Innovation and industrialisation through assessment reforms in higher education in developing countries: a case study of Zimbabwe

Abstract

This qualitative study explored the transformative potential of assessment in higher education, catalysing innovation and driving industrialization in developing countries. Drawing on the Diffusion of Innovation Theory and the Triple Helix Model, the paper examined how assessment reforms in higher education in Zimbabwe, can ignite innovation and industrialization, offering a beacon of hope for similar contexts in the African continent. The study collected data from relevant documents and thirty (30) participants through interviews and focus groups. Thematic analysis was used to analyse the data. Findings show that traditional assessment methods were inadequate in producing innovative minds among students. This underscores the need for a paradigm shift in assessment approaches employed in higher education. The study recommends the use of competency-based assessment methods, which hold positive implications for developing countries seeking to foster innovation-led industrialization.