The Dual-Mode Provision: Successes and Challenges. A Case Study of Women's University in Africa (WUA)

Autor/in	Nyaruwata, Leonorah Tendayi
Titel	The Dual-Mode Provision: Successes and Challenges. A Case Study of Women's University in Africa (WUA)
Quelle	In: Distance Education, 39 (2018) 2, S.194-208 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2018.1457947
Schlagwörter	Case Studies; Success; Barriers; Mixed Methods Research; Womens Education; Single Sex Colleges; Program Implementation; Questionnaires; Distance Education; Open Education; Access to Education; Feminism; Human Capital; Teaching Methods; Student Educational Objectives; Graduate Surveys; Student Surveys; Teacher Surveys; Foreign Countries; Semi Structured Interviews; Zambia; Malawi + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Erfolg; 'Women''s education'; Frauenbildung; Fragebogen; Distance study; Distance learning; Fernunterricht; Offene Erziehung; Offener Unterricht; Education; Access; Bildung; Zugang; Bildungszugang; Feminismus; Humankapital; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerbefragung; Ausland; Sambia
Abstract	This paper presents the successes and challenges faced in implementing the dual-mode strategy in higher education in the context of feminist theory. Worldwide, women's universities have been established by governments and private organisations to involve women more fully in the country's economic, political and social activities. The establishment of women's universities is underpinned by feminist theory, which seeks to address gender equality in all areas of society. A mixed methods study, using a case study design, was undertaken at Women's University in Africa to understand the successes and challenges in implementing a dual-mode strategy in a feminist context. Questionnaires and interviews were used to generate data. Participants were dual-mode alumni, open and distance learning (ODL) students and staff. Findings were increased ease of access to university for women, increased enrolments and revenue due to ODL practice. Challenges were inefficient ICT system, underqualified ODL staff, difficult modules and lack of quality assurance policies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01