Stakeholder participation in strategic planning processes at three colleges of education in Zimbabwe: towards the development of a participatory process in strategic planning

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dc.contributor.advisorDuku, Nen
dc.contributor.authorBhebhe, Gladwinen
dc.date.accessioned2026-08-14T01:44:40Z
dc.date.available2026-08-14T01:44:40Z
dc.date.issued2012en
dc.description.abstractThis study investigated stakeholder participation in strategic planning processes in three teacher training colleges in Zimbabwe. The study was conducted within the qualitative research methodology. Three colleges of education were purposively sampled. All principals in the sampled sites took part in the study. Two Heads of Departments (HODs), two Lecturers in Charge (LICs) two Students Representative Council (SRC) members as well as College Advisory Council Board Members (CACBM) participated in this study. A total of 18 informants participated through interviews. Documents such as strategic planning minutes were scrutinized. Strategic planning meetings were also observed at two sites. The findings were that the practice of strategic planning still appears to be rigid and bureaucratic for organizations that operate in rapidly changing environments such as those in Zimbabwe. Secondly, participation in strategic planning is not all inclusive; only a select few individuals do take part in the planning exercise. Colleges of education and the Ministry focus on the product activities, that is, crafting the strategic plan. They seem to ignore the process activities such as reviewing plans periodically and taking note of key performance indicators which promote continuous improvement. The study also found that participants received no formal training in strategic planning and that the planning process was skewed towards control and compliance; and exhibited managerial accountability tendencies which lie within central bureaucratic approaches. The main recommendations were that the Ministry of Higher and Tertiary Education and the Department of Teacher Education, at the University of Zimbabwe, in consultation with relevant stakeholders should, develop norms and standards for teacher education to align Zimbabwe‟s stakeholder participation in strategic planning to the global trends. Colleges should supplement their understanding of operational contexts by exploring possible future trends and circumstances. The criteria for reviewing strategic plans should be developed by peers, and practitioners in the field, in consultation with national norms and standards for teacher education.en
dc.format270 leaves; 30 cmen
dc.formatpdfen
dc.identifier.citationBhebhe, Gladwin. 2012en
dc.identifier.othervital:16186en
dc.identifier.otherhttp://hdl.handle.net/10353/d1006246en
dc.identifier.otherUniversities and colleges -- Zimbabwe -- Administrationen
dc.identifier.otherUniversities and colleges -- Zimbabween
dc.identifier.otherUniversities and colleges -- Zimbabwe -- Planningen
dc.identifier.otherEducation, Higher -- Zimbabween
dc.identifier.urihttp://hdl.handle.net/20.500.11837/4719
dc.language.isoEnglishen
dc.publisherUniversity of Fort Hareen
dc.publisherFaculty of Educationen
dc.rightsUniversity of Fort Hareen
dc.subjectUniversities and colleges -- Zimbabwe -- Administrationen
dc.subjectUniversities and colleges -- Zimbabween
dc.subjectUniversities and colleges -- Zimbabwe -- Planningen
dc.subjectEducation, Higher -- Zimbabween
dc.titleStakeholder participation in strategic planning processes at three colleges of education in Zimbabwe: towards the development of a participatory process in strategic planningen
dc.title.alternativeStakeholder participation in strategic planning processes at three colleges of education in Zimbabwe: towards the development of a participatory process in strategic planningen
dc.typeThesisen
dc.typeDoctoralen
dc.typePhD (Education)en

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