The paradox of poor performance in Zimbabwean State Universities despite training and development interventions

Abstract

The study sought to find out why poor performance continue to exist in Zimbabwean State Universities (ZSU) despite the training and development of academic staff. The study adopted a quantitative research strategy and used a sample of 351 academic members from 13 ZSUs. Data from respondents was collected through structured questionnaires. The study confirmed the existence of poor performance among academic staff despite the interventions and efforts by the institutions in training and developing them on how to deliver in teaching, research, community service, innovation and industrialisation. It was in the findings of this study that poor performance was driven by inadequate institutional capacity to support academic staff due to a turbulent economic environment. The study recommends that Zimbabwe State Universities (ZSUs) should do more than training and development, fund activities such as research, innovation and industrialisation. Training and development (T & D) practices should fit needs of individual academic members, students and the environment. The study further recommend that innovative teaching methods should be used for large classes and universities’ training and development should move in tandem with technological advancements.