


































Global Research in Higher Education 
ISSN 2576-196X (Print) ISSN 2576-1951 (Online) 

Vol. 5, No. 3, 2022 

www.scholink.org/ojs/index.php/grhe 

1 

 

Original Paper 

The Practice of Research Innovation in Higher Learning 

Institutions: Implication for Quality Education 

Mwanza-Tanzania 

Demetria Gerold Mkulu
1
 

1
 Department of Educational Foundations, St. Augustine University of Tanzania, Mwanza, Tanzania 

Email: mkuludemetria@gmail.com 

 

Received: July 5, 2022          Accepted: July 18, 2022        Online Published: August 8, 2022 

doi:10.22158/grhe.v5n3p1                     URL: http://dx.doi.org/10.22158/grhe.v5n3p1 

 

Abstract 

This study explored practice of research innovation in higher learning institutions; implication for 

quality Education. Higher learning with high provision of research activities would attract finance 

from different agencies. Globally, research exploration contributes significant benefits to society. The 

study posed three objectives: to identify roles of research in higher learning institutions in Mwanza, 

determine areas for research innovation in higher learning, to examine possible strategies to curb 

challenges facing research innovation. Three higher learning institutions in Mwanza city were involved. 

The research adopted mixed paradigms. A number of 140 respondents were involved in the study. The 

study adopted cross-sectional survey design, which allows the researcher to visit the field in a single 

point of time, collect both narrative and quantitative information concurrently, analyze separately and 

merge it at the end of the study. Data gathering were questionnaires, descriptive guide, and 

observation. Instruments were validated, piloted; the result indicated 0.81 Cronbach Alpha 

demonstrating that tools were acceptable. Information was coded using descriptive statistics with the 

assistance of the package for Social Sciences (SPSS) Version 21. Narrative data was subjected to word 

clouds program. Various themes emerged and used in report writing. The findings displayed that; 

research enables learners to be critical thinkers, problem solvers, empower the youths, gives 

self-confidence, it gives autonomy and provides monetary funds. However, were varieties of challenges 

facing research innovation as monetary capital, lack of institutional partnership and low learners 

registration. Hence, government should set policy that would ensure research is given paramount 

priority in all learning.  

 



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Keywords 

research, innovation, quality education, higher institutions 

 

1. Introduction  

Higher education is viewed to be among the major source of knowledge needed by an individual or 

society to foster development (Mkulu et al., 2020, p. 155). The idea that students in higher education 

should be provided with essential knowledge needed to solve variety of problems across the world has 

been debated by many scholars from different corners of this globalized world (Mahona & Pacho, 2021, 

p. 13). Globally, higher education traces its lineage as early as antique Greece during Plato’s academy 

to Oxford’s universities in 1249 “Anno Domino”, the legislation for subsidy tertiary institutions in 

USA 1862 up to the dawn of E-learning degree in late 20th century (Mkulu & Paschal, 2020, p. 155). 

The higher learning institution has been changing very fast due to globalization, technology, 

environmental and organizations thus, the growth has led to the development of higher education 

improvement in education ambitions. However, the new scenery demands research innovation to 

convene the challenges of the modern world (Mahona & Pacho, 2021, p. 13). Globally, research plays a 

vital role in national development. Furthermore, it contributes knowledge; for instance, for the past ten 

decades, most of the developed countries have been indebted to address and supply wider access to 

higher learning education to guarantee sufficient venture in high-level research that hinges on visionary 

policies and more diversified findings. Nevertheless, ten years back most of the first world countries 

have been indebted to address and supply wider access to higher learning education so as to guarantee 

sufficient venture in research. Although today there are 22 of the world wide elite and 25 research on 

higher learning knowledge as supper.  

According to the World Bank, research innovation in Tanzania is wanting for enhancement, and 

transformation in higher institutions’ education. In fact nowadays a huge number of Africans learners 

including Tanzanian students, complete elementary schools without knowledge including research 

(ILO, 2020). Nonetheless, most of those students leave institutions without skills needed such as 

science, mathematics and reading. Furthermore, it has been documented that 520 million youths 

worldwide will need new employment by 2030. However, only 460 million jobs will be created; in 

addition 50 percent of employment in African countries will remain to be in agriculture which pays 

very low productivity in this regard was interested to find out research innovation as a transformation 

tool in tertiary education in Tanzania (ILO, 2020). 

Innovation is a process of changing, improving what is existing or creation of original thing for more 

production. Research innovation is the process of initiating something original. Hence the term 

innovation is a process for inventing into a good service that creates value. Research innovation is 

about reinventing strategies, products and processes and creating new ideas and performing at the right 

time. Innovation involves important changes in result intended thus innovations focuses on better 



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addressing client’s needs nevertheless; Research innovation goes hand in hand with quality education. 

This idea concurs with (White & Glickman, 2007) asserted that innovation is a transformational of new 

thing. This article focuses on sustaining innovation because advancement happens when we are 

looking for improvement for better way of performing at what we have already been used to do. 

Thus we want to boost the existing capabilities in available research (Mkulu, 2017). Consequently, 

research innovation is a key to the transformation due to the fact that it triggers sustainable 

development and employment creation and research is pillaring for innovating higher productivity, 

services, creation of employment and eventually boosters the national development.    

Quality education is a type of education which provides learners with abilities to become economically 

productive, develop sustainable, entails issues such as proper skills progress, livelihoods, contribute to 

peaceful, democratic societies and enhance individual well-being. Quality education focuses on the 

whole person and it prepares the learner for life not for testing. Furthermore, quality education should 

focus on whole person and mold learner for lifelong this indicates that higher learning should provide 

teaching and learning material and directs policy to ensure that learner has access to personalized 

learning (Nyerere, 1967). 

In relation to this study, Darling-Hammond et al. (2020) claimed that the globe today is facing 

challenges in infusing quality learning. Quality should be inserted in every section including higher 

learning institutions. Quality implies purposeful, transformative, exceptional, and accountable. It based 

on dimensions such as high standards, zero defects and value for productivity. Nonetheless, higher 

learning institutions calls for more investment in quality learning systems in order to ensure that, there 

is evenhanded, harmonized and quality university education system that can contribute to the 

realization of the national development vision in 2025, which would be characterized among other 

things, by high quality livelihood a well-educated and learning society. These expectations would come 

true only if the learning system from elementary to higher learning would be rooted in research (The 

Tanzania Commission for universities, 2019). Similar to this study the Education and Training Policy 

in 2014, stresses the need for quality education and training the standards of which are recognized at 

national, regional and global levels, and production of human resources according to national 

development priorities. Higher learning institutions are universities, colleges, owned by different 

groups of people including churches, non-governmental organizations and individual groups which 

operate independently except for the approval of academic programs. 

The word transformation in this study is a changing process of transmutation from one status to a new 

state, more advances. This change can be applied to a person or association such as an institution or the 

product. Higher institutions have a significant contribution by means of conditions that provide 

in-service training, teachers training programs, undergraduate education, preparing learners to be 

critical thinkers, problem solvers by using research writing. Hence higher learning is a level of 

education after elementary and secondary level. Furthermore, the word quality in this study implied the 



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situation of infusing value education, provision of excellent education to learners, infusing skilled to 

the staff, employing merit lecturers, the quality of buildings and pedagogies, teaching and learning 

material builds should be the topmost interest (Tremblay et al., 2012). 

Walder (2014) looked at innovation in tertiary education at Los Angel-USA. The result of the study 

displayed that; the provision of research writing to novice learners should be taught and practiced in 

groups. These findings implied that innovation in higher learning should be introduced in a single 

group such as political leaders nevertheless; the real innovation needs to be involved by the majority of 

people in the country so that the implementation could be easy. In addition to this study, The European 

Common research Data warehouse database (ECORDA) examined higher learning institutions on 

research innovation. The study discovered that higher learning contributes a lot in national progress. To 

have effective change innovation must be introduced to the majority. Research innovation as a 

transformation tool for quality in tertiary level is highly wanted. Quality relates to the growth of critical 

thinkers’ national progress autonomy etc. Nevertheless, some studies recommended joint investigation 

and this would happen only, if the government invests much in research. Besides this, research 

innovation could contribute a lot because through research, new techniques of solving problems, 

discovered would be experienced.  

Some researchers commended that, research in African countries do not encourage, continuity of 

research activity. Although some writers stated that higher learning need to be empowered by provision 

of knowledge, skills in research, training facilities and motivation. These could inculcate learners with 

creativity and entrepreneurship interests (Ngongalah et al., 2018). These fact calls for the governments 

in sub-Saharan countries to increase initiatives that hasten and sustain research based enhances solid 

underpinning for research, increase research capacity, and enable institutions to provide valuable 

training. In Tanzania research is a continuing practice captivating place in the scores of higher learning, 

nevertheless, the effort to associate innovation discoveries among higher learners is not given the 

desired focus. This study therefore intended to explore on research innovation as a transformation tool 

for quality education. 

Statement of the problem 

Research innovation at tertiary level is a serious concern. University plays a fundamental role in 

molding learners to become creative, critical thinker and job makers. It is documented that researchers 

in African continent including Tanzania is mainly the weak capacity of research institutes that learners 

are not well prepared to produce the next generation of researchers. Moreover inadequate research 

writing, dissemination and publications also exist. Nevertheless, there is rising recognition that research 

is the key pillar for nation progress. Globally, research exploration contributes significant benefits to 

society, for instance higher learning education with high provision of research activities would attract 

finance from different agencies. It provides opportunities to create better policies. Nonetheless, Africa 

produces less than 1 percent of global research output. African countries visage some of the toughest 



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issues global, the majority of which can only be solved through vigorous and efficient research. This 

might deter the progress of the country. There is requirement to convert research into practice in the 

role of higher education for social transformation. It is in this extent the study aimed to explore 

research innovation in higher learning institutions: implication for quality Education Mwanza-Tanzania. 

The objectives of the study are: 

i. To identify role of research in higher learning institutions in Mwanza Tanzania.  

ii. To determine areas for research innovation in higher learning in Mwanza, Tanzania. 

iii. To examine possible strategies to curb the challenges facing research innovation. 

 

2. Literature Review  

The study adopted the Innovation model founded by Bush in 1945. Generally, the model is categorized 

into stages of innovation. However, a liner model received some criticism. Nevertheless, the model has 

more strengths than limitations. Innovation model was demonstrated with drawing portraying research 

progress continues step by step process starting with the fundamental investigation. The linear model 

aimed at precise activity innovation confined stage by the stage that produces current technology and 

education which is concerned with transformation and change. The study adopted this model because 

the model is useful and is applied by various researchers such as (Rothwell & Zegveld, 1985). 

Furthermore there are two kinds of a linear model of innovation, open and close innovation; to 

differentiate between the two is the operation (Chersbrough, 2003). This Donets that in doing research 

we should combine both types of innovation open and close we must seek ideas from external and 

internal that means from outside and within the learning institutions. 

Research innovation is a process that involved not a single person but teamwork such as higher 

learning management, lecturers, learner, and other stakeholders from external and internal. The model 

is highly connected to the current study as it deals with research innovation as a transformation tool in 

higher learning institutions. The model indicates that research innovation is a continuous process from 

one stage to the next. The model is related to the current study and it has been applied by various 

researchers. Moreover, a linear model dealt with precise activity innovation restricted in one stage by 

the stage that produces current technology and education, which is concerned with transformation and 

change. The study focused mainly on research innovation as a transformation tool for higher learning, 

because higher learning is a place where learners and lecturers grow in career improvement. Apart from 

disseminating knowledge, higher learning also contribute a lot to knowledge creation through research 

writing. Thus higher learning is expected to involve much in research activities. Actual research is a 

pillar for national growth, designed for higher learning to comprehend and sustain their institutional 

value, university managers need to involve profoundly in research, and they need to have the required 

resources, capacities and support from all key internal and external stakeholders. 

 



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Role of research in a higher learning institution 

Innovation is a transformation of higher institutions. In the 19th century, innovation was about 

technology while at present, innovation is about reinventing strategies, products and processes and 

creating new ideas and performing at the right time. Innovation involves important changes in result 

intended thus innovations focuses on better addressing client’s needs nevertheless; innovation goes 

hand in hand with quality education (Zeleza, 2017). Generally, it is accepted that change is connected 

to the pool of knowledge available within an organization, in addition, innovation or transformation is 

linked to research and development, Onu et al. (2012) examined on the transformation of learning 

institutions in Nigeria the study used pure qualitative approach which cannot be generalized however 

this study focused on research innovation this study focused on research innovation as tool for 

transformation.  

In addition, this study looked at research innovation as positive change. In relation to this study Onu et 

al. (2012) examined on the transformation of the learning institutions in Nigeria, this study used pure 

qualitative research and the results displayed that majority of the lecturers 145 from 33 higher 

institutions which is equal to or mean 2.64 which was low than the 3.0 minimum mean accepted not 

have skills to utilize the e-journals and e-books thus creating a hard for them to advance their 

profession. In addition, it was found out that most of the staff in higher learning do not attend various 

conferences, in general, they do not attend scholastic researches as one way of advancing their skills 

and their area of occupation. Lecturers in higher learning institutions are expected to be the pillar in 

research innovation and they could bring a transformation in universities if they would be informed. 

This means that lecturers need to be more equipped in research than any body because you cannot 

share what you do not have hence lecturers need to advance in research. 

In Nigeria, Asiyai (2015) examined how to improve quality, in the higher institution. The previous 

study discussed the roles of various scholars in education to improve quality in higher learning 

institutions in Nigeria. The study pointed out that persistent and holistic infusing quality in all sectors 

in higher learning requires the joint hard work of various stakeholders from both inside and outside the 

universities. Research has connected quality in higher institutions, the learner’s intake, university 

programs, program designs, lecturers, provision of knowledge and learning, students’ professional 

qualification, teaching and learning material as well as non-lecturers for the learners (Baird, 2006). 

Nevertheless, results demonstrated in the previous study first was a critical challenge to quality in 

higher learning institutions were funding, the author stated that the management leaders in Nigeria did 

not find the need to allocate the quantity of budget to higher learning. These findings concur with the 

World Bank (2012) analysis of budgetary allocation to education in various countries indicates that 

Tanzania is the least country in terms of budgetary allocation. Similar to Masenda (2021) asserted that 

Tanzanian tertiary institutions lag on the planet. Statistics indicate that Nairobi University ranked 13th 

Makerere ranked 14th while the University of Dar Es Salaam ranked 42 yet, other universities were 



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nowhere to be allocated. In addition, it was stated that universities in Tanzania continue to perform 

poorly year after year. Dar Es Salaam University secured a position of 42 out of the first 50 best this 

calls for an argent measure (Kigotho, 2021). 

In relation to this study, UNCTAD (2007) stated that; enrolment in all higher learning institutions in 

low developed countries is 3.5 percent involve in research writing while 69 percent are financial set 

apart for research in rich countries. Furthermore, the low developing countries government are 

devoting only 0.3 percent of their gross domestic product to research. While Haiti, Gambia and 

Somalia, Cape Verde, and Samoa have lost the majority of their university potential lecturers shifted to 

the most developed countries looking for better remuneration and a conducive environment. This might 

be some of the reasons why Tanzanian universities lag behind in the global ranking.  

Similar to this study, Jitendra (2017) asserted that the role of global research contributes to a critical 

role for the sustainability and development of the economy. Therefore, excellence of research is an 

indicator that the provision of education and learning in higher institutions is expectedly taking place. 

The support of research in a gigantic and diverse country like Tanzania would assist the nation 

positively change however some literature asserts that most of the universities nowadays face some 

challenges such as inequality research, not many universities have obligatory research for individual 

faculty, unavailability of infrastructure, lack of empowerments from lecturers even from the university 

managers poor libraries, or libraries without e-journals and e-books, lack of internet connectivity.  

Higher learning institutions play vital roles global are expected to create and disseminate knowledge to 

people, through university learners and lecturers as professionals. This may be through instruction, 

extension, outreach, production, or research. While each of these foci is more or less overlapping in 

terms of contribution and relevance, each of them has its degree of significance for higher learning. In 

this sense, higher learners are expected to be knowledge and skills producers, job creators, 

problem-solvers for sustainable development. In a similar sense, Lukman, Krajnc, and Glavič (2010) 

asserted that research is the stamina of higher learning institution positions and their outcomes. 

Nevertheless, if higher institutions are not practiced in conducting research this responsibility will not 

live up to its name and nature. Thus, it is important to look into two things when dealing with research 

in universities:  the quality of research being performed by lecturers and students. 

Global literature asserted that by 2030 Tanzanian youth 15 million will be seeking jobs nevertheless; 

the youth in Tanzania are facing the issue of joblessness due to the fact that low level of provisions of 

education which do not translate the ability and skills of learners. These findings concur with Jitendra 

(2017) who asserted that learners who are weak in education are a good indicator for the absence of 

research. Hence research innovation is highly wanted to transform higher learning institutions by 

empowering learners to be critical thinkers; problem solvers by so doing territory institutions would 

reduce challenges of unemployment of the youth because the youth are leaders of tomorrow. 

 



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University education as the key to supporting economic progress needs to be more flexible and skilful 

in meeting the challenges of adaptation. Actually, the speed of transformation accelerates; Higher 

education provides a good example of this phenomenon. In previous years, universities were the source 

of change-resistant institutions on Earth, however; this is no longer the same today. Higher learning 

institutions have changed more in recent years and the major change includes an Education system has 

changed, from privileged to mass education, Increase reliance on tuition fees, rapid enrollment increase, 

substantial development in the private provision of higher learning, global growing competition, the 

introduction of teaching, learning, research and outreach, thus research innovation is wanting 

(Babalolola et al., 2017). 

The issue of research innovation as a transformation tool for quality Education in Selected higher 

learning institutions is not much documented in Tanzania. Some of the reviewed literature used a single 

approach the current study will fill this gap by using mixed approaches and the strength of data 

gathering on both approaches would strengthen each approach. Nevertheless, the geographical factor 

has been seen in the literature review most of the studies were done in first world countries while very 

few are found in Tanzania hence this study would fill the gap. From the reviewed studies it was also 

revealed that there was a time gap such as (Asiyai, 2015; Walder, 2014; Chersbrough; 2003; Onu et al., 

2012).  

 

3. Methodology  

Mixed research approaches were employed in this study; this approach allows the researcher to apply 

quantitative approach and descriptive approach into a single study. This technique strengthens both 

approaches, since we believe that each approach has some gaps which can be filled by other approach 

(Creswell, 2014).   

3.1 Target 

The population of the study comprised all lecturers, third-year higher learning students, and 

administrators.  Participants were full lecturers with a minimum service period of two years and above. 

Hence the study population was 2500 population and was considered adequate it provided key 

information pertinent to the objectives of the study (Burke, 2008). 

3.2 Research Design 

Explanatory sequential research design (ESMRSD) was adopted in this study where the researcher 

went to the field twice, first collected information using questionnaire followed analyzed it then based 

on the quantitative information construct in-depth interview guide visit the field for the second time 

phenomenology design was used to collect and analyze data on cultural dynamics of the specified 

research innovation as a transformation tool for quality education. The design was preferred because is 

a two-phase mixed design in which quantitative data helped to explain qualitative results (Mgenda, 

2013; Creswell, 2014). 



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3.3 Sampling Procedure 

The current study adopted both qualitative and quantitative paradigms were employed in current study 

Stratified and simple random sampling, these techniques allow the respondents to have an equal chance 

of being selected or there is a random collection of respondents for the research and each participant in 

the inhabitants had an identical and self-sufficient chance of being elected in the example (Burke, 

2008). Stratified, simple random sampling was involved in the study under probability the study 

involved one hundred academic staff, 30 university Learners who were in third year or final year and 

10 managers for higher learning giving a total of 140 participants out of 2500 population. These 

participants were enough to provide the needed information. Non-probability sampling does not use 

simple random sampling thus in this study the researcher employs purposive selection to select ten 

participants out of 40 members in the population.  

3.4 Research Instruments  

Questionnaire and in-depth interview was used to assemble information. Questionnaire was employed 

to collect data from lecturers and learners, while an interview guide used to collect information from 

HLIs’ administrators. The researcher used questionnaire because this kind of tool allows the researcher 

to gather information straight from the participants. Similar to Punch (2009) contends that instrument 

triangulation strengthens a study by offering the possibility of the strengths of the combined 

instruments and compensating for the weaknesses of either instrument.  

3.5 Validity and Reliability 

Instruments were exposed to the research section and peer members in the research investigation 

Furthermore, the academic staff questionnaire, administrators, and students’ questionnaire had an 

overall Cronbach alpha coefficient of α=0.81 correspondence, suggesting that the instrument was 

reliable (Tavakol & Dennick, 2011). For qualitative tools such as interview and observation the 

researcher considered checking the trustworthiness of qualitative tools. Involvement of phenomenology 

technique in data collection requires the validation of interview and document analysis guides 

(Mugenda, 2013; Creswell, 2014). Ethical consideration was observed during the whole process of 

research writing. 

 

4. Results and Discussion  

This part presents the main findings on research innovation as a transformation tool for quality 

education in three selected universities in Mwanza, Tanzania. Research is a pillar for national growth; 

from the findings, it was revealed that there was a very strong relationship between research innovation 

and quality education in tertiary institutions. The first research question was out to ascertain whether 

research contributes to higher learning. Moreover, the research findings exposed that research enables 

learners to be critical thinkers, problem solvers, research empowers the youths, it gives self-confidence 

to the researcher; it gives autonomy and provides monetary funds. The current finding is in agreement 



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with Jitendra (2017) asserted that research plays a critical role in a sustainable economy.  

Literature portrays that teaching research to learners provides knowledge that is vital to both learners 

and academic staff it implies that when learners gain research knowledge and skills they are actively 

involved in writing and applying research methodologies, presents the results finally publish their 

works to the world. Thus, if learners are provided with the needed education on research, they would 

become very productive writers and publications. This benefits the universities, learners, the lecturers 

finally the country will be globally recognized. Hence involving all learners in research is likely 

exposing them to the world of knowledge. However, it was revealed that most of the lecturers are not 

committed to research provided to the learners, leadership and efficient harmonization are essential to 

guide to become capable researchers, but because lecturers do not mentor and harmonize learners and 

academic staff, learners are not involved in research writing at all, or involve in meager quality 

investigations Notwithstanding the strong emphasis placed on the need to innovate investigation 

capability output, dissemination and outcomes, the tertiary education research coordination remains an 

issue of concerned and this is similar to the accessible data by Asiyai (2015) stresses that research has 

turned down in writing and publication in current years.  

Research for improvement  

The researcher asked participants to rank three factors on a scale of 1 to 3 based on the importance 

from the highest to the lowest, as main concern areas that need to be improved research productivity in 

Africa, including Tanzania. These part involved financial support, training, support and cooperation. 

140 respondents gave answers to this question. For first priority, the highest number of responses 60 

percent demonstrating that providing more training and support. Nevertheless a majority of the 

respondents 61 percent pointed that more funding escalating teamwork was the third priority while a 

least of 19 percent. Research innovation is a vital to the progression of humanity as it overcomes the 

kinds of social challenges and empowers society’s ability to create new ideas, design product services, 

and economically competition with other nations. However, the research paradigm, which is needed to 

enhance middle economy, seems to fall short in terms of meeting the requirements and demands of the 

Tanzanian. The researches in most of higher learning institutions in Tanzania receive very acute 

research financial support. One of the interviewee narrated that: every year universities’ management 

plan and submit monetary to officials yet, the allocation of money for research falls remote back 

beneath 30 percent however, providing enough money to higher learning institutions could solve the 

problem.  

There is a need for Research Innovation in Tanzania 

Inadequate research support across Tanzanian universities is a consequence of the limited significance 

given to research by institutional influential. This has also led to an extensive lack of research 

management expertise amongst teaching and support staff across all areas. The study discovered skills 

gaps in identifying bursary, developing proposals, attending conferences, and research uptake. From 



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the findings it was openly revealed that funding for research in Tanzania remains a serious restraint. 

The researches in most higher learning institutions in Tanzania receive very acute research financial 

support. One of the interviewee narrated that: every year universities’ management plan and submit 

monetary to officials yet, the allocation of money for research falls remote back below 30 percent 

however, providing enough money to higher learning institutions could allow lecturers and learners to 

involve in research writing.   

Areas for research innovation in higher learning in Tanzania 

In addition, research innovation is the topmost playing in problem-solving. Research is responding well 

against corona pandemic through research exploration creation of new skills, various techniques for 

protections, vaccines and other medicinal treatment is invented yet research is highly needed to provide 

possible measures to alleviate and curb the issue of covid-19. Research can assist in policy decisions 

for national development. Government should carry on sustaining research growth. The study result 

demonstrated that research is a backbone of the nation hence the stakeholders and lecturers should 

ensure the provision of research to the learners is empowered.  

The status of research in higher learning in Tanzania 

The researcher was interested to find out how higher learning institutions perform in research. The 

reviewed studies demonstrated that Tanzania is the least country in terms of budgetary allocation when 

we compare it with other countries in Africa. The review is portrayed in Figure 1.   

 

Schooling grounded in research,

Availability of funds

Authentic partnership

Research writing and publication

12

11

4

3

PERCENT

Figure 1. The Status of Research in Higher Learning 



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Figure 1 illustrated that Tanzania’s tertiary gross enrolment rate of 3.1 per cent and is one of the lowest 

countries in higher learning in Eastern Africa and lags by Kenya’s 11.5 per cent, Ethiopia’s 8.1 per cent, 

Rwanda’s 6.2 per cent and Uganda’s 4.8 per cent, according to UNESCO., in addition, the overall 

quality of post-secondary education in Tanzania is also low and do not adequately prepare university 

graduates for current and future formal jobs or self-employment (Gigotho, 2021) this findings indicates 

that Tanzania needs to struggle and innovation in research this would improve the whole system of 

education and obtain quality in teaching, learning and research, finally economy development. 

To ensure effective research innovation all university managers in Tanzania should guarantee to 

innovate research. This implies that all members in higher learning institutions should use research 

inquiry; learners must be provided with suitable knowledge which should be grounded in research, 

availability of funds, authentic partnerships from within and outside the country. Higher learning 

lecturers ought to be rooted in investigation inquiry the intent is to edifice rational competence training 

in universities and all tertiary education ought to be taught by potential lecturers those who are research 

experts who own self-interest and skills in the public interest. This would enhance research innovation 

in higher learning. Research exploration is not a work of a single person but it is a teamwork job or 

cooperation work therefore, should involve all people required.  

This study explores research innovation as a Transformation tool for quality Education. The key 

findings indicated that 77 percent of the respondents claimed that higher learning institutions with the 

high provision of research activities attract finance from different agencies. A number of participants 

73 percent commended that research provides opportunities to come up with better policies, planning 

and strategies. Globally research investigation contributes a significant benefit to society. Most of the 

studies investigated specifically actions research have been passed out in higher learning however some 

of the learning institutions do not have tools for carrying out investigation actions. Research empowers 

inquisitiveness. Having an interest in learning research takes you far away in life. Research widens 

your sphere to various opinions and new generating thoughts. It also builds perception and logical skills. 

The research process rewards curiosity. When you’re dedicated to scholarship, you will be always in a 

place of development. Curiosity is also good for your fitness is associated with higher levels of learning 

research you feel better satisfaction with life, and it lowers anxious. Figure 3 indicates the summary of 

the importance of research. 

 



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Figure 2. Illustrates the Importance of Research to Mankind (n=100) 

 

Figure 2 shows the contribution of research that helps to solve problems 74 percent of respondents 

indicated that the role of research is to solve challenges in society and globally in general. Research 

plays a crucial role in solving various issues such as personal or professional challenges. Vivid example 

during corona pandemic many researchers involve in investigations so that they come up with vaccines. 

The majority of the respondents 68 per cent claimed that research helps to look outside and think wider 

to create a solution for the problem. Some participants 43 per cent commended that confidence is 

another point that can be brought by investigation. When you are aware that you have gathered 

adequate data, analyzed and published you become contented and you will feel much more motivated 

to investigate research and you can become more confident in your solution. Furthermore, Research 

innovation can aid in policy decisions for national development thus research contributes a lot to 

national growth. 

The study was interested to find out possible strategies to curb challenges facing research 

innovation  

The study result indicated that there were varieties of challenges facing research innovation as 

monetary capital, lack of institutional partnership, low learners’ registration and disengagement 

between instructions and investigates were some of the limitations that challenged tertiary institutions 

in investigating knowledge growth in Tanzania.  

 

 



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Lack of monetary funds 

The study was interested to evaluate the challenges facing research innovation so as to boost 

investigation production in higher learning, we need to locate money for research development so as 

draw citizens nearer to involvement and get occupied in research writing and publishing. Moreover, it 

has been revealed that majority 68 percent of university managers do not invest in research, while some 

14 percent participants displayed that some universities give little financial for research however, 45 

percent of the respondents do not attempt to coordinate financially sustainable for research 

development. 

These results concluded that there is a serious need to widen suitable harmonious mechanisms 

concerning various stakeholders in the research system, including the higher learning leadership in 

particular. This study exposed that all learning institutions must put a link of supporters, grants from 

external and internal systems for lecturers’ research funding. It is consequently, required those higher 

learning supply pertinent personnel advance programs like supervising, monitoring and assistance 

within the diverse department. The corona pandemic has seriously challenged researchers and added 

limitations in university structures. There have been 25 per cent of the number of people graduating in 

PHD every year however during corona all schooling in all levels of education abruptly stopped, 

learners were not able to present their research hence no graduated in time. The research findings 

indicated that some of the lecturers are not active in research writing and publication as one of the 

members cited: “I am not encouraged to either write or publish since there is no supports from the 

university even the government. She added as you know publication needs funds”. 

Challenges of academic research in Tanzania  

In this section, the researcher expected to understand if academic staff was faced with constraints in 

research growth. Respondents cited several challenges facing HLI’s the implementation of research 

objectives in tertiary institutions such as Irregular financial support, low motivation, outdated study 

infrastructure, professional turnover, increasing duties resulting from weakening lecturers, learners’ 

proportion which was not related to the teaching staff. These limitations have also led to low research 

production. Participants also mentioned severe factors that contribute to research declining in Tanzania 

such as un-seriousness of the education sector, deficient in stressing on science subjects’ courses. The 

majorities of the factories belong to the government yet; do not connect in creativity to develop new 

products that would improve its competitiveness, poor funding and research publication. Change is 

inevitable this innovation is potential through scholastic investigation that generates new knowledge, 

skills, technologies and the potential for action. 

Possible strategies to curb challenges facing research innovation 

The current study was interested in looking for techniques used for research innovation as a tool for 

change. Different methods for research innovation were revealed as displayed in Table 1. 

  



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Table 1. Techniques for Research innovation (n=100) 

Item Frequency Percent 

Research base learning 56 56 

Support learners for self-organizations 50 50 

Advance education for transformation 78 78 

Increase research mentoring 69 69 

Involve outsider stakeholders 55 77 

Supply self-reliant modules 55 55 

Increase digital skills modules 79 79 

Promote and support start-up researchers 37 37 

 

Table 1 indicates various methods which could be used to transform research in higher learning. The 

findings displayed that: project-based learning 56 per cent, support learners self-organization 50.0 

while majority 78.0 per cent of the participants commended that teaching in research innovation 

services need to be improved, extend research mentoring 69.0 per cent, including external stakeholders 

77 per cent however provision of entrepreneurial modules 55 per cent. Nevertheless, the majority of the 

participants 79 per cent asserted that developing digital skills modules is one of the techniques which 

could assist research innovation in higher learning, finally, a least of participants 37.0 per cent 

portrayed that professionals must encourage and support the young researchers to involve in research 

writing and publications. Innovation in higher learning is not only a single person work but is an act of 

teamwork a solid system to anchor within a bigger system that enables and draws on a transformation 

process. Moreover, higher learning institutions would be successful in bringing transformation in 

universities if varieties of methods would be implemented. Including using sufficient academic 

autonomy in higher learning, freedom to create new study programs and design their content. Tertiary 

learning should adopt online teaching and learn including; e-learning, e-journal, e-book, Higher 

learning must have sufficient autonomy in using the fund to support lifelong expertise, career growth 

through different financial support streams, involving monetary from university fees. This findings 

concur with paschal, Pacho and Adewoyin (2022, pp. 37-38) who recommended several strategies for 

innovation in Higher education. For example provision of fund by the government, improving internet 

connection and ICT infrastructure as well as application of blended learning as an innovative ways to 

effective learning in higher education.  

Promote research innovation in higher learning institutions  

During the interview, one of the participants voiced out that tertiary institutions’ lecturers, managers 

and other stakeholders must work together as a team to facilitate joint innovation among HLI and 

industries, community organizations. Reward commitment lecturers involve in research provision and 

mentoring as well as career development. Generate monetary incentives to remunerate research and 



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teaching involvement is very vital. Hence work with and collaborate with external stakeholders.  

 

5. Conclusion  

Like any other institution in the world universities in Tanzania need research innovation that would 

convert the learners to be successful, creative, crisis solvers, and not job seekers. Research innovation 

can aid in policy decisions for national development; competence-base, research empowers the youths, 

it gives self-confidence to the researcher; it gives autonomy and provides monetary funds. The pattern 

of skills will lead to human resource development and competence building. Hence, the role of tertiary 

institutions is considered to be critical to social development and economics. The results also 

demonstrated that there are significant differences in higher learning lecturers’ operation of expertise 

and other applicable materials in their delivery of lectures. It was also revealed that lecturers were not 

committed to educational researches as a means of updating their understanding in areas of occupation. 

The exploitation of e-learning e-journal and e-books to mention some were similarly found to be 

limited however utilization of these materials makes the academic staff successful agents of renovation 

in higher institutors. Worldwide higher learning is expected to mould learners to be elevated thinkers 

functioning, contrary and convergent critical thinking, elaboration, transformation and evaluation of 

knowledge, and traits said to be trainable. The lecturer is supposed to be professional who hold 

strategic innovation in research and education as a whole because the location they occupy in the 

education process is very significant. It was found out that research innovation is challenged with 

insufficient enforcement of research laws, monetary capital, lack of institutional partnership, low 

learners’ registration and disengagement between instructions and investigates were some of the 

limitations that faced higher learning coupled with inadequate awareness on the important of research 

were the major factors challenging research innovation in higher learning education in higher learning in 

Mwanza, Tanzania. In addition, lack of pertinent skills in e-learning consequently can bring severe 

problems in higher learning. 

 

6. Recommendations  

This study brought forth a number of concerns that require the attention of stakeholders: 

i. The republic government of Tanzania should set a policy that will ensure that research is given 

paramount priority in all tertiary learning.  

ii. The study recommended those higher learning institutions’ managers, from government and private 

sector must invest more in research writing and publications and academic staff should provide 

varieties of skills and possible measures for research innovation in all higher learning institutions. 

iii. The higher learning institutions managements must critically make a review on the teaching 

Pedagogy of the higher learning; provide seminars, workshops, refresher courses to academic lecturers 

to use both experiences, skills in teaching and direct learners to be competent researchers. 



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iv. To all tertiary institutions should broaden the results of amount and excellence of investigation 

accepted in all higher learning institutions moreover results in contributions must be disseminated for 

implications of findings to the entire public. 

v. The Republic of Tanzania must seek sufficient funds such as physical resources and financial 

focusing on investigations specifically stressing on research transformation, in general, this might boost 

the research investigations in Tanzania.  

 

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