Decolonial feminism and indigenisation: Reimagining postgraduate research supervision in post-apartheid South Africa

abstract

This briefing examines the potential for a decolonial feminist approach to indigenise postgraduate research supervision in South African universities. It presents a conceptual framework that challenges the traditional Eurocentric and patriarchal structures of academia, foregrounding the experiences and knowledge systems of black African women. The framework incorporates indigenisation and decolonial feminism, advocating for an academic environment that is more inclusive and equitable. The application of this framework is illustrated through a case study of a course taught by the authors, emphasising the potential for transformation in teaching and learning methods as it relates to postgraduate research supervision, institutional policies, and the development of student identities. The briefing concludes with a call for more studies into the application and impact of this approach, as well as integration of this approach into institutional policies and practices. By putting the needs and experiences of black African women at the centre and valuing the diversity of knowledge systems, this work contributes to the ongoing discourse on transformation in South African academia and offers valuable insights to other contexts facing similar challenges.

keywords:

• universities
• women academics
• women’s leadership
• feminist decoloniality
• glass ceiling

Introduction

The field of study related to postgraduate research supervision has garnered considerable attention on an international scale, highlighting its global importance. Scholars from both the global north and south have actively pursued research in this area (Albertyn & Bennett 2021; Grant, Hackney & Edgar 2014; Munyoka, Runhare & Dzimiri 2019). The significance of postgraduate research supervision cannot be overemphasised, as it plays an essential role in determining the trajectory of academics and research initiatives (Albertyn & Bennett 2021).

In the post-apartheid era, South African universities have been confronted with the need for transformation (Maringe & Ojo 2017; Mzangwa 2019), especially the fostering of an inclusive and equitable education system (Badat & Sayed 2014; Henrard 2002). Establishment of a robust postgraduate education system is a pivotal component of this transformative strategy, since it plays a vital role in facilitating progress of research and generation of knowledge in the country (Kaya & Seleti 2013). However, the issue pertaining to the development of South African postgraduate research supervision persists (Callaghan 2020).

In a context where racial and gender discrimination is still a reality (Cornell & Kessi 2017), traditional research supervision approaches, which are often based on neoliberal principles (Firth & Martens 2008; Maistry 2022), may not be enough to ensure equity and inclusion in South African universities. This briefing seeks to explore the question ‘How can a decolonial feminist perspective contribute to the indigenisation of postgraduate research supervision in South African universities, especially for black African women?’. To answer this overarching question, this study seeks to construct a conceptual framework that integrates decolonial feminism (Cornell, Mkhize & Kessi 2019; Kiguwa & Segalo 2019) into the practice of postgraduate research supervision. It aims to foreground the experiences and knowledge systems of black African women, challenging the neoliberal hegemony in academia and contributing to a larger transformation agenda in South African education.

The subsequent sections comprise the literature review, methods, conceptual framework, case study and practical implications, discussion, and conclusion. The literature review discusses various aspects pertinent to the overarching question, including indigenisation, decolonial feminism, neoliberalism, and postgraduate supervision in relation to student identity. It also considers the longstanding impact of apartheid on universities in South Africa (SA).

After a review of the relevant literature, the briefing presents a detailed conceptual framework that integrates indigenisation, decolonial feminism, and postgraduate research supervision, and the subsequent discussion elaborates on the implications thereof. Practical implementation of this framework is then illustrated through a case study of a course taught by the authors at a research-intensive university in SA. The paper concludes by summarising the main points, emphasising potential areas for additional research or implementation, and providing insights for contexts facing comparable challenges.

Methods

Through the innovative integration of theory and practice, this briefing takes a qualitative approach by employing a literature review and reflective practice to develop a conceptual framework that explores the intersectionality of indigenisation, decolonial feminism, and postgraduate research supervision (Freire & Macedo 2005; Smith 2021). This interdisciplinary approach offers novel insights into the transformational potential of postgraduate research supervision.

As the initial phase a detailed literature review was conducted, focusing on indigenisation, decolonial feminism, and postgraduate research supervision. This provided a wealth of qualitative data, allowing us to gain insight into the nuances and interrelationships of these concepts. We also engaged in reflective practice as academics involved in postgraduate research supervision ourselves and currently building capacity for academics within a South African research-intensive university. In the context of indigenisation and decolonial feminism, we critically evaluated our experiences and perspectives in the field of postgraduate research supervision. This supplemented the theoretical insights with our own practical experiences, thereby enhancing the richness of the qualitative data.

Together, the literature review and reflective practice served as the impetus for development of a robust conceptual framework. This framework allowed us to translate theoretical ideas into tangible components that could be examined in the context of practice. This nuanced and multidimensional conceptual framework would serve as the basis for the case study presented later in the briefing.

Literature review

The literature review examines the dynamic roles of universities in the 21st century, the transformation of postgraduate research supervision in SA, the potential for indigenisation in postgraduate research supervision, and a comparative analysis of decolonial feminism and neoliberalism within South African academia. It examines the fundamental epistemic responsibilities of universities, the need for decolonising the curriculum, the integration of indigenous knowledge systems (IKS), and the significance of decolonial feminism in challenging traditional Western perspectives. This review attempts to provide an in-depth understanding of these ideas, highlighting the need for a more inclusive, equitable, and diverse approach to postgraduate research supervision in our globalised society.

The global triumph of the research university: Epistemic responsibilities and the evolving role of universities in the 21st century

Powell, Baker and Fernandez (2017), in their book The Century of Science: The Global Triumph of the Research University, discussed the rise of the research university and its global impact on teaching, learning, and research. We argue that universities are fundamental pillars of our globalised knowledge society and establish the connection between the occupational structure of a society and universalised cultural knowledge (pp. xiii-xvi). According to them, despite the global complexity of scientific organisation, universities have emerged as the epicentres of scientific activity (p. xiv). They support full-time researchers, facilitate the exchange of knowledge, and incubate the minds of the next generation of scientists (p. xv). Consequently, we are witnesses to the global triumph of the research university, a seminal development in the global society of the 21st century.

This context emphasises the university's role as a knowledge hub in the 21st century. This is crucial because universities are primarily engaged in teaching and research. Peels et al. (2019, pp. 1, 4) further strengthened this context by summarising the ideas shared by Powell, Baker and Fernandez (2017) as core epistemic responsibilities, which Peels et al., called the Big Five Epistemic Responsibilities listed as: to (1) foster research integrity, (2) teach for intellectual virtue, (3) address the big questions of life, (4) give humanistic inquiry and education a proper place, and (5) serve society.

Within the context of globalisation as it impacts on universities, Altbach (2008, p. 5) has argued that:

teaching has been the core role since the beginning … [however] … this function has become more complex and variegated, ranging from general education for undergraduates to advanced doctoral instruction and supervision in the most specialised fields.

This claim of the importance of supervision, drawing on the teaching and research roles of universities especially in the 21st century, is at the heart of this briefing.

Transforming postgraduate research supervision in SA: Decolonisation, identity formation, and empowerment

It has been argued that the transformation of SA's segregated and patriarchal university system is fundamental to the country's development (Hyde-Clarke Humphries 2000). Embedded in this transformation imperative is the need to decolonise the curriculum in South African universities (Nienaber 2018), the significance of measuring postgraduate cohort throughput (Mouton 2007), an understanding of the factors influencing such throughput at South African universities (McKenna 2015), and nurturing the next generation of researchers (Mouton, Boshoff & James 2015). To add to this list of key issues regarding postgraduate research education and supervision in SA, Gumbi and McKenna (2020) emphasised the need to reimagine academic identities in response to research demands as a key consideration in facilitating the advancement of research and production of new knowledge.

Postgraduate research supervision is a form of teaching, but embedded within this ‘focused teaching’ are the student-supervisor relationship, the need to become an increasingly independent researcher as a postgraduate student, and the significance of producing original knowledge as the primary output of this teaching-research relationship. The interaction between supervisor and student in postgraduate research supervision is essential to the development of the student's identity. This interaction is not solely transactional; it is a process of transformation that shapes the student's academic and professional identity. Reviewed studies have demonstrated that the nature and quality of this interaction can significantly affect the student's self-perception, confidence, and motivation, thereby influencing their research output and career trajectory (Ferreira 2021; Pather 2022; Peters et al. 2021; Rau 2008; Rawjee 2014).

The identity of the postgraduate student may be affected in varying ways by different supervision approaches. For instance, a supervisor's approach can either reinforce or challenge existing power dynamics, with profound implications for students from marginalised groups. This is especially important for black African women in South African universities, who frequently negotiate the intersections of race, gender, and academia. For instance, a decolonial feminist approach to supervision can contribute to the indigenisation of postgraduate research supervision by nurturing an environment that acknowledges and values their unique experiences and perspectives (Delahunty & Harden-Thew 2019; Kirk & Lipscombe 2019). Such an approach can empower these students, enabling them to carve out their own niche in the academic world and contribute meaningfully to the creation of new knowledge.

Indigenisation in postgraduate research supervision: A potential pathway forward

In recent years the concept of indigenisation in postgraduate research supervision has gained traction, especially in contexts where it is necessary to challenge Western-dominated knowledge systems (Fúnez-Flores, Díaz Beltrán & Jupp 2022; Vickers 2020). This movement towards indigenisation represents a repositioning of indigenous knowledge systems (IKS), methodologies, and perspectives on par with Western paradigms (Smith 2021). Several authors concur that the evidence and inclusion of IKS is vital for the academic and societal development of Africa (Chilisa et al. 2016; Dlakavu, Mathebula & Mkhize 2022), particularly in countries such as SA where indigenous knowledge has been marginalised (Ndlovu-Gatsheni 2009). These assertions emphasise the significance of integrating IKS into postgraduate research supervision, which is the focus of this briefing.

IKS have the potential to contribute to a more holistic awareness of the world (Hoppers 2002; Zidny, Sjöström & Eilks 2020). For instance, Zidny, Sjöström and Eilks (2020) argued that IKS, which are frequently and profoundly rooted in local contexts, communities, tribal traditions and spirituality, can provide unique insights and solutions for challenging problems. By integrating these systems into postgraduate research supervision, supervisors and students can co-create contextually and culturally pertinent knowledge (Davis & Coopes 2022). We argue that this can lead to research outputs that are not only rigorous academically but also beneficial to local communities.

Integrating indigenisation into postgraduate research supervision is not, however, without obstacles. Battiste, Bell and Findlay (2002) noted that the inclusion of indigenous perspectives in research supervision can be met with resistance, especially from those who preserve Eurocentric perspectives on knowledge, ‘truth’ and research. The author suggested that a continuing commitment to decolonise the academy is necessary to address these challenges. Decolonisation is a contested term. For some authors, decolonisation is a call to purge Western epistemologies; for others, it is a call to include indigenous knowledge alongside Western knowledge; and for yet others it is an opportunity to give voice to the marginalised. For the purposes of this work, we define decolonisation as an acknowledgement and respect for different ways of knowing and conducting research. So decolonising the academy includes providing supervisors with training and resources to facilitate the mainstreaming of IKS into their supervisory practices. Despite these obstacles, the indigenous supervision of postgraduate research holds immense promise for promoting a more inclusive and culturally diverse academic environment.

Decolonial feminism and neoliberalism: A comparative analysis in the context of South African academia

As a developing theory, decolonial feminism offers a novel perspective that challenges traditional Western perspectives in academia, particularly research supervision in the context of this briefing. It provides a platform for the voices and experiences of marginalised women, particularly in academic spaces where they have historically been excluded (Boonzaier & Van Niekerk 2019; Cornell & Seely 2016). This theory is founded on the notion that knowledge is situated and occurs in a socially constructed context, reflecting lived experiences within geopolitical, social, cultural, and historical contexts (Haraway 2020). Comparing the strengths and weaknesses of neoliberal and decolonial approaches in academia, the literature exposes a stark contrast. Neoliberalism, frequently criticised for its masculine and Western-centric perspectives, may not be the most appropriate strategy for the South African context (Nkenkana 2015). In contrast, decolonial approaches provide a more inclusive and equitable academic environment by valuing all knowledge and lived experiences equally (Dei 2000; Lugones 2010; Ngubane & Makua 2021).

Application of decolonial feminist theory to the postgraduate supervision process could enable the silenced voices of black African women to become agents of knowledge production. It challenges the dominant male/masculine, white/Western, and neoliberal epistemologies (Boulila 2019; Metcalfe & Woodhams 2012) in higher education. The theory celebrates the multiplicity of differences, thereby enriching the supervision process for both supervisor and student, regardless of race, ethnicity, gender, culture, or other socially constructed identities (Lugones 2010; Manning 2021).

Neoliberal concepts of rationality and autonomy, frequently viewed as ‘profoundly masculine’ in postgraduate supervision, can be harmful, particularly for black African women whose knowledge system is based on community, cultural gender roles, and spirituality (Johnson, Lee & Green 2000; Ntseane 2011). Consequently, incorporating decolonial feminism as an approach to postgraduate supervision is not merely an option but a necessity to ensure a rich, fulfilling postgraduate experience in which the knowledge, experience, and voice of the black African female student are valued.

The literature review has provided an in-depth review of the changing role of universities in the 21st century, with a particular emphasis on the transformation of postgraduate research supervision in SA. Universities, as the epicentres of scientific activity, are designated as fundamental pillars of our globalised knowledge society, with the primary responsibilities of ensuring research integrity, teaching intellectual virtue, and serving society. The review also emphasises the need for transformation of SA's segregated and patriarchal university system, highlighting the significance of decolonising the curriculum, measuring postgraduate cohort throughput, comprehending the factors influencing throughput, and nurturing the next generation of researchers.

The review delves deeper into the possibility of indigenisation in postgraduate research supervision, recognising the challenges posed by those who maintain Eurocentric perspectives on knowledge and research. In addition, it acknowledges decolonial feminism as an emerging theory that offers a distinctive perspective, challenging traditional Western perspectives in academia and providing a forum for the voices and experiences of marginalised women. In conclusion, the review highlights the importance of transforming postgraduate research supervision to be more inclusive, equitable, and reflective of the diverse knowledge systems that exist in our globalised society, a transformation that is not only necessary for SA's development but also for the academic community.

Conceptual framework: ‘A paradigm of inclusive postgraduate research supervision’

We have developed a conceptual framework, titled the ‘paradigm of inclusive postgraduate research supervision’, drawing from the intersection of indigenisation, decolonial feminism, neoliberalism, and postgraduate research supervision. This unique intersection offers a new perspective on the evolving academic landscape with respect to postgraduate research supervision, particularly in SA. By interweaving these distinct yet interrelated concepts, we hope to contribute a novel paradigm that resonates with the complexities of postgraduate research supervision in the 21st century.

Indigenous perspectives on the supervision of postgraduate research students

Indigenisation refers to the integration and legitimacy of IKS in academic discourse at large, and specifically in postgraduate research supervision. It involves acknowledging the value of IKS and positioning them on par with Western knowledge systems. In the context of postgraduate research supervision, indigenisation counteracts neoliberal tendencies by fostering a more inclusive sense of community (shared learning space) and culturally sensitive approach. It matches with the principles of decolonial feminism, emphasising the value of diverse knowledge systems and experiences, and is essential in societies such as SA where indigenous knowledge has been historically marginalised.

Neoliberalism as a contrast to decolonial feminism

Decolonial feminism opposes the Eurocentric and patriarchal biases that are frequently associated with neoliberalism. Decolonial feminism provides a theoretical lens through which the indigenisation process can be viewed, thus encouraging the recognition and respect of diverse knowledge systems. In academia, decolonial feminism emphasises the significance of grasping and dealing with the unique challenges and hurdles encountered by black African women.

By contrasting neoliberalism's emphasis on rationality, individualism, and autonomy with decolonial feminism's emphasis on community, intersections and inclusiveness, this briefing elucidates a path towards a more equitable and humane approach to postgraduate research supervision.

The intersection: Developing a new model

The integration of indigenisation, decolonial feminism, and neoliberalism produces a new paradigm for postgraduate research supervision. This intersection acknowledges the multifaceted nature of knowledge production, challenges traditional power dynamics, and facilitates the formation of an academic identity that is empowering. It provides a framework that is both theoretically robust and practically applicable, serving as a guide for researchers, supervisors, and students.

The intersection of indigenisation, decolonial feminism, neoliberalism, and postgraduate research supervision in this new conceptual framework is visually represented in Figure 1.

Figure 1: A paradigm of inclusive postgraduate research supervision: A conceptual framework.

Application to postgraduate research supervision

This conceptual framework has significant implications for postgraduate research supervision. It urges a re-evaluation of traditional supervisor-student relationships and emphasises the need for a supportive and inclusive environment. Acknowledging the knowledge that students contribute to the research process, challenging hegemonic Western knowledge systems, and fostering a collaborative and respectful supervisory relationship, are all implementation strategies.

This briefing proposes an innovative approach to postgraduate research supervision in SA by integrating these concepts. The objective is to promote a decolonial and black feminist model of supervision that acknowledges and values indigenous knowledge, challenges traditional power dynamics, and supports the development of an academic identity that is empowering for black African women. This approach is not only a response to the historical context of SA, especially drawing on the legacy of apartheid, but it offers valuable insights for other contexts where Western knowledge systems must be challenged in academia.

Case study and practical application

In April 2020 at the start of the COVID-19 pandemic, we reconfigured a postgraduate research supervision course that was previously taught predominantly face to face with a minor aspect that was online over a period of eight weeks in a research-intensive university in SA. This course has been offered biannually since then in a fully online learning mode. The course, titled ‘Enhancing Research Supervision’ (ERS) pioneered the paradigm of inclusive postgraduate research supervision.

This section discusses the development, structure, and practical applications of the course, integrating the conceptual framework.

Contextual alignment with the framework, teaching and learning methods and identity development

The course was carefully crafted to match national and institutional objectives to challenge traditional power dynamics and recognise indigenous knowledge. It addresses the special issues of SA's apartheid past. The course included enculturation, functional, critical thinking, and nurturing approaches. It integrated IKS and promoted respectful supervisory relationships, reflecting the framework's focus on inclusivity and collaboration. Most of the participants are women, and a decolonial feminist perspective was strongly drawn upon to present black African women's experiences relevant to teaching and learning as it relates to postgraduate research supervision.

To empower black African women, the course strongly encouraged the nurturing of students’ intellectual identities through a community of practice or ‘shared learning space’. A broader movement to challenge Western knowledge systems supported indigenous academic identity. By applying the paradigm of inclusive postgraduate research supervision conceptual framework to the ERS course, we were able to successfully navigate through the pandemic, with four cohorts of an average of 11 academics across the university's five faculties successfully participating in the eight-week sessions online using Microsoft Teams. We strongly encouraged a nurturing approach which acknowledged the complexities of the key elements of the conceptual framework.

The paradigm of inclusive postgraduate research supervision was rigorously applied to the ERS course to create a transformational postgraduate research supervision model. This case illustrated the possibilities for innovative supervision in SA, and provides lessons for other contexts where Western knowledge systems must be re-evaluated. The course promoted a supportive and inclusive academic atmosphere using the conceptual framework.

Discussion

This discussion seeks to answer the overarching research question, providing a thorough analysis of the transformative potential of decolonial feminism and indigenisation in postgraduate research supervision, by synthesising the findings from the literature review, conceptual framework, and case study.

Decolonial feminism as a change catalyst

Decolonial feminism emerges as an influential force of change in South African universities, especially with regard to postgraduate research supervision. By challenging traditional Eurocentric and patriarchal structures, it offers a new perspective that positions black African women's experiences and knowledge systems at the forefront. This approach not only empowers these women, but also contributes to a larger South African education transformation agenda. The case study of the course that we taught exemplifies the practical application of this approach, highlighting its potential to foster a more inclusive and equitable academic environment.

Indigenisation and integration of indegneous knowledge systems (IKS)

In the transformation of postgraduate research supervision, the concept of indigenisation plays an essential role. By embedding IKS and aligning them with decolonial feminism, a more inclusive paradigm is fostered. This integration challenges neoliberal tendencies and promotes a culturally sensitive research supervision approach. However, the South African context presents unique challenges, such as opposition from those who maintain Eurocentric viewpoints. Despite these hurdles, the indigenous supervision of postgraduate research holds immense promise for fostering a more inclusive and culturally diverse academic environment.

Intersection of neoliberalism, decolonial feminism, and indigenisation

Neoliberalism and decolonial feminism are opposites: decolonial feminism emphasises community and inclusiveness, whereas neoliberalism accentuates rationality and autonomy. This intersection establishes a new paradigm for postgraduate research supervision, that acknowledges the multifaceted nature of knowledge production and challenges traditional power dynamics. This interface promotes inclusiveness and facilitates the formation of an attractive academic identity, particularly for black African women.

Application in the real world and insights from the case study

The practical application of the conceptual framework through the case study of the ‘Enhancing Research Supervision’ (ERS) course provides significant insights into the transformative potential of this approach. The course's effectiveness in navigating the pandemic context and empowering black African women demonstrates the potential for innovative supervision in SA. The course's alignment with national and institutional goals and its strong emphasis on inclusivity and collaboration reflect the framework's emphasis and provides lessons for other contexts where Western knowledge systems must be re-evaluated.

Policy implications and future research

This briefing has significant implications for institutional policies and practices. By fostering a decolonial and feminist model of supervision that values indigenous knowledge and challenges traditional power dynamics, broader approaches to postgraduate research supervision can be implemented in South African universities. The exploration of similar approaches in various cultural contexts and the development of tools and resources to facilitate the mainstreaming of IKS are potential areas for future research.

This discussion has presented insight into the role of decolonial feminism and indigenisation in the transformation of postgraduate research supervision in South African universities. It has emphasised the empowerment of black African women and the possibility of a more inclusive and equitable academic environment by synthesising the key points from the literature review, conceptual framework, and case study. Conclusions from this briefing contribute to the ongoing discourse on transformation in South African academia and provide valuable insights for other contexts confronting comparable challenges. The paradigm of inclusive postgraduate research supervision emerges as a promising approach that resonates with the complexity of the academic landscape of the 21st century, paving the way for a future in which all voices are valued and heard.

Conclusion

In the rapidly evolving landscape of higher education in SA, especially in a post-apartheid, post-pandemic context, the need for transformative approaches to postgraduate research supervision has never been greater. The intent of this work is to answer the following critical question: ‘How can a decolonial feminist perspective contribute to the indigenisation of postgraduate research supervision in South African universities, especially for black African women?’.

The briefing sheds light on the dynamic roles of universities in the 21st century, the transformation imperative in SA, the potential for indigenisation, and the contrasting perspectives of decolonial feminism and neoliberalism through a comprehensive literature review. The conceptual framework, titled the paradigm of inclusive postgraduate research supervision, provides a novel intersection of indigenisation, decolonial feminism, neoliberalism, and postgraduate research supervision. This has provided a new perspective on postgraduate research supervision, challenging traditional power dynamics, and promoting inclusiveness.

The practical application of this framework, as exemplified by the case study of the ERS course, has demonstrated the impact of these concepts in the real world. The transformative potential of this approach has been demonstrated by the success of the course in navigating the pandemic context and empowering black African women. The discussion synthesised these elements and provided a thorough analysis that emphasises the empowerment of black African women and the possibility of a more inclusive and equitable academic environment. It also highlighted the implications for institutional policies and future research, paving the way for broader South African educational strategies.

This study has numerous implications for higher education in SA. It contributes to the ongoing discussion on transformation by providing a nuanced perspective on the obstacles and opportunities of postgraduate research supervision. It provides a guide for universities that wish to nurture an inclusive and culturally sensitive approach to research supervision, that recognises and values diverse knowledge systems. Importantly, it positions black African women's experiences and empowerment at the centre of this transformation, recognising their unique contributions and potential.

This briefing concludes with a promising approach that resonates with the complexities of the academic landscape in SA. The paradigm of inclusive postgraduate research supervision emerges as a vital tool for South African universities, guiding them towards a future where all voices are valued, and effective postgraduate research supervision is a shared reality. It is a call to action for universities in SA to adopt a decolonial and feminist model of supervision that not only responds to the historical context, but paves the way for a more inclusive, equitable, and empowering future.

Additional information

Notes on contributors

Anniah Mupawose

ANNIAH MUPAWOSE holds a PhD and has 30 years of academic experience in speech language pathology. She is currently a senior lecturer at the Speech Language Pathology Department in the School of Human and Community Development at the University of the Witwatersrand in South Africa. Her primary interest lies in transformative teaching and learning methods at tertiary level, and other interests include cognition, language and literacy development in preschool and school age children, and learning disabilities, especially dyslexia. Email: [email protected]

Emmanuel Ojo

EMMANUEL OJO is Deputy Head of School at the Wits School of Education at the University of the Witwatersrand in South Africa. He is also Chair of the Faculty of Humanities Transformation, Internationalisation and Partnerships Committee. He holds a doctorate in Higher Education and a Master's degree in Educational Leadership, Policy and Skills from the same university. He is a C2-rated researcher by the National Research Foundation of South Africa. His research interests include economics education and interdisciplinary higher education. Email: [email protected]