Conceptualising Maslow’s Self-Actualisation Concept for Application in Higher Education: An African Ubuntu Perspective

Abstract

This qualitative study focused on the applicability of Maslow’s self-actualisation concept in higher education institutions in Zimbabwe. An African perspective, guided by the African philosophy of Ubuntu, was used to inform the study. The study collected data from 30 participants comprising administrators in higher education institutions, lecturers and students and participants using in-depth interviews and observations. The participants were drawn from 5 participating higher education institutions in Zimbabwe. Data were analysed using thematic procedures and the results show that unlike its Eurocentric individualistic perspective, self-actualisation represents a more inclusive concept from an Afrocentric perspective which is collectivist. Its application in higher education can enhance the student’s overall educational outcomes throughout their studies, enabling them to immediately contribute positively to the good of society and others within and outside their institutions of learning, with integrity, empathy and compassion, without the condition of first fulfilling their own individual lower-level needs as theorised by Maslow. The study recommended the development of higher education policies that are imbedded in the Ubuntu philosophy.