and learning resources. However, there is no e-learning policy in Zimbabwe and the availability of infrastructure for elearning is of concern. The study sought to explore the e-readiness of the local textbook publishers for the new curriculum by establishing the availability of e-content, ascertaining schools’ capacity to implement e-learning and ascertain the availability of skilled e-content producers. Methodology: This was a qualitative case study that adopted open-ended questionnaires and interviews for data collection. The study participants were purposively drawn from educational publishers and primary schools in the Bulawayo Metropolitan Province. Findings: The findings revealed a lack of stakeholder preparedness to implement the e-learning initiative and inadequate e-learning infrastructure. Implications: The study will influence policy and practice in developing textbooks and other teaching and learning materials for the new curriculum, emphasising e-learning. Originality: The unplanned implementation of the new curriculum for the primary and secondary education system in January 2017, coming on the heels of the curriculum review consultations which had just ended in the mid-year of 2016, prompted the need to establish the preparedness of developers of textbooks and other learning materials for this move.