John Mgejwa Master's Degree Dissertation - Compressed

ST.
AUGUSTINE UNIVERSITY OF TANZANIA

JORDAN UNIVERSITY COLLEGE
John S. M. Mgejwa
THE IMPACTOF BANNED PROGRAMMES TO THE

SUSTAINABILITY OF UNIVERSITY COMMUNITIES IN
TANZANIA:
A Case Study of Private Universities
MED (Planning and Administration) Dissertation
Morogoro 2020
ST. AUGUSTINE UNIVERSITY OF TANZANIA
JORDAN UNIVERSITY COLLEGE
John S. M. Mgejwa
THE IMPACT OF BANNED PROGRAMMES TO THE

SUSTAINABILITY OF UNIVERSITY COMMUNITIES IN
TANZANIA:
A Case Study of Private Universities
Supervisor
Dr. Raphael Habi
A Dissertation Submitted in (Partial) Fulfillment of the Requirement

for the Award of Master’s Degree of Education in Planning and
Administration (MED) at Jordan University College
Morogoro 2020
ACKNOWLEDGEMENTS
I would like to express my deepest gratitude to the almighty God for the
love I have for him. I also express my sincere gratitude to Dr. Raphael Habi,
my supervisor for guiding me since the commencement of this study, he
guided me tirelessly how to write a proposal and finally dissertation writing.
God be with him forever.
Also my gratitude to the Government of Germany for supporting me in
my studies at Jordan University College, a constituent College of St.
Augustine University of Tanzania. The government of Germany through
Germany Academic Exchange Program (DAAD) supported me financially for
two years of Master’s degree studies, God bless them for the service they
have provided for me at Jordan University College. I would like also to
express my great appreciations to the coordinators of DAAD offices in East
Africa for the constant cooperation they have shown me since the
commencement of my studies. I would like also to express my deepest
gratitude to Information Training and Outreach Centre for Africa (ITOCA) of
South Africa in collaboration with German Academic Exchange program for
the knowledge they imparted to me on Electronic Library Resources through
training workshop conducted in Dar es Salaam, awareness on electronic
library resources has helped me to complete dissertation writing.
My DED-Ilemela in Mwanza is of high contribution to this work because
he was the one who permitted me to commence my studies at Jordan
University College of Morogoro, without the permission from him it was not
possible for me to go for further studies in Morogoro. Moreover, I extend
thanks to my beloved father; Samson Magara Mgejwa, my Mother Helena
Ng’ogera, my stepmother Kelesensia Kandira, and my beloved brothers and
sisters who shape me morally and encouraging me to study hard for the
benefit of society. My special thanks go to my wife Pauline Mnyonge and my
beloved daughter Helen John Mgejwa, they have been tolerant for two years
of my studies, and I thank them for encouraging me throughout this academic
journey.
Lastly I would like to appreciate the cooperation that my colleagues from
MEDPA and MEDCI classes have shown me, it is not bad to mention some of
them; Aziza Dauda, Jackson Mpankuli, Michael Nichodemus, Sima Tlatlaa,
Mustapha Kaisi, Octavian Hinju, Suzana Benni, Sr. Jancy, Castory Kayombo,
Saimon Raphael and other colleagues in the class of 2018-2020. I will not
forget them since they were vital during discussions and presentations in the
class. My gratitude also goes to my respondents from the field; their
contributions have made the preparation of this dissertation possible.
DEDICATION
This work is dedicated to my beloved daughter Helen and my beloved

wife Paulina.
LIST OF ABBREVIATIONSAND ACRONYMS
FPHEIs For-Profit Higher Education Institutions
GOT Government of Tanzania
HEIs Higher Education Institutions
JUCO Jordan University College
MUM Muslim University of Morogoro
OUT Open University of Tanzania
PHEIs Private Higher Education Institutions
PTEIs Private Tertiary Education Institutions
SAP Structural Adjustment Programs
SUA Sokoine University of Agriculture
SPSS Statistical Package for Social Sciences (Version 16.0)
SJUOT St. John’s University of Tanzania
TCU Tanzania Commission for Universities
TE Tertiary Education
UEA University of East Africa
USA United States of America
ABSTRACT
This study examined the Impact of banned programmes to the sustainability
of university communities. The study was conducted in three Private
Universities; Jordan University College found in Morogoro, Muslim
University of Morogoro and St. John’s University of Tanzania found in
Dodoma-Tanzania. This study had three specific objectives; to investigate the
reasons for the variations in the number of first year students admitted
between the year 2017/2018 and 2016/2017 in three private universities under
study, to explore the reasons for the financial condition of private universities
under study which occurred in 2017/2018 and 2018/2019 academic years and
to explore the immediate effects to the university community caused by TCU
admission restrictions in 2017/2018. The study involved a sample of 108
respondents from three universities; the researcher used descriptive design
which combined both quantitative and qualitative research approaches. Non-
probability sampling techniques such as purposive, convenient and
probability sampling techniques such as systematic and simple random
sampling techniques were used to get the sample for this study. Data
collection used both primary and secondary sources and instruments such as
questionnaires and interview guides were used.
The study revealed that in 2017/2018 academic year all three Private
Universities which were under study recorded a decrease in the number of
first year admitted students compared to 2016/2017 because of TCU
admission ban which was pushed by poor quality assurance issues in
2016/2017 in private universities. Private universities under this study
experienced slight economic drop in the 2017/2018 and 2018/2019 as a result
TCU admission ban and other private institutions operational systems. This
financial drop caused some of the Private Universities fail to pay salaries to
their workers on time and other running costs but the regulation has helped
private universities to make program improvements. On the side of the
surrounding communities such as petty traders, the drop in the number of
admitted students led to the shortage of customers for their goods and services
and some of them closed their businesses.
This study recommends that, quality education needs presence of students,
TCU should allow these PHIs to admit new students in all programs but
employ process evaluation to ensure quality education rather than forbidding
them to admit new students to some of the programs. This will protect the
PHIs admissions from severe drop and curb financial drop which may rise
because of limited admission rate. Quantity of students is very important in
private universities because it is a source of revenue which assures quality
education through employing required human resources and facilities.
TABLE OF CONTENTS
CERTIFICATION .................................................. Error! Bookmark not defined.
DECLARATION AND COPYRIGHT ................... Error! Bookmark not defined.
ACKNOWLEDGEMENTS .....................................................................................v
DEDICATION ...................................................................................................... vi
LIST OF ABBREVIATIONSAND ACRONYMS ................................................ vii
ABSTRACT ........................................................................................................ viii
LIST OF TABLES................................................................................................ xii
LIST OF FIGURES ............................................................................................. xiii
LIST OF PLATES ................................................................................................xiv
CHAPTER ONE ....................................................................................................1
1.0 General Introduction .......................................................................................1
1.1 Background to the Study .................................................................................3
1.2 Statement of the Problem ................................................................................5
1.3 Objectives of the Study ...................................................................................6
1.3.1 General Objective .....................................................................................6
1.3.2 Specific Objectives ...................................................................................6
1.3.3 Research Questions ..................................................................................6
1.3.4 Significance of the Study ..........................................................................7
1.3.5 Scope of the Study ....................................................................................7
1.3.6 Limitations of the Study ...........................................................................7
1.3.7 Organization of the Research ....................................................................7
CHAPTER TWO ...................................................................................................9
LITERATURE REVIEW......................................................................................9
2.0 Introduction ....................................................................................................9
2.1 Operational Terms ..........................................................................................9
2.1.1 Impact ......................................................................................................9
2.1.2 Banned Programs .....................................................................................9
2.1.3 Admission ..............................................................................................10
2.1.4 University Community ...........................................................................10
2.2 Theoretical Framework .................................................................................10
2.2.1 Public Interest Theory of Regulation ......................................................10
2.2.2Private Interest Theories of Regulation ....................................................11
2.3 Review of Different Literatures ....................................................................12
2.3.1 Higher Learning Institutions in Tanzania ................................................12
2.3.2 Admission of Students in Higher Learning Institutions in Tanzania ........14
2.3.3 Sources of Revenues in Private Universities in Tanzania ........................16
2. 3.4 Private Universities and their Surrounding Communities .......................17
2.3.5 Regulation of Higher Education Institutions ...........................................21
2.4 Empirical Studies..........................................................................................23
2.4.1 A Study in USA......................................................................................23
2.4.2 A Study in New Zealand.........................................................................25
2.4.3 Studies in Tanzania ................................................................................25
2.5 Knowledge Gap ............................................................................................26
2.6 Conceptual Framework .................................................................................27
CHAPTER THREE .............................................................................................30
RESEARCH METHODOLOGY ........................................................................30
3.0 Introduction ..................................................................................................30
3.1 Description of the Study Area .......................................................................30
3.1.1 Morogoro Region Profile ........................................................................30
3.1.2 Dodoma Region Profile ..........................................................................31
3.2 Research Approach .......................................................................................33
3.3 Research Design ...........................................................................................33
3.4 Population ....................................................................................................33
3.5 Sample size...................................................................................................33
3.6 Sampling Methods ........................................................................................35
3.7 Data Collection Procedures...........................................................................36
3.7.1 Primary Data ..........................................................................................36
3.7.1.1 Interviews ............................................................................................36
3.7.1.2 Questionnaires .....................................................................................36
3.7.1.3 Observation .........................................................................................36
3.7.2 Secondary Data ......................................................................................36
3.8 Data Analysis ............................................................................................... 37
3.8.1 Qualitative Data Analysis .......................................................................37
3.8.2 Quantitative Data Analysis .....................................................................37
3.9 Data Organization and Presentation ..............................................................37
3.10 Instrument Reliability and Validity .............................................................37
3.10.1 Validity ................................................................................................ 37
3.10.2 Reliability .............................................................................................38
3.11 Ethical Considerations ................................................................................38
3.12 Brief Summary of Chapter Four..................................................................38
CHAPTER FOUR ............................................................................................... 40
RESULTS AND FINDINGS ...............................................................................40
4.1 Introduction ..................................................................................................40
4.2 Questionnaire Return Rate ............................................................................40
4.3 Demographic Characteristics of respondents.................................................40
4.4 Variation in the number of admitted students between 2015/2016 and
2018/2019 in two Universities ............................................................................48
4.5 Reasons for the Financial Condition of Private Universities under Study
Which Occurred In 2017/2018 and 2018/2019 Academic Years. ........................52
4.6 Impacts of TCU admission ban to the petty traders, ......................................59
4.7 Summary of Chapter Four ............................................................................63
CHAPTER FIVE .................................................................................................65
CONCLUSION AND RECOMMENDATIONS ................................................65
5.1 Introduction ..................................................................................................65
5.2 Summary ......................................................................................................65
5.3 Conclusion....................................................................................................67
5.4 Recommendations ........................................................................................69
5.4.1 Encouragement of High Admission Rate in Private Universities ............69
5.4.2 Protection of Private Universities from Financial Drop...........................69
5.4.3 Protecting Petty Traders in the Surrounding Communities from the
Closure of their Businesses because of Losing Customers ............................... 70
5.4.4 Employing Required Human Resources and Ensuring Availability of
Facilities in Private Universities ......................................................................70
5.5 Area for Further Studies ...............................................................................71
BIBLIOGRAPHY ................................................................................................ 72
APPENDICES......................................................................................................77
LIST OF TABLES
Table 3.2 Description of Respondents, P=10,000 People, Margin of error=5.0% and
Confidence=95% ...................................................................................................35
Table 4.3.1: Responses on Necessity of TCU admission restrictions to private
universities: N=100 ................................................................................................ 46
Table 4.3.2: Reasons for Responses in table 2; N=100 ...........................................47
Table 4.5.1: Revenue and Spending Analysis of the Restricted Private Universities
in the Selected Consecutive Academic Years .........................................................53
Table 4.6.1 Respondents’ awareness on economic relationship between the
university and surrounding communities outside the university internal
environment; ..........................................................................................................60
LIST OF FIGURES
Figure 4.3.1: Respondents’ Distribution by Gender................................................40
Figure 4.3.2: Respondents Distribution by Age ......................................................41
Figure 4.3.3: Distribution of Respondents by Occupation ......................................42
Figure 4.3.4: Distribution of Respondents by Level of Education ..........................43
Figure 4.3.5: Respondents’ awareness on TCU partial ban of 2017/2018 academic
year on restricting the admission of new students to some of the programs. ...........45
Figure 4.4.1: Number of First Year Admitted Students in Four Consecutive
Academic years .....................................................................................................49
Figure 4.4.2: Reasons to the decrease in the number of first year admitted Students
in 2017/2018 and 2018/2019 academic year ..........................................................51
Figure 4.5.3: Effects of TCU admission restrictions to students of the sampled
Universities; N=40 out of 100 ................................................................................58
Figure 4.5.1 Reasons for the Financial Drop in Private Universities under Study
Which Occurred In 2018/2019 Academic Years. ...................................................54
Figure 4.6.1: Impacts of TCU admission restrictions to the communities
surrounding the affected Universities .....................................................................61
LIST OF PLATES
Plate 3.1 Map of Tanzania Showing Morogoro Region ...................................31
Plate 3.2: Map of Tanzania Showing Dodoma Region.....................................32
CHAPTER ONE
1.0 General Introduction
Tanzania has established more than 71 higher institutions since her
independence.1 The history of Tanzania higher institutions is traced back
when her first higher institution was established in 1961, called Dar es Salaam
University College, a constituent college of University of London. 2 As an
affiliation, Dar es Salaam University College only catered one faculty,
Faculty of Law, and received only 13 students. Tanzania, Kenya and Uganda,
signed a contract in 1963 to establish higher education institution called
University of East Africa (UEA) under an affiliation with University of
London; University of Dar es Salaam in Tanzania, Makerere University in
Uganda, and University of Nairobi in Kenya. In 1970, UEA collapsed; this
was the beginning of the independent higher institutions in respective
countries. Until 1995, the sole provider of University education was the
Government of Tanzania (GOT), the only two Universities which were
providing university education were University of Dar es Salaam and Sokoine
University of Agriculture. In 2000s, Tanzania added 4 more public
universities, namely Sokoine University of Agriculture (SUA), Mzumbe
University, Open University of Tanzania (OUT), and State University of
Zanzibar.
Public universities have dominated the higher education landscape in
Tanzania for several decades; their failure to cope with admission pressure
became more critical with the introduction of the Structural Adjustment
Programme (SAP) in the later part of the 1980s. 3The increase of social
demand for higher education in Tanzania leads to the initiation of the policy
that allowed private universities to take a part in higher education industry.
The repeal of Education Act No. 25 of 1978, and the passage of education Act
No. 10 of 1995 blessed the commencement of private universities in Tanzania
to reduce the burden that was carried by few and very limited public
universities.4It is within this context that the emergence and rapid expansion
of private universities can be appreciated in Tanzania.
In Tanzania, the rapid growth of higher education institution is believed
that it is not accompanied by sufficient number of students’ enrolment 5; the
rate of admission is low, the presence of private universities may increase the
1
TCU, Undergraduate Admission Guidebook for 2019/2020 Academic Year, 1-18.
2
A. Mohammad - S. Jan-Jan - A.A. Siti, “Factors Affecting Efficiency”, 10-27.
3
L. Morley - L. Fiona - L. Rosemary,“Democratising Higher Education”, 56-64.
4
Y.M. Istoroyekti, “Issues Challenging Universities”, 5-25.
5
Y.M. Istoroyekti, “Issues Challenging Universities", 5-25.
rate of admission in Tanzania but they are facing the question of regulation of
higher education institutions.
Currently, higher education sector in most of countries has experienced an
application of models imported from other sectors; for example, the idea that
efficiency, effectiveness and societal responsiveness of universities and
colleges is improved through adoption of practices found in commercial and
competitive markets. 6 In addition to this, is the view that higher education
institutions have a large and growing levels of taxpayers’ and students’ funds
therefore they should be governed or regulated and made accountable in the
same way as other commercial entities tend to be governed and accountable. 7
Although there are policies and labour market related opportunities that
encourage the development of private educational institutions they are facing
a series of challenges in smoothly running their programs due to lack of
comprehensive robust, and reliable government regulatory framework. It is
articulated by researchers such as Wossenu8 from Ethiopia that the existing
regulatory policy and laws guiding private institutions are not friendly; they
are unstable to the extent that cannot encourage the market forces and
autonomy of universities.9 Many private educational institutions are not
smoothly running their businesses because of regulatory frameworks working
in Africa.10
With this fact, private universities in Tanzania have faced a lot of
challenges ranging from outside and inside their environment including
pressures from regulating body in Tanzania 11.Following the TCU Quality
Assurance Inspection Report of 2016/2017 academic year, in the academic
year 2017/2018,the TCU totally banned 19 Private Universities and Colleges
from admitting new students. Apart from total banning of 19 private
universities and colleges to admit new students in 2017/2018 a total of 75
courses from 22 Universities and Colleges were banned which means that the
affected Universities were not allowed to admit new students to the said
courses. As it was publicized in the TCU’s website, the ban of 19 institutions
of higher learning and that of 75 courses being stopped was because of the
failure by the Universities to address the shortcomings that were pointed out
earlier during inspection of all Universities in Tanzania. The then acting
6
B. Cantwell – al., Handbook on the Politics of Higher Education, 319- 379.
7
B. Cantwell –al., Handbook on the Politics of Higher Education, 319-379.
8
W. Yimam – M. Nega, Current Issues in Ethiopian Private Higher Education, 12-60.
9
W. Yimam – M. Nega, Current Issues in Ethiopian Education Institutions, 12-60.
10
W. Yimam – M. Nega, Current Issues in Ethiopian Education Institutions, 12-60.
11
Y.M. Istoroyekti, “Issues Challenging Universities”, 5-25.
executive secretary of TCU, during an exclusive interview with The Citizen
newspaper October 30, 2017 in Dar es Salaam said that
“None of the banned institutions has been allowed to take in new
students in 2017/2018 academic year. They failed to comply with
regulations and will therefore not admit new students in this year.
The affected universities will be allowed to receive new students
from next year but upon satisfaction that they have adhered to the
requirements.TCU will continue with its work of auditing the
institutions of higher learning”12
This situation brought a lot of questions since most of people believe that
the existing HEIs cannot accommodate all students who yearly complete their
advanced certificate of secondary education all over the country.
1.1 Background to the Study
In global level, Higher Education Institutions are the foundation of
development in each and every country because they produce many experts
that help in innovation and foster development activities through their
services.13Higher education has a social role of bringing equality and helping
social improvement from extreme poverty that still prevail in our society. In
order for these institutions to survive and serve the society, they need students
to sharpen their mind.14
The Gross Enrolment rate in Higher Education is the lowest in Sub-
Saharan Africa. Since the colonial and independence periods, the history
shows that higher education in Africa has been state supplied and financed.
This situation has been borrowed even after the independence of many
countries in Africa. State control of educational institutions is influenced by
colonial rule which was dominant in African states. During the time of
colonization, educational institutions were under the colonial government.
Colonial policies in Anglophone and Francophone Africa aimed at controlling
educational expansion to ensure that higher education institutions did not
become producers of unemployed graduates and a locus for nationalist
agitation as happened in India15. In Africa, most secondary and higher
education was the state's responsibility from the outset after the independence
of many countries in 1960’s.
The history shows that most of educational institutions established by
colonial authorities that were transformed into universities during de-
12
D. Kamagi, “Ban of 19 Universities to Remain in Force", 1.
13
K. Pawłowski, “The ‘Fourth Generation University as a Creator”, 51-64.
14
UNESCO, “The Role of Higher Education in Society”, 8-11.
15
T.O. Eisemon - S. Jamil, “African Universities and the State", 68.
colonization had small enrolments, low student/staff ratios and provided
residences and many services to the academic community 16. Even the high
cost, low output models of higher education were transplanted to Africa 17.
The urgent need to replace expatriates and reliance on former metropolitan
countries for postgraduate training limited the scope for experimentation with
less costly, more sustainable forms higher education after independence 18.
Meanwhile, development planning emphasized the importance of public
investments in human capital, especially at the highest levels, requiring the
subordination of universities to the state in matters affecting the level and
distribution of students.
There is an urgent concern to expand University enrolment in all African
countries. Despite the expansion of public Universities in many African
countries, the growth of private Universities is a welcome alternative. 19Most
of Universities in Africa have been accused that they are not preparing
students that will become problem solvers in the global economy. The
accusation of producing half-baked graduates is not an uncommon sentiment
emerging from industry players.20 In many African countries, universities are
unable to conduct meaningful research hence depriving the knowledge-based
economy of the meaningful asset. Education and training programs must be
periodically reviewed to check for pertinence and effectiveness. In order to
expand access to higher education, many African countries have encouraged
the growth of private universities.
In Tanzania, the role of higher institutions is also recognized, number of
universities have been increasing from year to year since 1970’s. Private
universities are an important element of some of the strongest higher
education systems to be found today in developing countries 21. They can
respond efficiently and flexibly to changing demand and they increase
educational opportunities for all. For this reason governments are begged to
encourage and facilitate the development of private universities to
complement public universities.22 This would also act as a means of managing
the costs of expanding higher education enrolment, increasing the diversity of
training programmes and broadening social participation in higher
education.23These private institutions in Tanzania have been facing the
16
T.O. Eisemon - S. Jamil“African Universities and the State", 68.
17
T.O. Eisemon - S. Jamil, “African Universities and the State", 68.
18
T.O. Eisemon - S. Jamil,“African Universities and the State", 68.
19
D. Otieno, “Role of Universities in Achieving Vision 2030”, 58.
20
D. Otieno, “Role of Universities in Achieving Vision 2030”, 58.
21
World Bank, Higher Education: Lessons of Experience, 25-30.
22
I. Obasi, “Analysis of the Emergence and Development of Private Universities”, 39-66.
23
L. Morley- L. Fiona - L. Rosemary , “Democratising Higher Education”, 56-64.
influence of restrictions in admitting students to some of the programmes
from the Tanzania commission for Universities as a result of earlier regulation
procedures done by TCU in 2016/2017 academic year.
In 2017/2018 academic year, the Tanzania Commission for Universities
(TCU) banned several private universities and Constituent Colleges to admit
new students and some programs being stopped and were thrown into state of
panic as others rushed to seek clarification following TCU’s order that also
delisted 75 courses from some 22 universities. Some of the affected private
universities were up in arms then, fearing the impact of the TCU move on
their respective reputation and plans for the new academic calendar. The
order, however, was not meant to affect continuing students.24
Many researchers have stated about the role of private higher learning
institutions but they have partially spoken about what happens if these higher
learning institutions are prohibited or banned to admit new students to some
of the programs, it is very necessary to carry out a study on the impact of
restricting admission of new students to university community.
1.2 Statement of the Problem
Through experience, the private higher learning institutions and their
surrounding communities have been highly benefiting positively by the large
number of students who are yearly admitted to different degree programmes
in Tanzania. Tanzania is among the countries in the world that regulate their
operating HEIs, in 2016 the government of Tanzania through TCU conducted
inspection in different higher education institutions, TCU detected some
deficiencies in some of higher education institutions. This situation led to the
prohibition of those universities and colleges to admit new students to some
of the programs in the 2017/2018 academic year.
Soon after that particular partial ban, there have been great discussions
among students and the surrounding communities that the private universities
that faced restrictions or prohibition in admitting new students to some of the
programs have faced a dramatic decrease in the number of students who are
admitted to join different degree programs. Basing on those kind of
discussions among students, citizens in general, and a little bit on online
sources; for example; the number of first year students admitted in
universities like Jordan University College of Morogoro (JUCo) in 2017/2018
was 86125, Muslim University of Morogoro (MUM) admitted 1, 043 first year
students and St. John’s University of Dodoma (STJUOT) admitted 1,045 first
year students. These numbers of first year students admitted to these
24
D. Kamagi, “Fate of 19 Blacklisted Universities to Remain in Force”, 1.
25
TCU, Higher Education Students’ Admission, Enrolment 2012/13 - 2017/18, 1-12.
universities in 2017/2018 academic year has been regarded to be small
particularly when compared to the number of first year students who were
admitted in 2016/2017 academic year. For example, the number of first year
students which were admitted in 2016/2017 academic year was 1, 451 at
JUCO, 1, 105 at MUM, 1, 431 at SJUOT 26. This means that 590 first year
students decreased in 2017/2018 admission at JUCO, 62 first year students
decreased in 2017/2018 admission at MUM while 386 first year students
decreased in 2017/2018 admission at STJUOT
The main problem in this study was unempirical conclusion of discussions
that TCU admission ban led to the drop in admission rate in the banned
universities. With this existing problem, the study intended to investigate the
impact of TCU admission ban to the private universities and to their
surrounding communities.
1.3Objectives of the Study
1.3.1 General Objective
The main objective of this study was to explore the impact of restricting
admission of new students to university community.
1.3.2 Specific Objectives
i. To investigate the reasons for the variations in the number of first year
students admitted between the year 2017/2018 and 2016/2017 in three
private universities under study.
ii. To assess the reasons for the financial condition of private universities
under study which occurred in 2017/2018 and 2018/2019 academic
years.
iii. To explore the impact to the university community caused by TCU
admission ban in 2017/2018.
1.3.3Research Questions
This study was guided by the following questions;
i. What are the reasons for the variations in the number of first year
private universities under study?
ii. What are the reasons for the financial condition of private universities
years?
iii. What are the impacts to the university community caused by TCU’s
admission ban in 2017/2018?
26
TCU, Higher Education Students’ Admission, Enrolment 2012/13 - 2017/18, 1-12.
1.3.4 Significance of the Study
This study was conducted in order to add to the existing literatures by
helping to develop more comprehensive models of university performance
and existence. This study may be used to inform TCU policy decisions maker
as it relates to research and entrepreneurial activities. The development of
comprehensive models of higher institutional performance and existence can
also assist stakeholders, policy makers and leaders in informed decision-
making particularly after general inspection of higher educational institutions
and during policy development. Also the study will help to solve problems
associated with admission restrictions by TCU to private university
communities.
1.3.5Scope of the Study
This study focused on exploring immediate effects of TCU admission
restrictions to private University community. For this reason, the study
focused on the restricted private Universities in Morogoro and Dodoma
regions. The study considered universities working as a system, the results
from the field was input side and to some extent on the internal operation and
functions of the universities. The researcher was limited to three universities,
these were; Jordan University College of Morogoro, Muslim University of
Morogoro and St. John’s University of Tanzania found in Dodoma.
1.3.6 Limitations of the Study
During the research period the researcher faced various bottlenecks,
among of them was reluctance of some of respondents from the selected
universities. Since some of the required data were financial data, some of the
respondents from some of universities were not ready to provide me with
those data. In order to solve this bottleneck, the researcher decided to deal
with the financial data from two universities instead of three, this helped to
tackle objective two, the findings was reported on the basis of two private
universities which provided the research the required financial data.
1.3.7 Organization of the Research
This study is organized into five chapters. Each chapter explains different
issues as shown below. Chapter one covers the general introduction,
background of the study, statement of the problem, aim of the study,
objectives of the study, research questions, significance of the study, scope of
the study, and limitations of the study. Chapter two presents definition of key
terms used in the chapter, a literature review, whereby different authors have
been reviewed in relevance to the impact of admission restrictions to private
higher education institutions and their surrounding communities and the role
of private universities in surrounding communities is also presented, empirical
studies are presented in this chapter, a theoretical framework is also presented
under this chapter, and finally the conceptual framework is constructed from
the knowledge gap. Chapter three outlines the research methodology used in
this research and the location of the field area. Chapter four focuses on the
presentation of results from the field concerning the problem under study.
Chapter five presents conclusion and recommendations of the research
findings. References appear immediately after chapter five and finally
researcher attached appendices including the letter of permission to conduct a
research in the chosen field or area of study, questionnaires and list of
interview questions.
CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
Effective research is based on past knowledge.27 This chapter analyses the
works the researcher consulted in order to understand and investigate the
research problem. This chapter includes the discussion of published and
unpublished materials which are relevant to the research topic, after the
discussions of those literatures, identification of research gap and conceptual
framework will follow.
2.1 Operational Terms
2.1.1 Impact
According to Rundell28 impact means to have a long term effect or influence
on someone or something29. According to Organisation for Economic Co-
operation and Development – Development Assistance Committee (OECD-
DAC) the word “impact” means positive and negative, primary and secondary
long-term effects produced by a development intervention, directly or
indirectly, intended or unintended’30.Australian Department of Foreign
Affairs and Trade Office of Development Effectiveness (DFAT-ODE) defines
the word impact as positive or negative changes produced by a development
intervention–directly or indirectly, intended or unintended–in the context of
its environment, as it interacts with the multiple factors affecting development
change. 31’ In this study, impact is understood as an immediate effect of
admission restrictions, wherever the word “impact” is used in this report
means an immediate effect to the university community, this meaning has
been considered to be used in the report because admission restrictions was
applied and then being removed after one academic year for many programs
which were banned, therefore the targeted side effect of the restrictions is
immediate in nature.
2.1.2 Banned Programs
These are programs officially prohibited by TCU to receive new students in
the academic year 2017/2018 in higher education institutions following the
TCU quality assurance inspection report of 2016/2017 academic year.
27
M. Omari, Concepts and Methods in Educational Research, 5-18.
28
M. Rundell – G. Fox, Macmillan English Dictionary, 755
29
M. Rundell – G. Fox, Macmillan English Dictionary, 755.
30
OECD. Glossary of Key Terms in Evaluation and Results Based Management, 1-8.
31
OECD. Glossary of Key Terms in Evaluation and Results Based Management, 1-8.
2.1.3 Admission
This is a permission to study at a school or college, or permission to enter
a theatre or other building. Admission is also the price paid to enter a place32.
This definition had a major role in this study because the permission to
students in joining private higher learning institutions was restricted and
therefore some programs didn’t receive new students.
2.1.4 University Community
In this study, university community means employees of the universities
under study, students of the universities under study, petty traders alongside
universities under study, Bajaji and Bodaboda riders working nearby
universities under study.
2.2 Theoretical Framework
According to the advertisement from TCU in 2017, TCU admission
restrictions to some of private universities were one of the regulations of
quality in the affected universities to protect the interest of the students and
society in general. 33It is reasonable to explain the theories of regulation and
how they view regulation of institutions and its impacts to the regulated
institutions. Many neoclassical theories of government regulation such as the
public interest theory of regulation and the economic theory of regulation
focus heavily on the public interest side of regulation. 34Theories of regulation
view regulation like a product, which is produced in the political market. The
interest groups demand the responsible authorities to regulate institutions in
order to protect their interests which may be considered to extent to be in
danger. The regulation of any form is designed for benefit of the industry;
regulators are forced by the interest groups in the industry. 35
This study was framed in two theories of regulation; these are public
interest and private interest theories of regulation. Both theories were
explained and shown how they fit to this study.
2.2.1Public Interest Theory of Regulation
This theory is part of welfare economics proposed by English economist
Arthur Cecil Pigou; 36it states that when the government through responsible
body makes cost/benefit analysis and find that the cost to improve the
operation of the market outweighs the amount of increased social welfare, the
32
M. Rundell – G. Fox, Macmillan English Dictionary, 20.
33
D. Kamagi, “Ban on 19 Universities to Remain in Force”, 1.
34
J.D. Hertog, “Review of Economic Theories”, 10-18.
35
T. Çetin, “Toward a New Institutional Economics Theory of Regulation”, 9-12.
36
T. Çetin, “Toward a New Institutional Economics Theory of Regulation.” 150-170.
government intervene in different firms including higher education
institutions through different regulation instruments to protect the benefits of
public at large. 37 The application of different legal instruments by the
government body helps to reduce or overcome the disadvantages that
operating firm or organization may cause to society through poor services. 38
The regulation of any form in higher education institutions helps to maximize
social welfare and help the students to get what they deserve since they pay
for it. With this fact, the regulation of firms or other economic actors
contributes to the promotion of public interest. This public interest can further
be described as the benefit of possible allocation of scarce resources for
individual and collective goals and services in society.
This theory insists that one of the methods of achieving efficiency in the
allocation of resources when organization is failing to implement what is
directed to do is government restriction or regulation. The market failure is
the sufficient condition to explain government regulation in different
institutions operating in the economy. 39 The researcher agreed with the
concept of public interest protection in the public interest theory because it
articulates clearly that regulation is a result of market failure to produce what
society needs or failing to comply with what is prescribed by the government
regulating body. This theory is applicable to this study because; basing on
prior knowledge, in Tanzania private universities are operated by private
individuals. Therefore; market failure is possible at any time either because of
shortage of financial resources or any other reason emanating from private
individuals who control private universities. With this fact, public interest
protection is very important to protect the consumers of a certain good or
service.
The researcher criticises the public interest theory on the ground in which
the public interest theory is applied, sometimes the users of public interests
theory apply it without studying first the side effect of regulations done by the
influence of protecting the interest of the public. There should be the study of
certain phenomenon to check the side effect of the regulation to the
community before implementing the main aim of public interest theory.
2.2.1.3 Private Interest Theories of Regulation
The followers of this theory argue that regulators (government bodies) do
not have sufficient information with respect to cost, demand, quality and other
37
N. Eaton, “The Politics and Materiality of Art and Colour”, 20-51
38
P.J. Cook, “ Regulation and Public Interests”, 700-701.
39
dimensions of firm behaviour. 40They can therefore only imperfectly, if at all,
promote the public interest when controlling firms or societal activities.
Within this tradition, these information, monitoring and enforcement cost also
apply to other economic agents, such as legislators, voters or consumers. 41
And, more importantly, it is generally assumed that all economic agents
pursue their own interest, which may or may not include elements of the
public interest.
Under these assumptions there is no reason to conclude that regulation
will promote the public interest.42 The differences in objectives of economic
agents and the costs involved in the interaction between them may effectively
make it possible for some of the agents to pursue their own interests, perhaps
at the cost of the public interest. Economic theories that proceed from these
latter assumptions are therefore often called theories that protect private
interests in society. The researcher also agree that to some extent private
interest theory provides the reality of what is going on in private enterprises,
the government may have only partial information concerning the private
institutions. Therefore; some of regulations of private institutions are done
with sufficient knowledge about the real cost of operating a private institution.
These two theories provided the foundation of this study because TCU
used the public interests theories to prohibit some of the higher learning
institution to admit new students to some of the program as a way of
protecting the welfare of the public while private universities where on the
side of private interests protection either by making little spending on quality
assurance issues so that to make profits for future development of their
education institutions.
2.3 Review of Different Literatures
2.3.1 Higher Learning Institutions in Tanzania
Higher learning education is a key pillar of human development
worldwide. It is accepted that in our current life of studies, tertiary education
provides not only the advanced skills necessary to meet the demands of
increasingly knowledge-based labour markets, but also the training essential
for teachers, doctors, nurses, civil servants, engineers, humanists,
entrepreneurs, scientists, social scientists, and other personnel. Without higher
learning institutions it is difficult for the country to have qualified and
competent teachers and doctors, this is because trained people in tertiary
institutions play a very great role in improving the national economy through
40
J.D. Hertog, “Review of Economic Theories” 10-18.
41
N. Eaton, “The Politics and Materiality of Art and Colour”, 475.
42
their support to civil society, teaching children, leading effective
governments, paying taxes through their salaries or business activities that
they are running and making important decisions that affect entire societies.
Higher education institutions need students in order to make them active,
the process through which students are selected to enter tertiary education is
called admission or entrance, the specific practices of which vary widely from
country to country. Often, prospective college or university students apply for
admission during their last year of secondary school.43 In some countries,
government bodies or independent organizations are tasked with centralizing
the administration of entrance exams and the allocation of student places.
Entry quotas for certain institutions and disciplines may be applied, either
centrally by governments, or by the institutions themselves.
Until 1992, it is stated clearly that Tanzania had no clear and consistent
national policy for higher education in the country 44. It is the general
conference of the United Nations Educational Scientific and Cultural
Organization (UNESCO) at its 27thsession in 1993 which approved a
definition of higher education that should include all type of studies, training
or training for research at postsecondary level, provided by universities or
other education establishments that are approved as institutions of higher
education by the competent State authority45. This approval opened the gates
for many learning institutions to be established.
In managing the increasing of the number of higher learning institutions,
in 1995 the GOT established the Higher Education Accreditation Council
(HEAC) to monitor and guide the development of policies and practices of
higher education in the country46. Since the admission of first year students
was very low, this institution was revised in 1996 to form TCU with the aim
of monitoring the quality assurance and accreditation system, and provide
guidance on admissions to ensure the admission increases and meet the
demand of new age. Government through her regulatory body have shown
interest in intervening in regulation of higher education institutions due to
market failures that tend to occur in many higher education institutions, in
most cases the services produced by higher education institutions are public in
nature-services consumed by all, external effects; for example, some of higher
education institution during production of the service may lead to some side
effect to other universities whereby many students and staff may be highly
affected and lastly the government decide to do regulation just to protect the
43
R.M. Helms, University Admission Worldwide, 11-30
44
G.M. Mnubi, "Tanzania Higher Education-Fifty Years after Independence", 1-5.
45
46
consumers of the service produced by the universities themselves. 47Although
such efforts have been made to respond to the growing demand for higher
education, the corresponding increase in facilities, infrastructure, scientific
and instructional materials and teaching staff are very challenging.
Mgaiwa argues that until 1995, the Government of Tanzania (GOT) was
the only provider of university education, through the University of Dar es
Salaam and Sokoine University of Agriculture. The two institutions, grew
slowly in terms of student enrolments making Tanzania remaining behind
when compared to other sub-Saharan African countries in terms of admission
rates in higher education institutions, number of higher education institutions
and higher education outcomes 48.The demand of higher education among
Tanzanians increased and therefore the government of Tanzania initiated the
environment for private higher education institutions to commence in
providing higher education to Tanzanians. The GOT provided an enabling
environment through legislation for the private providers of higher education
to work effectively, which saw the repeal of the Education Act No. 25 of
1978, and the passage of the Education Act No. 10 of 1995 49, marking the
emergence of private universities in Tanzania. Since the repeal, the
liberalisation of higher education has significantly increased the number of
private universities (PRUs) in the country to include ten PRUs with full
registration, and eleven university colleges with both full and provisional
institutional.50
2.3.2Admission of Students in Higher Learning Institutions in Tanzania
The admission of students in higher learning institutions in Tanzania
remained low for the following two decades. For example in
2011/2012academic year, the number of admitted students in higher education
institutions was 46,995 students. These were students enrolled in private
institutions, accounting for 29.7 per cent of the total 157,812 Tanzanian
university students51.
Since the establishment of TCU, control and coordination of the
admission process in Tanzania for both public and private institutions were
shared by the Tanzania Commission on Universities (TCU) and individual
institutions. Candidates apply directly to the institutions of their choice (they
may apply to a total of three). In 2010/2011 to 2016/17 Admission Cycles
admission into Bachelors’ degrees was done through Central Admission
47
B. Stensaker – al., Quality Assurance in Higher Education, 13-22.
48
S.J. Mgaiwa – M.I. Johnson, “Institutional Constraints Affecting Quality”, 59-65.
49
S.J. Mgaiwa – M.I. Johnson, “Institutional Constraints Affecting Quality” 59-65.
50
TCU, Higher Education Students Admission, Enrolment 2012/13 - 2017/18”, 1-12.
51
TCU, “Higher Education Students Admission, Enrolment 2012/13 - 2017/18”, 1-12
System (CAS) except for 2017/18 where the University Information
Management System (UIMS) was used to receive and process admission data
also provide feedback to HLIs.52Most institutions and programs require
national secondary leaving examination scores and high school transcripts
(although supplementary materials or interviews may be required for some
programs). For those who are coming from outside the country need to follow
the procedures of international students as stipulated in TCU admission guide
book which is available in every new academic year. In the event that a
candidate is accepted by more than one institution, a student is required to
confirm only one institution that he or she will attend.
In their process of monitoring quality issues in higher education
institutions, TCU banned 75 programs in 2017/2018 academic year from 22
academic institutions and 19 private universities were totally stopped to admit
students in all courses until further notice. According to TCU, the admission
trends of students into Higher Learning Institutions (HLIs) from 2012-2013 to
2017- 2018 academic years initially increased but in 2017/2018 academic
year the admission of different universities decreased53. The available data
shows that the number of students admitted into bachelor’s degree
programmes increased progressively from 44,715 in 2012/13, 52,538 in
2013/14, to 59,887 in 2014/15, then 65,105 in 2015/16 and 69,539 in
2016/17. However, a sudden decrease was recorded in 2017/18 about 63,737
students were selected to join Bachelor’s degrees. 54
Regulation of higher learning institutions has become normal thing in
Tanzania since it helps to control the quality of services which is provided by
higher learning institutions. The admission restrictions of 2017/2018 by TCU
to many private institutions led to one of government leader in Tanzania to
endorse the decision by the TCU to ban the universities from admitting new
students to some of the courses. In the statement, he said that
“The commission had done a wonderful job to ban the universities from
admitting new students in order to ensure quality education.”55
According to NECTA, nearly 33,000 candidates who sat their form six
national examination in 2017 scored first and second division passes to
qualify for direct entry into university. Over 20,000 others with division three
passes and below are also expected to seek enrolment in colleges for training
that corresponds with their scores. 56In 2016, TCU banned two universities –
52
53
54
55
D. Kamagi, “Ban on 19 Universities to Remain in Force”, 1.
56
D. Kamagi, “Fate of 19 Blacklisted Universities Awaits”, 1.
St Joseph University of Science and Technology and International Medical
and Technological University – over poor infrastructure in the institutions.
The move affected over 2,000 students.57In 2017/2018 academic year
following the TCU quality assurance report, TCU banned 75 programs from
22 education institutions and forbidding more than 19 private institutions to
admit new students in all programs, this study explored the impacts of these
admission restrictions of 2017/2018 academic year.
2.3.3 Sources of Revenues in Private Universities in Tanzania
A financial bind in the private sector of higher education in Tanzania
threatens to narrow the development of higher education in the private
colleges and universities and therefore putting the country in state of panic.
Unlike tax-supported government colleges and universities, the private
college depends for a large part of its operating income on the fees paid by its
students.58 Many of the privately supported institutions have already raised
tuition fees as high as they dare, still without overcoming their financial
difficulties. They are now faced with either pricing themselves out of their
market or failing to take in enough money to cover their costs of
“production.” In the business world, such an outlook could lead only to
bankruptcy. Authorities differ on how critical the situation is, but all agree
that it is serious and likely to get worse. Too many private universities and
colleges are said to be operating at a deficit. 59
Trends in increasing fees and aid have implications for enrolment trends,
for example; it is stated that lowest-income families tend to be affected by the
increase in the tuition fees and therefore the enrolment of students from those
families to higher institutions are always limited, with small number of
enrolment universities are always affected in financial matters and therefore
fail to carryout research activities. The modern University is increasingly
expected to do more and be more in both form and function, in many
instances with conflicting pressures, the notion that the modern university is
an isolated ivory tower is lost when considering the close relationship many
of these institutions have with their surrounding communities.
Primary institutional constraints are articulated by Mgaiwa that they
includes: 1) inadequate funding of quality assurance processes by the
institutions; 2) lack of institutional capacity in terms of trained human
resources in quality assurance in higher education; 3) lack of viable
institutional quality assurance frameworks and policies; and 4) poor or lack of
57
D. Kamagi, “Fate of 19 Blacklisted Universities Awaits”, 1.
58
H.B. Shaffer, “Financing of Private Colleges”,5-20.
59
H.B. Shaffer, “Financing of Private Colleges”,5-20.
academic leadership and lack of awareness among academic staff about
quality assurance issues.60 Since private institutions depends much on tuition
fee from students, inadequate funding of quality assurance processes by
institutions and lack of institutional capacity in terms of human resources as
the major constraints to quality assurance and control processes at the
institutional level remain an obstacle of education development in private
universities.
Quality assurance directors and coordinators in the private universities
surveyed by Mgaiwa in 2017 expressed concerns regarding the acute shortage
in the budget for conducting institutional quality assurance issues and control
processes. The study revealed that institutions do not budget for the high costs
of quality assurance implementation processes, or the budgeted funds are not
disbursed. As a result, quality assurance processes in private universities were
not effectively conducted due to limitations in financial support. 61
Universities especially private owned institutions face punishment in
terms of admission restriction and total ban of their institutions mostly
because of lack of enough funds to employ human resources of high standards
and even the quality assurance issues are of low processes because the
institutional finance is a very challenging aspect in private institutions.
2. 3.4Private Universities and their Surrounding Communities
Tertiary education is a key factor in a nation’s efforts to develop a highly
skilled workforce to compete in the global economy. 62 There are important
private and public benefits to participating in tertiary education. Higher
salaries, better employment opportunities, increased savings, and upward
mobility are some of the private economic benefits obtained by taking part in
tertiary education. A tertiary education graduate also obtains non-economic
benefits including, a better quality of life, improved health, and greater
opportunities for the future.63 For this case, they must articulate more clearly
what they stand for, and what their true role in society. University degrees
provide a learning experience that remains distinctive and valued by
employers in the surrounding communities. It provides the base for the
creation of income through employment. The income generated through
employment is then used by employees to purchase commodities from petty
traders. Most of universities in the world have been acting as anchor
60
S.J. Mgaiwa – M.I. Johnson, “Institutional Constraints Affecting Quality”, 59-65.
61
S.J. Mgaiwa – M.I. Johnson, “Institutional Constraints Affecting Quality” 59-65.
62
P.N. Courant -al., “The Public Role in Higher Education”, 3-20.
63
D. Otieno, “Role of Universities in Achieving Vision 2030”, 5-25
institutions in their surrounding community because they help to shape the
economic strategies of the surrounding communities.
The literatures articulate that universities promote public engagement,
community well-being and active citizenship skills. Local companies have
been promoted by universities since they have been globally recognized
source of research and innovation. Universities are vital to the world economy
because it support businesses with innovation, creating and diffusing
knowledge and providing trainings in higher level skills. 64 Policies designed
to promote the growth of the economy of any country must recognize the
breadth, complexity and significance of universities’ role to the surrounding
communities.
A modern university assumes more, besides the main traditional function;
of research, the deduct function, and the cultural one, a significant role within
the community to which it belongs. The university’s role within the
community can be assessed according to the services through which it
contributes to the local and regional development. 65
The world economic crisis of 2008, most of higher institutions also was
affected since the crisis has spurred reductions in resources, growing
unemployment and increasing poverty. The literatures show that resources are
non-existent at many higher institutions which make it difficult for the higher
institutions to reach their goals in society. Most of these higher institutions in
Africa have increased the pressure of depending on student fees, and some of
them have raised the amount of tuition fees in order to meet the university
internal capability which assures the fulfilment of the higher institutions’
goals to the surrounding community.
Universities play the role of anchor institutions in their communities by
acting as partners in social and economic development, capacity building and
neighbourhood rehabilitation. This indispensable role of universities as agents
of community and economic development is manifest not only in the
Tanzania but also in all countries in the world. The term “agent” befits
universities as they take an active role in producing specified effect acting on
behalf of, with, and for their communities. Colleges and universities have
been acting as agents for and with their communities since the early
beginning.66
64
J.G. Alcaine, “Factors Affecting Institutional Performance”, 113.
65
J.G. Alcaine, “Factors Affecting Institutional Performance”, 115.
66
J.G. Alcaine, “Factors Affecting Institutional Performance”, 113-117.
In areas which have experienced years of systemic problems such as
crime, blight, and poverty, universities and colleges play an indispensable role
in activities that try to address these issues. Institutions of higher education
are net contributors to the well-being of modern economies. These institutions
contribute in a positive way through various mechanisms including
employment, attracting revenue and expense streams and contributing to the
development of the knowledge economy 67. In a knowledge economy, value is
added through the application of ideas and information, especially through
research and development, which secures a “competitive advantage” for the
locality or region. With government encouragement, universities have
embraced their “third mission” activities of impacting the local and national
economies. A key role of higher education is to raise the education and skill
level of students who in turn increase their productive potential and capacity
in driving the knowledge economy; from this perspective of yielding future
returns, higher education becomes an “investment” and presents economic
opportunity for future prosperity68.
Whereas the emergence of private higher education as a business enter-
prise is a growing phenomenon, a number of issues plague its development,
including legal status, quality assurance, and cost of service. Many private
postsecondary institutions in Africa are shady. Many operate without licenses,
commensurate resources, or appropriate infrastructure. Quality of service by
many is also shoddy, even at a few of the institutions that possess better
equipment, newer buildings, and better facilities than major universities in
their country.
Since the days of the beginning of University of Dar es Salaam in 1970’s
Tanzania, institutions of higher learning have been serving the public and
have helped to shape society and the growing nation. Despite the notion that
early colleges were aristocratic in nature, these colleges served society’s need
for training and developing schoolmasters, clergy, and early public servants
and civic leaders. 69 The colonial era colleges were established perhaps
because of old traditions and institutions, but the early colleges also served
the public good by training future leaders, the clergy, and lettered people. The
college was made to help society mould the future by training people who
would make the “difference between civilization and barbarism”. From early
on, colleges and universities have addressed the needs of society and have
also served as public policy agents, carrying out policies and programs set by
legislation.
67
S. Ambrósio -H.A. Maria - R.S. Ana, “The Role of Universities”, 5-11.
68
J. Ahmad, “Can a University Act as a Corporate Social Responsibility”, 5-12.
69
P. Msolla, Issues of Higher Education in Tanzania. , 1-12.
The benefits of a tertiary education extend to the larger society through the
positive externalities that result from the aggregate outcomes of graduates,
whether they are jobs created from increased entrepreneurial activity, a
prevention of brain drain, or other positive societal outcomes.70 Given the
extensive social and private benefits that result from tertiary education, equal
access and opportunities for success are essential for achieving social justice
and ensuring the realization of the full potential of all young people.71 Across
public and private sectors, the knowledge and higher level skills possessed by
workers influence productivity, both directly and indirectly. Analysis by the
United Kingdom Department for Business, Innovation and Skills (BIS)
estimates that a 1% increase in the share of the workforce with a university
degree raises the level of long-run productivity by 0.2-0.5%.72
Higher Education offered by private universities must help society
understand its challenges better73. Private universities must also question
orthodox views, and bring forth alternative forms of knowledge to deepen
society’s understanding of issues and their complexity. It should problematize
what is considered a generally accepted knowledge, and demonstrate its limits
and possibilities, unpack its weaknesses and implications for society and
humanity broadly.
In other words, the knowledge that Private Universities and colleges
generates (whether basic or applied) should be used for the advancement of
humanity, they must follow all directives on how to improve for the benefit of
the society and should forewarn us about the dangers of the choices we make,
either in the name of development or even democracy. 74 Therefore, Higher
Education should not pre-occupy itself only with knowledge for the here and
now, but also with knowledge for decades and millennia to come. 75
Private universities and their surrounding communities are highly
connected. Universities have the responsibilities of offering the service which
is relevant to the needs of the society. 76The surrounding communities include
petty traders, small industries or different organizations which depend on the
educated people or manpower as a product of the private universities and
other people who tend to benefit with the presence of private universities. For
this case, to invest in tertiary education in Africa and even in other continents
70
K. Antlová - R. Petra, “University’s Support for Innovation”, 1-19
71
S. Steven, Fair Admissions to Higher Education, 7-80.
72
Universities UK, “The Funding Environment for Universities”, 12-35.
73
J. Mabelebele, “The Contribution of Higher Education to Economic Development”, 1-8.
74
75
76
J. Ahmad, “Can a University Act as a Corporate Social Responsibility”, 8-18.
helps to accelerate the technological diffusion which can help in reducing
poverty in society. The public policies always imply the engagement of
universities in the contemporary concerns and objective of their society.
Universities and colleges are there to support change in society in which they
operate.77
2.3.4 Regulation of Higher Education Institutions
It was stated in 1947 by Pandit Jawaharlal Nerhu78 that if the universities
discharge their duties adequately then it is well with the nation and the people.
However, every educational institution has to maintain certain standards of
education.79It is this standard which determines the level of prosperity,
welfare and security of people. 80 It is also inter-linked with the development
of nation in general. It is also with these standards that some of countries
decide to intervene the HEIs to regulate the market when it feels that there is
something wrong with education provision.
It is truly that when the social demand of higher education increases, the
number of higher education institutions also tends to increase. Some of these
higher education institutions have dubious quality, this is what drives the
government bodies to intervene to regulate them rather than leaving them
alone with their self-regulation schemes.81 Joshua Hall argues that if students
cannot ascertain whether a college or university is actually providing
graduates with the knowledge, skills, and postsecondary experience that they
claim to provide, students may not enrol, and colleges and universities may
have difficulty in covering expenses.82
Regulation of higher education institutions has been targeting the
observance of rules to be followed in order to achieve university educational
objectives. University regulation governs the standards of the university’s
awards and they ensure that students and academic staff fulfil their roles and
being accountable.83
For that case, private universities like state own universities and colleges,
need to be regulated either self or by government regulation schemes. 84 The
regulation of higher education institutions has become normal in current days
since there are mass increases in the number of private universities which
77
I. Obasi, “Analysis of the Emergence and Development of Private Universities”, 12-40.
78
C.M. Jariwala, “Reservation in Admission to Higher Education”, 289-313.
79
80
81
P.J. Cook, “ Regulation and Public Interests ”, 705-710.
82
J. Hall, “Higher - Education Accreditation” 33-38.
83
C. Orsingher, Assessing Quality in European Higher Education Institutions, 32-34
84
I. Albulescu - A. Mirela, “The University in the Community”, 5-11.
mostly stick on profit creation. 85 The autonomy that a university has refers to
both the actor’s self (having ability or capacity) and the actor’s relationship to
its environment, this can be independence or freedom from external. 86 To
have autonomy doesn’t mean that the private universities are complete in
everything; the autonomy is linked to the role of the state as the guardian of
the private university in substantive matters.87
When the authority of the university is devolved from government to the
university is beneficial to the government because whether it is private or
state owned, a university holds expertise and information which are not easily
available to the government, universities exercise internal control with loser
proximity to their primary activities and products. Sometimes the government
manage to turn over some risks to the private universities. 88It is stated that if
quality regulation is valuable to students and to colleges and universities, it is
expected that individuals will employ valuable resources to create information
or institutions that provide information about quality of higher education
without government intervention.
Market-Oriented economists argue that private forms of regulations in
higher education institutions stand as an evidence that public regulation is
often not necessary.89 These market oriented economists proceed arguing that
both theory and history show that free individuals left to their own devices
will produce institutions that meet their needs. 90 It is believed that some
mistakes that private higher education institutions tend to be accused by
government bodies are opportunities for profit, either by playing within the
rules of the game or by choosing the roles of the game. 91
The literatures show that devolvement of authority from the government
to universities must go together with incentive structures to control the
universities.92 Most of the control mechanisms used by government bodies to
universities includes specific rules that limit discretion, monitoring university
behaviour and performance. These mechanisms sometimes lead to prohibition
of some private universities to admit new students to some of the programs.
Government intervention is mentioned by Stein (1979) as one of the most
serious crises currently facing institutions of higher education today. In 1971,
85
J. Hall, “Higher - Education Accreditation” 33-38.
86
R. Baldwin - B. Julia, “Really Responsive Regulation”, 59-94.
87
M.J. Abbot, “Regulation of Tertiary Education”, 23-34.
88
D. Farrington, “Borderless Higher Education”, 63-84.
89
90
P.J. Cook, “ Regulation and Public Interests”, 705-710
91
P.J. Cook, “ Regulation and Public Interests”, 705-710
92
P.N. Courant -al., “The Public Role in Higher Education”, 291-320.
most of higher education institutions in USA were relatively free from outside
intervention. Academia is plagued with government or state regulations, a few
of which are beneficial, most of which are not. 93 Often the regulations are
enforced with more zeal than common sense. 94 It is believed that when the
government intervenes higher education institutions’ affairs, they generally
restrict their activities to the areas where other less drastic alternatives fail to
promote relief. To some countries like USA, the government has been
intervening the higher education institutions because the federal government
has significantly increased financial support and therefore the government use
the philosophy of “now that I have bought the button, I have a right to design
the coat”95
This study concludes that Private universities that do not receive any
subsidies from the government need also to be regulated and therefore if they
are found with poor service provision schemes they are punished according to
the law. This study targeted to explore the effect of restricting these
universities to admit new students to some of programs to universities and
their surrounding communities.
2.4Empirical Studies
2.4.1 A Study in USA
In their research titled “the Impact of the Higher Education Regulatory
Environment on For- Profit Higher Education Institutions which was
conducted in USA, Myers and Mengish in 2014 used ordinal logistic
regression to investigate the impact of higher education regulatory
environment in the USA. 96 The study used secondary data from the US
Census, National Centre for Education Statistics (NCES), Bureau of
Economic Analysis (2009), Organization for Economic Cooperation and
Development (OECD) and the Council of Higher Education Accreditation
(CHEA) from 2000, 2007, and 2009, respectively to study the impact of the
higher education regulatory environment on FPHEIs.97
The goal of the paper was to determine if states should regulate FPHEIs
more or less. The key research question was what higher education
governance factors influence the presence of 4-year degree granting FPHEIs
in the US. The study tested the theory that stronger regulations (higher
education regulations) result in fewer businesses (FPHEIs), and likewise,
93
K. Stein, “Impact of Federal Intervention on Higher Education”, 71-82.
94
K. Nwuke, “The Private Provision of Higher Education in Ethiopia”, 71-94.
95
K. Stein, “Impact of Federal Intervention on Higher Education ”, 70-75.
96
R.L. Myers, “The Impact of the Higher Education Regulatory Environment”, 84-97.
97
weaker regulations result in more. This principle was noted with the
mercantile system in the early years of America.
It is also explained in their study that the governance of higher education
has lagged behind the major shifts in the higher education environment. The
changes in the higher education setting have primarily occurred in the area of
private, for-profit colleges and universities. This sector has proven to be a
challenge to regulate at the state and federal levels. While increased criticism
has triggered a call for improved governance and regulation of for-profit
higher education, there has been little attention given to what governance and
regulatory factors actually influence the behaviour of FPHEIs.98
Their major findings show that strong state higher education governance
structures had negative impact on the prevalence of FPHEIs. Additionally,
states within the jurisdictions of perceivably stronger regional accreditation
agencies are more likely to have fewer FPHEIs.99The study found that state
higher education governance structure and two regional accrediting agencies
influence the prevalence of for-profit colleges and universities. Their findings
suggest that policies that support the growth of for-profit higher education
institutions as part of state economic development goals undermine policies
that attempt to regulate higher education in that state, resulting in the need for
strengthened state governance as well as laws and policies that are congruent
with state and federal economic development goals. 100
It was also revealed that states that want to increase the presence of
FPHEIs should weaken their governance structures. In the long term, states
with stronger higher education regulatory agencies, suggesting improved
quality, would attract better institutions and better outcomes, ultimately
contributing to a well-educated workforce. The researcher agrees with Myers’
findings that higher education institutions have proven to be a challenge to
regulate at the national level due to the fact that the national policies targets to
promote the development of higher education in the country, at the same time
need to regulate them.
Basing on this study which targeted to explore the impact of admission
restrictions, regulation of higher education institutions should go in parallel
with investigating the side effect of the regulation to those institutions which
are supposed to be regulated. After intensive discussion of the study by Myers
and Mengish in 2014, this study suggests that the government can revise the
policies which have been promoting the development of tertiary education in
98
99
100
Tanzania and those of regulations, the tertiary education industry must have
rules which prohibits establishment of private universities with inadequate
fund sources or those private universities must justify how they will operate
their higher institutions without causing mass failure of the market that lead to
regulations from the responsible authority.
2.4.2 A Study in New Zealand
The study done by Malcolm Abbott in 2004 in New Zealand on the
economic rationale for regulation of PTEIs realized that the provision of
tertiary education is regarded as vital to both the achievement of society
development. 101 The study shows that after more institutional autonomy
provided by the government of New Zealand to private and public higher
education institutions, they have been subjected to formal regulations from
the government bodies. Malcolm argues that in 2003 two major PTEIs
collapsed something which brought the question on how the PTEIs are
regulated in New Zealand. It was detected that the autonomy of PTEIs has
been eroded by the accreditation processes of the New Zealand Vice
Chancellors’ Committee.102
The major findings show that economic justification for regulation of
PTEIs is generally that it may help to overcome some sort of market failure,
which lead to suboptimal outcomes. It is also stated in the study that the real
impact of regulation is not really understood to both the government and
private providers of TE. Malcolm concluded by suggesting that partial
deregulation of tertiary sector in different countries would appear to have
greatly assisted both the growth of the provision of tertiary education and the
diversification of qualifications, programs and providers. 103
These findings are supported by the current study on the impact of
admission restrictions to university community that regulations should not be
very strict to the ground that affects the surrounding community of regulated
institutions. Although the regulation helps in overcoming the market failure
which may occur in private institutions, it should not be so strict. Autonomy
of universities should not be fully intervened by regulating body; there must
be partial regulations that will be beneficial for both private universities and
the regulating body in Tanzania.
2.4.3 Studies in Tanzania
Mgaiwa and Ishengoma in 2017 conducted a study to identify the
institutional constraints of quality assurance processes in Tanzania’s private
101
102
M.J. Abbot, “Regulation of Tertiary Education”, 23-34
103
universities and colleges. 104 They decided to carry out this study because
some of private universities have been banned in admitting new students to
some of the programs and the main reason from TCU is always quality
assurance issues. Mgaiwa and Ishengoma used a descriptive survey design
which combined qualitative and quantitative approaches. The study used the
sample of 486 participants from four private universities which are Ruaha
University, Muslim University of Morogoro, St. Augustine University of
Tanzania and St. John’s University of Tanzania. 105
The findings from their study indicated that inadequate financing, lack of
capacity in terms of adequate, qualified and experienced human resources to
undertake quality assurance functions, lack of clear viable quality assurance
policies, lack of awareness on quality assurance issues and lack of academic
leadership were identified major institutional constraints to quality assurance
processes in Tanzania’s private universities. 106
This study on the impact of admission restrictions to university
community realized that the constraints reported by Mgaiwa and Mchunguzi
proves that these constraints are the source of market failure of the private
universities, many universities and colleges in Tanzania have been facing
prohibition during admission season from TCU. TCU has been prohibiting
universities that fail to meet the TCU requirements for Universities to qualify
for admitting new students to some of the programs. There is a need for
Tanzania Commission for Universities (TCU) management to know before
implementing the regulation that private universities are privately sponsored
entities and sometimes they fail to get enough funds that can help to escape
from TCU restrictions. Private universities fail to adhere to what TCU instruct
because many of TCU directives need money in their implementation. They
need money to have enough and qualified human resources and other
facilities which are crucial in university education as directed by Tanzania
Commission for Universities (TCU).
2.5Knowledge Gap
The consulted empirical study shows that there are many constraints to
quality assurance functions. The study shows that the failure of performing
quality assurance functions in private higher education institutions lead to
poor service delivery to students; this is where now government bodies for
higher education institutions intervene to prohibit some of the higher private
education institutions to admit new students because they cannot
104
S.J. Mgaiwa – M.I. Johnson,“Institutional Constraints” 59-65.
105
S.J. Mgaiwa – M.I. Johnson,“Institutional Constraints” 59-65.
106
S.J. Mgaiwa – M.I. Johnson“Institutional Constraints” 59-65.
accommodate them with quality service. It is also shown in the empirical
studies that the real impact of regulation is not really understood to both the
government and private providers of TE. Few of the studies has dealt with the
impact of prohibiting Private Universities to admit new students to some of
the programs and those few studies have used different sample, location and
the researcher that may differ with those used in this study. This study
explored the impact of prohibition made by TCU on admission of new
students to some of the programs in some of private higher education
institutions in Tanzania, this will help to further understand the issue and
contribute to the empirical studies.
2.6Conceptual Framework
In this study, basing on the literatures, higher educational institutions were
termed to be operating in the open system model, where they depend on the
inputs from the external environments and also expecting to transform these
inputs into outputs by using the internal environment of these organizations.
According to systems theory, organizations tend to operate as a whole which
is composed of the interdependent and interrelated parts. So the output of the
private higher educational institutions depends much on the organization as
whole while considering both environments; that is-external and internal
environments.107
The external environment of private higher educational institutions
sometimes stand as intervening variables to make sure that the internal
environment of these institutions is regulated to assure the whole that output
which is expected will be of high quality. 108The variables of interest, along
with the proposed research methodology for this project include external
environment which includes TCU restrictions that intends to regulate higher
educational institutions’ internal environment and this variable also stands as
an intervening variable, internal environment which includes students
selectivity, environmental pressures-competitions for top students, and all the
processes within the organizations that aims to transform inputs to output,
lastly is the output of these higher institutions, in this particular study, the
output is the institutional performance and its impact to the surrounding
communities. Output has the role of providing feedback to the institutions and
also to the whole system. A challenge for these higher educational institutions
understands the internal and external environment that can be manipulated or
combined to maximize the return on investment or return on input factors. 109
107
W. Hofkirchner - S. Matthias, “General System Theory”, 12-30.
108
S.P. Kaur, “Variables in Research”, 5-25.
109
A. Mohammad - S. Jan-Jan - A.A. Siti, “Factors Affecting Efficiency”, 5-40.
Fig. 1: Conceptual Framework adopted from Hofkirchner and
Schafraanek basing on Open-Systems theory at Higher Institutions 110
Intervening Variable
-Competition for top students, regulations from TCU, petty traders, etc
Dependent Variable
Independent variable Institutional Systems and
Operations
 Students  Institutional
admission Performance
 Community
engagement  Structures
 Private and  quality assurance and
Public Status teaching processes
 Instructorsemplo  Mission and focus
yed
 Financial
resources
Source: Adopted and Modified from Hofkirchner and Schafraanek

basing on Open-Systems theory at Higher Institutions (2011)
110
S. Hofkirchner - S. Matthias, “General System Theory”, 177-194.
CHAPTER THREE
RESEARCH METHODOLOGY
3.0 Introduction
This chapter introduced the description of the methods that the researcher
applied in conducting the research study. The chapter was organized as
follows: description of the study area, research design, sampling techniques,
and data collection procedures, description of data, organization and analysis
procedures.
3.1Description of the Study Area
This study was carried out in two regions; Morogoro and Dodoma regions
found in Tanzania. The sample universities were Jordan University and
Muslim University of Morogoro found in Morogoro and St. John’s University
of Tanzania found in Dodoma.
Below is the short description of the two regions in which the study was
undertaken;
3.1.1 Morogoro Region Profile
Morogoro region is one of Tanzania’s 31 administrative regions with a
total area of 70, 624 km2.111 It is located 196 kilometres west of Dar Es
Salaam, the largest city and commercial centre, and 260 kilometres east of
Dodoma, the country’s capital city. Morogoro region has 7 districts which are
Gairo, Kilombero, Kilosa, Morogoro, Mvomero, Malinyi and Ulanga. The
region has nine (9) councils including Morogoro Municipal, Morogoro
District Council, Mvomero, Gairo, Ulanga, Malinyi, Kilombero, Ifakara town,
and Kilosa.
Morogoro is among the regions in Tanzania with a good fertile land, most
of its citizens engage in Agricultural activities, livestock keeping, and trade,
Tourism and construction activities. Morogoro region has 209 wards, 673
villages, and 295 streets112. According to the 2012 national census, the region
had a population of 2, 218, 492, which was higher than the pre-census
projection of 2,209,072113.Academically, Morogoro region has a number of
universities including the Sokoine University of Agriculture, Jordan
University College, Morogoro Muslim University and Mzumbe University,
there are also colleges such as Morogoro Teachers’ College, Dakawa
Teachers’ College and Land College. Morogoro region has national parks
111
www.morogoro.go.tz/regional-profile-/
112
113
such as Mikumi National Park; Uluguru Mountains with elevation of 2,630
metres (8,630 ft).A number of missions are also located in the Morogoro
urban district providing schools and hospitals.
Plate 3.1 Map of Tanzania Showing Morogoro Region
MOROGORO
REGION
Source: File:Tanzania location map.svg by Sémhur under licence

FreeArt or CC-BY-SA
3.1.2 Dodoma Region Profile
In line with Morogoro, Dodoma is another region where this study was
carried out particularly in Dodoma urban district which is one of the seven
districts of the Dodoma region of Tanzania including Bahi, Chamwino,
Chemba, Kondoa, Kongwa and Mpwapwa. Dodoma is Tanzania’s capital city
and it is where the house of parliament of Tanzania located. According to the
2012 National Census, the population of Dodoma Urban district was 410,
956114. Dodoma features a semi-arid climate with relatively warm
temperatures throughout the year; it averages 570 mm of precipitation per
year particularly between November and April. Most of citizens in Dodoma
urban district involve themselves in petty trades and some of them in
agriculture and livestock keeping. There are several universities in Dodoma
two of which include the St. John’s University of Tanzania owned by
Anglican Church of Tanzania and the University of Dodoma with about
35,000 students. Both universities were officially opened in 2007. In addition
there is Institute of Rural Development Planning and College of Business
Education. 115
Plate 3.2: Map of Tanzania Showing Dodoma Region
Dodoma
Region
Source: File:Tanzania location map.svg by Sémhur under licence GFDL

or CC-BY-SA
114
Morogoro Region Website, “Regional Profile”
115
Dodoma Region Website, “Regional Profile”
The two regions were chosen because within these regions there are
universities and colleges which were involved in the ban of 75 programs in
the 2017/2018 academic year and being prohibited to admit students in some
of degree programs throughout 2017/2018 academic year. The two regions
have all characteristics of providing answers to the problem under study. The
description of Universities under study in Morogoro and Dodoma regions are
shown on appendix IV, V and VI.
3.2 Research Approach
This study used a mixed approach known as triangulation which combined
qualitative and quantitative approaches. This study used qualitative approach
in order to acquire feelings, perceptions and opinion of respondents regarding
the impact of TCU admission restrictions to Universities and to the
surrounding communities. The researcher used quantitative approach to get
occurrences and number of respondents on research questions. The advantage
of quantitative research is that, a lot of people’s reactions measured with a
limited amount of questions and comparisons as well as statistical aggregation
of the data are possible. It was also possible to generalize findings. 116
3.3 Research Design
This study used descriptive research design. Descriptive research designs
help provide answers to the questions of who, what, when, where, and how
associated with a particular research problem. Descriptive research is used to
obtain information concerning the current status of the phenomena and to
describe "what exists" with respect to variables or conditions in a situation. 117
In this study, a descriptive research design was used to asses and
understands the impact of TCU admission restrictions to Universities and
their surroundings.
3.4 Population
In this study, the targeted population were all 19 Private Universities out
of 22 higher education institutions in Tanzania which were banned by TCU to
admit new students in 75 programs. These institutions are shown in appendix
VIII with the programs which were banned in 2017/2018.
3.5 Sample size
Sample size refers to the number of elements in the obtained samples 118.
With respect to the number of institutions which were restricted by Tanzania
Commission for Universities, the researcher used three universities which
116
Kombo - Tromp, "Proposal and Thesis Writing”, 10-25.
117
J. W. Anastas, Research Design for Social Work and the Human Services, 17.
118
I.M. Omari, “Concepts and methods in educational research”, 1-20.
were convenient and economically reasonable for the researcher to carry it out
easily. From appendix IV, Jordan University College, Muslim University of
Morogoro, and St. John’s University of Tanzania were selected as sample
Universities under study. These universities in total have an approximate
number of 2,435 students and staff respectively from the departments which
were under the banned.
Basing on Morgan’s table for sample size the sample of 108 respondents
were selected with confidence=95% and margin error 0f 5.0%119from Jordan
University College of Morogoro, Muslim University of Morogoro, and St.
John’s University of Dodoma and from the surrounding community of these
universities. The following was the description of the sample size.
119
P.K. Sahu, Research Methodology, 47-48.
Table 3.2 Description of Respondents, P=10,000 People, Margin of
error=5.0% and Confidence=95%
Respondents Name of Institution Frequency %
JUCO MUM ST. TOTAL

JOHN’S
Deputy Principals 01 01 01 03 2.78

for Financial
Affairs
Deputy Principals 01 01 01 03 2.78

for Academic
Affairs
Admission Officers 03 01 02 06 5.56
Lecturers 12 7 9 28 25.93
Students 15 13 10 38 35.19
Petty Traders 10 9 11 30 27.78
TOTAL 108 100.02
Source: Morgan’s Table for Sample Size

3.6 Sampling Methods
Sampling methods or techniques refers to the procedure a researcher uses
to select the people or things to study120. In this study, the researcher used
Purposive sampling and convenient method for selecting Deputy Principals,
convenience sampling technique was used for Lecturers, and probability
sampling technique under systematic sampling was used for selecting
students. In normal counting, the tenth student was picked from each group of
120
D.K. Kombo -D.L. Tromp, Proposal and Thesis Writing, 10-39.
10 individuals in the class and for petty traders accidental sampling technique
was used especially in their working places.
3.7 Data Collection Procedures
3.7.1 Primary Data
This is the information that the researcher intends to gather directly from
respondents in the study area.121 The primary data were collected by using the
following tools;
3.7.1.1 Interviews
Interview method of data collection involves presentation of oral-verbal
stimuli and reply in terms of oral-verbal responses.122In this study, interview
was conducted with deputy principals, admission officers and people
surrounding the universities. During interviews the responses was recorded
according to the needed data.
3.7.1.2 Questionnaires
108 questionnaires were distributed to the lecturers and students and they
were requested to respond in writing according to the set questions.
3.7.1.3 Observation
The observation that was used in the study area, relied on the researcher’s
seeing students’ attendance in their classes, lecturers, and surrounding
communities as they appear in the sight of the researcher. In November 2019,
the researcher the researcher visited Jordan University College and Muslim
University of Morogoro to observe university facilities such as lecture halls to
assess if they can accommodate even students with disabilities, dispensaries,
latrines, and other facilities which can be used by university community
without any problem. On January 14, 2020 the researcher visited St. John’s
University of Tanzania with the same aim of observing the same facilities.
Some of photos of the buildings can be checked in appendices IV, V and VI.
3.7.2 Secondary Data
In conducting this study, Secondary data was collected from the analysis
of published material, unpublished materials and information from internet
sources. Jordan University College Library, Jordan University College
admission office, Sokoine University of Agriculture Library and internets
were the centre of excellence to the attainment of secondary data for this
study.
121
C.R. Kothari, Research Methodology, 18-58.
122
C.R. Kothari, Research Methodology, 18-58.
3.8Data Analysis
Since the researcher expected to collect both qualitative and quantitative
data from the area of study, the data were analysed depending on both
qualitative and quantitative data as explained below:
3.8.1 Qualitative Data Analysis
These data shows the degree of quality123, for that case the qualitative data
are not always computable by arithmetic relation. In this study, the researcher
analysed the obtained qualitative data by using content and thematic analysis.
In analysing the qualitative data, the first step was to take notes during
interview, arranging them in a sequence. Then, the data were coded and being
presented in text form.
3.8.2 Quantitative Data Analysis
In research, quantitative data are termed to be data that can be measured in
numerical values. In this study, the researcher used Microsoft excel program
to analyse quantitative data such as number of respondents who were male
and female, occupations, and response of respondents on different questions
that were set. Also quantitative data were analysed by using statistical
techniques that involved the use of SPSS program to find frequencies,
percentages, pie charts and histograms and finally being presented. 124 The
first step in SPSS program after being opened during data analysis was to fill
questions found on questionnaires in the variable view part and then filling
the values of responses in the data view part of the SPSS program, after filling
all information in SPSS program, the analysis began by selecting the word
“descriptive” and opting side of tables, histograms, etc.
3.9 Data Organization and Presentation
Data for this study was presented using both the statistical techniques such
as frequency distribution tables and also through graphical techniques such as
histograms, pie charts and line graphs. The researcher used Microsoft office
word and excels programs to code data and storing it ready for writing the
report.
3.10 Instrument Reliability and Validity
3.10.1 Validity
Validity explains how well the collected data covers the actual area of
investigation125. Also Validity in brief means that research instruments
123
D.K. Kombo - D.L. Tromp, Proposal and Thesis Writing, 10-39.
124
125
“measure what is intended to be measured”126. In this study, the instruments
were tested first before going to the field and restructuring of questionnaires
and interview guides was done to ensure that the findings are valid. To ensure
that there is validity in what an instrument measures, every time there was a
direct revision of the composed tools to make sure that the instruments
measure what was intended by removing all unnecessary elements. The first
draft of structured questionnaire and interview guiding questions were pre-
tested at Jordan University College by a random sample of 5 students and 3
lecturers. Thereafter, necessary adjustments and corrections were done to
instruments before the researcher continued with data collection. The pre-test
sample was not included in the final sample of 108 respondents.
3.10.2 Reliability
Researchers argue that reliability deals with the extent to which a
measurement of a phenomenon provides stable and consistency result.127
Sometimes is also concerned with repeatability. 128 Researchers also argue that
testing for reliability is important as it refers to the consistency across the
parts of a measuring instrument. In this study, the researcher made a
comparison with what was answered in the questionnaires and found that the
findings from different respondents were reliable.
3.11Ethical Considerations
As it is stated by Wisel and his fellows that Ethical issues are generally
concerned with respect for persons, beneficence and justice129 and thus
following research ethics reduces the likelihood of harm to information
providers. The researcher got a permission to conduct the study from Jordan
University College, St. John’s University of Tanzania, and Muslim University
of Morogoro. The consent from respondents was requested prior to data
collection. Before collecting data from the field, respondents were informed
through oral presentation from the researcher or through cover letters which
were attached to the questionnaires. Confidentiality of the information from
respondents was observed and all the information collected from the field was
used for the intended purpose. The researcher was very mindful of cultural,
religious beliefs, and gender differences.
3.12 Brief Summary of Chapter Four
This chapter has shown introduction, description of the study area,
research approach, research design, population, sample size, sampling
126
A. Field, Discovering Statistics Using SPSS, 136-138.
127
S.W. Huck, Reading Statistics and Research, 193-195.
128
C.A. Moser – G. Kalton, Survey Methods in Social Investigation, 136-137.
129
R. Wiles – al., eds., “The Management of Confidentiality”, 417-428.
methods, data collection procedures, data analysis, data organization and
presentation, instrument validity and reliability and ethical consideration.
CHAPTER FOUR
RESULTS AND FINDINGS
4.1 Introduction
This section of the report is dedicated to present research findings and
discussions as guided by the study objectives and research questions.
4.2 Questionnaire Return Rate
This study was planned to use a sample of 108 respondents, the distributed
questionnaires were 108, and the returned questionnaires were 100 equal to
93% of the total respondents. This return rate was reasonable for data analysis
for this study.
4.3 Demographic Characteristics of respondents
In this part, the researcher provides some information on the
characteristics of the sample or respondents who were interviewed, and
questionnaires being distributed to them for the purpose of data collection.
Specifically, the researcher provides the information on their sex, age, and
occupations. Because the study was conducted for both sexes, then it is
necessary to describe these characteristics. Figure 4.3.1 shows the
respondents’ distribution by gender.
Figure 4.3.1: Respondents’ Distribution by Gender
Male Female
57
57
43
43
FREQUENCY PERCENT (%)
Source: Survey Data, 2020

From figure 4.3.1, shows the gender frequency distribution of the
researcher’s respondents from three private universities and their surrounding
communities. Results show that, about 43 respondents was males (43% of the
respondents from the area of study were males) while the remaining percent
of respondents were female (57%) this is equivalent to 57 respondents and
finally made a total of 100%.
From the data on gender distribution, this findings show that females
investigated and participated much more than males, in this study no one was
considered superior than the other, both female and males had equal chance of
being selected. To have male and female was beneficial to this study basing
on their perceptions especially during the filling of responses in the
questionnaires. Also this study is in line with the fact that all three private
universities admit both males and females each academic year.
Figure 4.3.2: Respondents Distribution by Age
80
75 75
70
60
50
40
30
25 25
20
10
0 0
0
21-35 36-50 50+
Frequency %

Figure 4.3.2explains the age distribution of respondents who were
interviewed and being questioned through questionnaires in all three Private
Universities. Research results on ages of respondents shows that the group of
respondents with age 21-35 was prominent. This age group is energetic and
reflects that Universities are composed of young people with full of dreams.
With this fact, universities are the hub of their future. This age group is found
to comprise about 75 percent of all respondents. 25% of the respondent had
age ranging from 36 to 50 years. The group of youth with age 21-35 years has
participated fully in this study because the group happened to occur in large
than other groups.
Figure 4.3.3: Distribution of Respondents by Occupation
60
52 52
50
40
31 31
30
20
10 10
10 7 7
0
Administrator Lecturer Student Business people
Frequency %

From figure 4.3.3, results shows that, 52% of the total number of
respondents were students (52 respondents), 31% of the total number of
respondents (31 respondents) were business people (petty traders), and 7% of
respondents were Tutorial Assistants while 10% of the total number of
respondents were Administrators. These findings show that three private
universities with their surrounding communities have a diversity of
occupation and hence may have different perception or views on this study.
Figure 4.3.4: Distribution of Respondents by Level of Education
60
50
50
40
Respondents
30
25
20
9 10
10
5
1
0
PhD Master's Degree Degree Diploma Form Four Standard Seven
Certificate
Education Level

From figure 4.3.4, results shows that, 50% of total number of respondents
were bachelor degree holders, this is because the study targeted the three
higher educational institutions and therefore it was unavoidable to get this
great composition of people who are holding or studying bachelor degrees.
25% of the total number of respondents was respondents with form four level
of education. This is in line with the fact that, this study involved also petty
traders doing their businesses alongside higher educational institutions which
were under study; some of petty traders had form four level of education. 10%
of the total number of respondents had diploma level of education, some of
these respondents where administrators and others where petty traders. 9% of
the total number of respondents was master’s degree holders and most of
them were tutorial assistants. 5% of the total respondents were respondents
with standard seven level of education. Respondents with standard seven level
of education appeared much in the group of Petty traders. Lastly, through
random selection of the respondents, the study had 1% of the respondents
with PhD level of education.
With this diversity in the levels of education of the respondents, the
respondents had different perceptions on this study. For example, some of
petty traders in Morogoro and Dodoma with standard seven level of education
were not aware that the Higher education institutions the private universities
under study were restricted by TCU to admit new students in some of
programs, most of PhD holders who were interviewed in this study believed
that the admission restrictions from TCU to universities which were under
study, targeted much to improve the quality assurance issues in the
universities in order to be assured that the education which is provided to the
students is of high quality. Generally, respondents with high level of
education mostly supported the admission restrictions but insisted on how to
improve them in such a way that they can be applied without restricting the
admission of new students to the affected programs.
Before proceeding with the core of the study, it was reasonable to
determine the awareness of respondents on the introduction of admission
restrictions to some of private universities in 2017/2018 academic year. In
demanding the responses from the respondents, the question was directed to
the respondent to know whether they were aware of the partial ban imposed
by TCU. Respondents were required to respond either YES or NO.
The figure below shows the responses on the question
“Do you know that in 2017/2018 your university and other private
universities were prohibited by TCU to admit new students to some of
programs? N=100
Figure 4.3.5: Respondents’ awareness on TCU partial ban of 2017/2018
academic year on banning the admission of new students to some of the
programs.
90
82
80
70
60
Respondents
50
40
30
18
20
10
0
YES NO
Responses

From figure 4.3.5, the results show that 82% of the total number of
respondents said Yes, meaning that they were aware that their universities
were restricted by TCU to admit the admission of new students in some of the
programs while 18% said that they were not aware about the partial ban from
TCU. After the analysis it was found that within 82% of the total number of
respondents, there were petty traders, students, administrators, lecturers and
tutorial assistants who were aware that in the 2017/2018 academic year
universities faced a partial ban while in 18% of the total number of
respondents they were both petty traders and students who were not aware of
the partial restriction from TCU.
As it is explained in figure 4.3.5, respondents have declared by 82% that
they were aware that TCU restricted the admission of new students to the
private universities under study. The researcher wanted to know if it was
necessary for TCU to restrict the admission of some of Private Universities in
Tanzania in 2017/2018 academic year. The following are the responses from
the field as described in table 4.1 to the question;
“Do you think that TCU admission restrictions of 2017/2018 academic
year to your University were not necessary?”
Respondents were required to answer whether YES or NO
Table 4.3.1: Responses on Necessity of TCU admission restrictions to
private universities: N=100
Response Frequency Percentage
YES 21 21
NO 79 79
TOTAL 100 100

From table 4.3.1, 21% (21) said YES, TCU admission restrictions were not
necessary in Private Universities and 79% (79) said NO, TCU admission
restrictions were necessary in Private Universities. This proves that TCU
admission restrictions were necessary. This diversity in responses concerning
the necessity of 2017 TCU admission restrictions in private Universities
proves that respondents had different perceptions on the necessity of the
restrictions. Regarding to these responses, respondents listed reasons for their
responses analysed in table 4.1. Those reasons are presented in table 4.2;
Table 4.3.2: Reasons for Responses in table 2; N=100
Response Reasons F %
YES TCU ban does not solve problems that exist in 6 6

my college
TCU ban impinges with the university autonomy 10 10
TCU ban was a mistake from this government 5 5

body because my university at that time didn't
has a serious problem that could lead to
prohibition in admitting students
NO TCU ban was necessary to improve the quality 50 50

assurance issues in your college
It is true and the ban was necessary to influence 11 11

the university to increase the number of experts
TCU ban is a part of government regulation 18 18

tools in universities to protect the customers who
are the consumers of the service provided
TOTAL 100 100

From the table 4.3.2, the results show that 6% of respondents who said
that TCU admission restrictions of 2017 were not necessary arguing that those
restrictions do not solve current problems that exist in Universities rather than
discouraging development efforts in those Universities, 10% of the total
respondents said that TCU admission restrictions impinge with University
autonomy. This relates to what UNESCO in 1991 said that However,
experience elsewhere seems to indicate that greater institutional autonomy
and initiative are essential not only for the efficient performance of
universities in their research and teaching functions, but also for more
effective and efficient response to the challenges of the changing social
functions of higher education. 130
The findings also show that 5% of respondents said that TCU admission
restrictions was a mistake from this government body because Universities at
that time didn't have serious problems that could lead to prohibition in
admitting new students to some of the programs.
In connection to that, 50% of respondents said that TCU admission
restrictions was necessary in order to improve the quality assurance issues in
Universities, 11% of the respondents said that the admission restrictions was
necessary in Universities in order to influence Universities to increase the
number of experts and 18% of the respondents said that TCU admission
restrictions are part of government regulation tools used to protect the interest
of students who are customers of services provided in universities.
These findings are in line with what Ishengoma and Mgaiwa found in
2017 that inadequate financing, lack of capacity in terms of adequate,
qualified and experienced human resources to undertake quality assurance
functions, lack of clear viable quality assurance policies, lack of awareness on
quality assurance issues and lack of academic leadership are major
institutional constraints to quality assurance processes in Tanzania’s private
universities.131 With these constraints, many universities and colleges in
Tanzania have been facing prohibition during admission season from TCU to
improve quality assurance issues in Universities TCU has been prohibiting
Universities that fail to meet the TCU requirements for Universities to qualify
for admitting new students to some of the programs 132
4.4 Variation in the number of admitted students between 2015/2016 and
2018/2019 in two Universities
In 2017/2018 academic year, the Tanzania commission for Universities
banned several private universities and constituent colleges to admit new
students in some programs and were thrown into state of panic as others
rushed to seek clarification following TCU’s order that also delisted 75
courses from some 22 universities.
Among the issues which have been under hot discussion after the partial
restrictions to these universities is the issue of decline in the number of
130
UNESCO, “The Role of Higher Education in Society: Quality and Pertinence”, 3-17.
131
S.J. Mgaiwa,-al, “Institutional Constraints”, 59-65.
132
admitted students in 2017/2018 academic year, the discussion has been
centred on the fact that, the partial restrictions from the TCU caused the
admission rate of those particular universities to decline.
This objective aimed at exploring the variations in the number of admitted
students in all three universities which were among the private Universities
banned by TCU to admit new students to some of the programs. The number
of admitted students in 2017/2018 academic year were supposed to be
compared with the number of admitted students in 2015/2016, 2016/2017 and
2018/2019 academic years. The following are the results from the field
showing the number of admitted students in all three Private Universities in
the mentioned academic years.
Figure 4.4.1: Number of First Year Admitted Students in Four
Consecutive Academic years
2,000
1,890
1,800
1,600
1,451 1,431
1,400
1,220
First Year Students
1,200 1,106 1,105

1,043 1,045
1,000 924 936
861
809
800
600
400
200
0
2015-2016 2016-2017 2017-2018 2018-2019
Academic Year
JUCO MUM ST. JOHN'S UNIVERSITY

From figure 4.4.1, the results show that there was high increase in the
number of first year admitted students from 2015/2016 academic year to
2016/2017 academic year in both JUCO and St. John’s University of
Tanzania when compared to that of Muslim University of Morogoro. For
example, in 2015/2016 JUCO admitted 1,220 first year students, St John’s
University of Tanzania admitted 1,106 first year students while MUM
admitted 924 first year students. These variations in the number of admitted
students may be caused by number of reasons in this particular academic year
which are analysed in figure 4.3.2. The results show that in the academic year
2017/2018 all three Universities recorded a decrease in the number of first
year students admitted in 2017/2018 academic year when compared to the
previous academic year (2016/2017).
For example JUCO recorded an admission of 1,451 first year students in
2016/2017 academic year while in 2017/2018 recorded admission of 861 first
year students, this is equal to the decrease of 590 students in 2017/2018
academic year. MUM admitted 1,105 first year students in 2016/2017
academic year while in 2017/2018 they admitted 1,043 first year students; this
is equal to the decrease of 62 students. St. John’s University of Tanzania
admitted 1,431 first year students while in 2017/2018 admitted only 1,045
first year students; this is equal to the decrease of 386 students in 2017/2018
academic year. According to the information from the admission office at St.
John’s University of Tanzania, in 2018/2019 the decline in the number of first
year admitted students continued to drop from 1,045 students to 809 students.
On the side of JUCO and MUM in the same academic year (2018/2019), they
recorded an increase of 75 and 847 first year students respectively.
The admission office of MUM, JUCO and St. John’s University of
Tanzania recorded 924, 1,220 and 1,106 first year students respectively as a
number of students admitted in 2015/2016 academic year. In this particular
academic year there were no any admission restrictions. These findings from
the field show that there was a problem to these institutions; it is inevitable
that any change in any issue has some causes. This study went in deep to
identify the main cause of this phenomenon. In demanding the reasons to why
there was a high decrease in the number of first year admitted students in all
Universities in 2017/2018 academic years, respondents had their own views
in the questionnaires admitted to them. The following were their responses;
Figure 4.4.2: Reasons to the decrease in the number of first year
admitted Students in 2017/2018 and 2018/2019 academic year
60
52
50
40
31
30
20 17
10
0
TCU Admission Poor marketing Limited facilities
Restrictions strategy of the to accommodate
institution many students
and shortage of
REASONS human resources

From figure 4.4.2, the results show that 52% believes that TCU ban led to
the decrease the number of admitted students in 2017/2018 and 2018/2019,
most of universities their reputation was challenged and consequently
affecting the admission negatively in 2017/2018 ad 2018/2019 respectively.
31% of the total number of respondents said that Poor marketing strategy of
the institution was a reason to the decrease in the number of admitted students
in 2017/2018 and 2018/2019 academic years. One of the respondents said that
“While believing that their universities are now famous in most of
regions in Tanzania, the universities failed to advertise their offered
courses on televisions and social Medias, their plans of getting
more admitted students was weak and not supportive”
The results show that 17% of the total number of respondents said that
limited facilities to accommodate the large number of students and the
shortage of human resources were one of the reasons to why universities
admitted small number of students in 2017/2018 and 2018/2019. On this
response there was a matter raised by the researcher that if the facilities was
very limited in such a way that it was not possible to accommodate a large
number of students in 2017/2018 and 2018/2019, why in the previous
academic years the number was very large compared to 2017/2018 and
2018/2019? One of respondents said that;
“Universities’ administrations are not active in maintaining the
good condition of the existing facilities which help to
accommodate the large number of admitted students in the next
academic years and what they do is to rely on the existing
facilities without improving them for the next academic years or
adding new ones. This is one of the reasons why TCU prohibited
them to admit new students in 2017/2018 academic year.”
These findings are also relating to what Ishengoma and Mgaiwa found in
2017 that the major constraints of quality assurance issues in Universities and
Colleges is lack of capacity in terms of adequate, qualified and experienced
human resources to undertake quality assurance functions, lack of clear viable
quality assurance policies, lack of awareness on quality assurance issues and
lack of academic leadership are major institutional constraints to quality
assurance processes in Tanzania’s private universities 133
4.5 Reasons for the Financial Condition of Private Universities under
Study Which Occurred In 2017/2018 and 2018/2019 Academic Years.
The study explored the revenue and spending of the universities under
study as one of the ways of assessing the impact of the TCU restrictions to the
admission of those universities. The financial condition of private universities
can only be identified by making a simple analysis. However, in collecting
data for this objective, two universities out of three which were under study
the data was available that is Jordan University College and St. John’s
University of Tanzania while the Muslim University of Morogoro the data
was unavailable for three consecutive academic years i.e. 2015/2016,
2016/2017, 2017/2018 and 2018/2019. This could be just because of their
willing to provide those data for study; they were not ready to provide those
data for this study. Therefore, here below is the analysis of two universities
out of three which were under study.
133
Table 4.5.1: Revenue and Spending Analysis of the Private Universities
under study in the Selected Consecutive Academic Years
ACADEMI NAME OF THE COLLEGE

C YEAR
JORDAN UNIVERSITY MUSLIM ST.JOHN’S
COLLEGE UNIVERSITY UNIVERSITY OF
OF MOROGORO TANZANIA
Revenue Running Revenu Runnin Revenue Running

cost e g cost cost
2015-2016 5.297Billion 2.271Billio Nil Nil 8.59Billion 7.8

n Billion
2016-2017 6.089Billion 7.348Billio Nil Nil 9.37Billion 7.12Billi

n on
2017-2018 6.566Billion 6.137Billio Nil Nil 11.04Billio 8.48Billi

n n on
2018-2019 6.432Billion 6.191Billio Nil Nil 10.89Billio 9.05Billi

n n on

From table4.5.1, the data shows that there was a variation in the revenue
and running costs in JUCO and St. John’s University of Tanzania. This
variation is witnessed in all selected academic years. For example in the
2016/2017 JUCO recorded the running cost which is greater than the revenue,
in this particular academic year JUCO didn’t face the restriction from TCU,
this high running costs were due to the fact that in the while in the 2017/2018
academic year, JUCO came out from high running cost of 7.348 billion in
2016/2017 to 6.137 billion in 2017/2018 academic year. In 2017/2018
academic year, it is the year in which JUCO faced a restriction in admission
of new students to some of the programs. On the side of St. John’s University
of Tanzania since 2016/2017 academic year, the university has recorded
running costs which is low compared to the revenue obtained in all
consecutive academic years.
The revenue from both universities in the 2018/2019 academic year when
compared to that of 2017/2018 academic year shows a slight decrease in all
universities. For example; JUCO recorded a slight decrease of 0.314 billion
and St. John’s University of Tanzania had a decrease of 0.15 billion. In the
same academic years the running costs in both universities also increased, for
example; JUCO recorded an increase of 0.054 billion in the running cost
while St. John’s University of Tanzania recorded the increase in the running
cost by 0.57 billion.
The aim of financial analysis of the two universities was to determine the
financial condition of the private universities under TCU admission
restriction, the analysis has shown that regulation from TCU led to the slight
decrease in revenue and increase in the running costs for both universities
from 2017/2018 and 2018/2019 academic years. There are some reasons for
the slight decrease in the revenues and increase in the running costs between
the two academic years i.e. 2017/2018 and 2018/2019. The reasons were
given by the respondents and are summarized in figure 4.4.1
Figure 4.5.1 Reasons for the Financial Drop in Private Universities under
Study Which Occurred In 2018/2019 Academic Years.
50
45 43
40
35
Respondents
30
26
25
19
20
15 12
10
5
0
Side effect of TCU Poor marketing Economic Problems Limited number of
restrictions strategy of the qualified students to
university join university level of
education
Responses
Source: Surveyed Data, 2020

From figure 4.5.1, respondents had their reasons for the decrease of
revenue and increase of the running cost of the educational institutions under
study in the 2018/2019 academic year. In 2018/2019 most of restricted
university programs were allowed by TCU to admit students after TCU to
justify that they are clean unfortunately 2018/2019 academic year the said
Universities recorded a decrease in the revenue and increase in the running
costs. This brought the question of why this decrease in revenue and increase
in running costs occurred in 2018/2019 academic year? The results from
figure 4.5.1show that 43% of the total respondents said that the side effect of
TCU restrictions that occurred in 2017/2018 was a main causative of the
decrease in the revenue and increase in the running costs of affected
Universities. 26% of the total respondents said that poor marketing strategy of
the particular University caused the number of students to decrease in the
2018/2019 academic year.
One of the respondents said that “The management of those
Universities knew that in 2017/2018 TCU restricted them to admit
students to some of their courses until further notice from TCU but
they failed to notice that those restrictions could affect the
admission of 2018/2019 academic year.
Also 19% of the total respondents said that the decrease in revenue and
increase of running costs in the 2018/2019 academic year was because of the
decrease in the number of admitted students due to limited number of
qualified students to join tertiary studies. The drop of number of students who
are the great contributors of the financial resources through tuition fees and
other contributions caused universities to suffer financially, 12% of the total
respondents said that the issue of decreasing in revenue and increasing costs
of running those institutions is not new, it is because of economic problems
which have become normal in the world economy, and employees have been
demanding high salaries and other benefits yearly. For them, what happened
to these educational institutions in 2018/2019 academic year was because of
current world economic problems.
With these results, the two universities recorded a slight financial drop and
this affected the running cost of the two universities in the 2018/2019
academic year. Jordan University and St. John’s University of Tanzania have
failed to pay on time the salaries of their employees since the TCU
restrictions were applied.
In an interview with respondents at Jordan University College, St. John’s
University of Tanzania and MUM; one of the respondents said that
“Since the implementation of the TCU admission restrictions in
2017/2018the University took long time to pay the salaries and
other benefits to their employees in 2018/2019 academic year with
the reasons that the admission restrictions have affected their
revenues.”
Basing on the interview results, the decrease in HEIs’ revenue affected
even the workers at the universities under this study; the question of the
effects of TCU restrictions to University workers was administered to
university workers in the selected sample of Private Universities. The results
are described in the figure 4.5.2;
Figure 4.5.2: Effects of TCU admission ban to University Workers, n=22
12
11
10
9
2
2
0
Dicouraged and wanted to Confidence on my University
Delaying in getting salaries
quit the job became stroger than before
Frequency 9 11 2
Source: Surveyed data, 2020

From figure 4.5.2, the results show that 41% of the total respondents
(workers) said that one of the effects of TCU admission ban to universities
was the delaying of getting their salaries on time. In the 2018/2019 academic
year, employees worked without salaries for two months or more than two
months with expectations that soon things will change and being paid their
salaries. 50% of the respondents said that they were discouraged and wanted
to quit the job while 9% of the total respondents said that TCU admission
restrictions made them stronger than before. With these results it is reasonable
to say that the restrictions affected the workers negatively.
In an interview with one of assistant lecturer from Jordan University
College said that
“after the TCU admission ban which led to the ban of some of the
programs here at JUCO in 2017/2018 academic year, my hope to
continue to be at JUCO was in trouble and I wanted to find job to
other universities but in 2018/2019 some of our courses were
allowed and being released, this may be caused by the improvements
done by the university under the influence of TCU”
These findings are in line with what Malcolm134encountered in his study
that in 2003 two major PTEIs collapsed something which brought the
question on how the PTEIs are regulated in New Zealand. It was found that
the autonomy of PTEIs has been eroded by the accreditation processes of the
New Zealand Vice Chancellors’ Committee something which lead to
Universities to record loss and hence collapse because of limited financial
resources resulted from loss due to small number of admitted students.
Students are among the people who were affected by the restrictions in
2017/2018 academic year, in exploring how they were affected, the
respondents particularly students were requested to answer the question
“How were you affected by TCU admission ban in 2017/2018?”
Since the study included 40 students in the sample of 100 respondents,
only students were required to respond to this question. The following were
their responses as described in the figure 4.5.3
134
Figure 4.5.3: Effects of TCU admission restrictions to students of the
sampled Universities; N=40 out of 100
very discouraged and

50
wanted to shift to
other universities 18,
45
45
40
35
Postponed studies in
2017/2018 12, 30
30
25
It helped to promote
20 my College in different
regions 7, 17.5
15
confidence about my
College became
10 stronger than before 3,
7.5
0
3 7 18 12
confidence about my College It helped to promote my very discouraged and wanted Postponed studies in
became stronger than before College in different regions to shift to other universities 2017/2018

From figure 4.5.3 the results show that 45% (18 Students) of the students
who were under this study were discouraged and wanted to shift to other
universities, 30% of the respondents postponed their studies in 2017/2018, in
the interview these students said that 2017/2018 academic year they applied
for Master’s degree studies in some of education programs but after being
given the admission letter they heard the information from TCU that the
course that they applied for was banned, with this reason they postponed in
2017/2018 academic year and resumed their studies in the next academic year
when the affected programs were allowed again. 17.5% of the respondents
responded that TCU admission restrictions helped them to promote their
university in different regions so that people should be aware that their
university was partially restricted and some of the courses were affected but
not all courses.
This group of respondents argue that many people misled the
announcement from TCU, they never grasped that it was not a whole
university was closed or prohibited, the society needed more information
about the affected universities. About 7.5% of the students said that their
confidence built on their University became stronger than before.
Generally, 30 students out of 40 (75%) responded negatively that the
admission restrictions in Private Universities had negative results on their
side, most of students wanted to shift to other universities and some of them
postponed their studies especially those who expected to commence their
studies in November 2017. These findings are in connection to what Otieno
said in his paper135 that admission in private universities is very important and
universities must be given autonomy to do their business without being
intervened to the extent that the admission is lowered.
4.6 Impacts of TCU admission ban to the petty traders, bajaji, bodaboda
riders and Landlords surrounding the affected Universities
The targeted surrounding communities were petty traders and those
landlords who own houses for rent around areas surrounding the affected
universities. In exploring the effects to the surrounding communities, the
question was directed to the respondents, the question targeted all 100
respondents.
Do you think that there is a linkage or economic relationship between
your college and the surrounding communities like petty traders?
Respondents were required to choose YES or NO. The following are the
responses from the respondents.
135
D. Otieno, “Role of Universities in Achieving Vision 2030”, 1-18.
Table 4.6.1 Respondents’ awareness on economic relationship between
the university and surrounding communities outside the university
internal environment;
Response Frequency %
Yes 91 91
No 9 9
Total 100 100

From the table 4.6.1, 91% of the total respondents said that there is a
positive relationship between Universities or Higher Institutions and the
surrounding communities like petty Traders, Landlords, Bajaji and
Motorcycle Riders while 9% of the total respondents said that there is no
relationship between Universities and their surrounding communities.
In an interview with some of those who said that there is a relationship
between Universities and their surrounding communities, one of the
respondents said that
“The surrounding communities around universities which were
restricted in admission of new students include petty traders, houses
for rent, Bajaji and Bodaboda riders. All these people depend much
on the availability of University students to run their businesses with
profit, for example; here in Dodoma, areas like Camp David around
St. John’s University of Tanzania many people depend on the
presence of students, if these students are in academic break, people
always suffer from shortage of market for their goods and services”
While referring to the results in table 5 above, it is reasonable to state that
there is a positive economic linkage between university and surrounding
communities.
After exploring respondents’ awareness on the economic relationship
between Higher Education Institutions (Universities) and the communities
surrounding the affected universities, the next table has a list of all impacts of
admission restrictions to the communities surrounding the affected
universities. These impacts were mentioned by the respondents during the
study in all three sampled Universities and their surrounding communities
including petty traders, Bajaji Riders, Bodaboda Riders and landlords owning
houses for rent.
Figure 4.6.1: Impacts of TCU admission ban to the communities
surrounding the affected Universities
50
45
45
40
40
35
Respondents
30
25
20
15
10
10
5
5
0
Impacts
Led to closure of some businesses

Decrease in the price of rent due to the drop in the number of new students
The number of petty traders decleased
The Customers for bodaboda and bajaji riders dropped
Source: Surveyed data, 2020

From figure 4.6.1, the findings show that the TCU admission ban had
many impacts to the communities surrounding the universities which were
affected by the TCU admission restrictions. Basing on the results from the
figure above, 40% of the total respondents said that the admission restrictions
led to the closure of some of businesses, 45% of the total respondents
witnessed the decrease in the price of rent to some of landlords, this group of
respondents argued that instead of paying 30,000 Tshs per month as it was in
the previous years before 2017/2018 were supposed to pay 20,000 Tshs to
25,000 Tshs. This is said to be caused by the drop in the number of new
admitted students in 2018/2019 which was caused by TCU admission
restrictions. 10% of the total respondents said that during the time when
admission was restricted particularly in 2017/2018 and the consecutive
academic years up to 2018/2019, the number of petty traders alongside the
affected universities dropped and making their number very limited in the
surroundings of the affected universities.
Lastly, 5 % of the total respondents said that the number of customers for
Bajaji and Bodaboda Riders dropped owing to the fact that mostly these
businesses in the surrounding communities of higher institutions depend
much on the university students who are mostly living off campus and most
of their timetable for semesters lasts for long time even during night, therefore
the issue of universities to experience a drop in admission rate, to some extent
has affected bajaji and bodaboda riders.
Nanenane, Kola A and B and Msamvu found in Morogoro and Camp
David in Dodoma are areas located alongside Jordan University College,
Muslim University of Morogoro, and St. John’s University of Tanzania
respectively. These areas are full of petty traders, bajaji and bodaboda riders,
and landlords who own houses for business (for rent).
In an interview with respondents from Nanenane, the streets near Jordan
University College in Morogoro, one of respondents said that;
“Since the establishment of Jordan University College in 2010, many
petty traders commenced to run businesses of different kinds and the
students of higher institutions found in areas surrounding these
higher institutions have been the main source of markets for goods
and services of businessmen and women. In 2018 and 2019
businesses deteriorated and large number of businesses were closed,
I got the information that Jordan University experienced a drop in
the number of students admitted in 2018 because of the restrictions
from TCU”
Another respondent from Camp David, the area alongside St. John’s
University of Dodoma said that;
“I am a Bajaji Rider here at Camp David area with my colleagues,
we have been doing this job for five years, but we noticed something
different in 2018 because the number of customers was dropping. We
depend much on students of St. John’s University of Dodoma
because most of them live in different streets in Dodoma, when they
are departing after studies we used to transport them to their homes
but in 2018 the business was very discouraging, may be because of
what TCU did to the University in 2017/2018”
These findings are in line with what Antlová and Rydvalová 136 that the
benefits of a tertiary education extend to the larger society through the
positive externalities that result from the aggregate outcomes of graduates,
whether they be jobs created from increased entrepreneurial activity, a
prevention of brain drain, or other positive societal outcomes. The society
benefits with the present of higher institutions in many ways, one of those
ways is students of those institutions to act as a market for petty traders and
therefore when the admission is in danger, then the markets for goods and
services in society tends to be reduced and affecting directly the jobs of those
businessmen and women.
Although the findings show that public interest theory is applicable, it is
reasonable to say that TCU used this theory wrongly because no simple
research was conducted before applying it to these private universities which
had manpower shortages. The results show that, through protecting the public
interest many people suffer from admission restrictions, something which was
partially taken in consideration by TCU. For example TCU did partially take
into consideration the petty traders surrounding private universities, TRA,
employees, landlords, students sponsored by international organizations etc.
these people and institutions were highly affected in one way or another as the
findings show that some of businesses were shut down, and some of students
who expected to be sponsored by international organizations lost their
scholarships.
4.7 Summary of Chapter Four
This chapter aimed at presenting research findings and discussions as
guided by the study objectives and research questions. Demographic data and
all research objectives were analysed, discussed and interpreted. The
demographic information shows that 43 respondents were males (43% of the
respondents from the area of study were males) while the remaining percent
of respondents were female (57%) this is equivalent to 57 respondents and
finally made a total of 100%. Research results on ages of respondents shows
that the group of respondents with age 21-35 was prominent in this study.
This age group is energetic and reflects that Universities are composed of
young people with full of dreams. With this fact, universities are the hub of
their future. This age group was found to comprise about 75 percent of all
respondents. 25% of the respondent had age ranging from 36 to 50 years. The
group of youth with age 21-35 years has participated fully in this study
because the group happened to occur in large than other groups.
136
K.Antlová-al,“ University’s Support for Innovation”, 5-25.
52% of the total number of respondents were students (52 respondents),
31% of the total number of respondents (31 respondents) were business
people (petty traders), and 7% of respondents were Tutorial Assistants while
10% of the total number of respondents were Administrators. The findings
show that three private universities with their surrounding communities have
a diversity of occupation and hence had different perception or views on this
study.
Basing on this chapter, the findings show that the admission restrictions
had positive and negative impacts to the private universities, the admission
restrictions motivated the management of these private universities to make
changes or improvement in the department of quality assurance that’s why
most of these universities in 2020 TCU released the courses which were
banned in 2017/2018 academic year, the year that many courses were not
allowed to be offered while on the side of the surrounding communities, the
impact was severely negative since most of the petty traders depend much on
the large number of students who are admitted yearly. So, the drop in the
number of admitted students as it was revealed in this chapter, led to the
shortage of customers for their goods and services.
Basing on the findings of this study, Private Interest theories of regulation
have been proved the right theory as it articulate that regulators had no
sufficient information with respect to cost, demand and other dimensions of
the private institutions behaviour. Before applying public interest protection
view, regulators (TCU) did not have sufficient information concerning the
surrounding community and institutional behaviour and how the admission
restrictions could affect private institutions and other non-education
institutions like TRA who depend on revenues of these education institutions
to collect the tax.
CHAPTER FIVE
CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
This chapter describes the summary of the results obtained from the field.
It explains in detail the results obtained which may have crucial advantage to
Tanzania commission for Universities, the Higher Education Institutions in
Tanzania, and the society in general. This chapter also gives out the
conclusion and recommendation to the study on the impact of admission
restrictions to some of the programs to private universities and how they
impacted the surrounding communities by relying on the research findings
obtained by using different research tools.
5.2 Summary
The study on the impact of restricting the admission of new students to
university community in Tanzania was carried out in Private Universities
found in Morogoro and Dodoma regions in Tanzania. The study involved
three private universities comprising a sample of 108 respondents including
University workers, students, petty traders, and landlords. The aim of this
study was to explore the impacts of TCU admission restrictions which were
introduced in 2017/2018 academic year to the Private Universities and to the
surrounding communities after TCU inspection activity which was conducted
in 2016. This study was guided by the following objectives and questions:
Specific Objectives
i. To investigate the reasons for the variations in the number of first year
private universities under study.
ii. To assess the reasons for the financial condition of private universities
years.
iii. To explore the impact to the university community caused by TCU
admission ban in 2017/2018.
Research Questions
This study was guided by the following questions;
i. What are the reasons for the variations in the number of first year
private universities under study?
ii. What are the reasons for the financial condition of private universities
years?
iii. What are the impacts to the university community caused by TCU’s
admission restrictions in 2017/2018?
The study used mixed method which involved quantitative and qualitative
research. This study used a descriptive research design to assess and
understand the impact of TCU admission restrictions to Universities and their
surroundings. Data collection used both primary and secondary sources and
instruments such as questionnaires and interview guides were used. Validity
and reliability of these instruments were observed. Observation was done to
help interview with respondents, and observing the available facilities in
Universities under this study. The data obtained from the study area were
analysed by using SPSS program, Microsoft word, Microsoft excel and being
presented in percentages, frequency bar charts, pie charts and line graph.
The study revealed that all three Universities which were under study are
surrounded by many petty traders including bajaji riders, bodaboda riders,
Food Vendors, and other small businesses around the universities under
study. All these businesses operate in 8 months of the academic year, and they
highly depend on the presence of large number of students in the academic
year. All three universities under study experienced a variation in the number
of admitted students; the results show that there was high number of admitted
students from 2015/2016 academic year to 2016/2017 academic year in all
three private universities. The results also show that in the academic year
2017/2018 all universities recorded a decrease in the number of admitted
students compared to the 2016/2017 academic year. For example Jordan
University College recorded 231first year students in the 2016/2017 academic
year while in 2017/2018 recorded a decrease of 590 first year students when
compared to the number of first year students who were admitted in
2016/2017.
According to the information from the admission office at St. John’s
University of Tanzania, the university admitted 1,431 first year students in
2016/2017 academic year while in 2017/2018 recorded a decrease in the
number of admitted students whereby the university admitted 1, 045 students
which is equal to a decrease of 286 first year students. St. John’s University of
Tanzania also witnessed another decrease of 236 students in the 2018/2019
academic year when compared to the 2017/2018 academic year.
The admission office of MUM recorded 924 students as a number of first
students admitted in 2015/2016 academic year, in this particular academic
year there was no any admission restrictions. In 2016/2017 the admission
office recorded 1,105 first year students with an increase of 181 students. In
2017/2018 academic year the number of admitted students at MUM was
1,043. The number of admitted first year students in 2017/2018 academic year
had a decrease of62 first year students when compared to those of 2016/2017
academic year but when compared to the data of 2015/2016 academic year,
this means that there was an increase of 119 students.
The data from the field show that the decrease in the number of students
admitted in 2017/2018 was influenced by TCU admission restrictions of
2017, poor marketing strategy of the institutions and the shortage of facilities
to accommodate large number of students and shortage of human resources.
This led to the decrease in the number of admitted first year students in
2017/2018 and 2018/2019, most of Universities lost their reputation because
of being prohibited most people knew that these Universities were totally
banned to admit new students even more years to come and consequently
affecting the admission in 2017/2018 and 2018/2019 respectively. On top of
the TCU admission restrictions, universities used poor marketing strategy of
advertising their institutions leading to the decrease in number of admitted
students in 2017/2018 and 2018/2019 academic years.
The findings show that the revenue from both universities in the
2018/2019 academic year when compared to that of 2017/2018 academic year
had a slight decrease in all universities. For example; JUCO recorded a slight
decrease of 0.314 billion and St. John’s University of Tanzania had a decrease
of 0.15 billion. In the same academic years the running costs in both
universities also increased, for example; JUCO recorded an increase of 0.054
billion in the running cost while St. John’s University of Tanzania recorded
the increase in the running cost by 0.57 billion. There are some reasons for the
slight decrease in the revenues and increase in the running costs between the
two academic years i.e. 2017/2018 and 2018/2019.
The results from the field show that the side effect of TCU restrictions that
occurred in 2017/2018 was a main causative of the decrease in the revenue
and increase in the running costs of affected Universities in the new academic
year 2018/2019. Poor marketing strategy of the particular University that
emerged during TCU admission restrictions caused the number of students to
decrease in the 2018/2019 academic year. This slight decrease in revenue and
an increase in the running costs for both universities from 2017/2018 to
2018/2019 affected all beneficiaries of the affected Universities including
petty traders, students and lecturers.
5.3 Conclusion
According to the results obtained from the study area, the researcher made
the following conclusions;
The variations in the number of first year students in 2017/2018 and
2018/2019 academic years were caused by TCU admission partial ban, poor
marketing strategy of the institutions and limited facilities to accommodate
many students and shortage of human resources.
In 2018/2019 academic year, universities under study experienced a
financial drop, this financial drop was caused by limited number of students
admitted in 2017/2018 academic due to TCU admission ban imposed to the
universities and therefore causing a side effect of financial drop in the
2018/2019 academic year, poor marketing strategy of the universities in
promoting their universities also contributed to the decline in finance. Other
reasons for the financial drop were the current world economic problems such
as inflation and also the limited number of qualified students to join
university level of education. With this fact, this means that the financial drop
was not only caused by TCU admission ban although the ban contributed
much, but also some issues relating to universities operational systems and
other aspects of world economy.
TCU admission ban revealed impacts which were immediate to the
following groups; students, to the university, and to the petty traders;
Universities reputations have become loose and recorded a financial drop in
2017/2018 academic year.
To the Students, some of them were discouraged and others postponed
their studies they were expecting to commence in 2017/2018 academic year.
Before the admission ban in 2017/2018 some of students had scholarships,
therefore the ban affected them and lost those scholarships.
To the university; TCU admission ban had both positive and negative
impacts to the affected private universities and to the surrounding
communities. The side of positive effects of the admission ban is that;
universities made improvement of quality assurance issues; the improvements
done by the university managements on the quality assurance issues are what
convinced TCU to allow many programs which were banned to admit new
students. On the side of negative impact is the financial drop which occurred
in the 2017/2018 academic year as well as the reputation of the banned
universities being in trouble. The universities reputation was destroyed and
therefore these private universities which were banned to admit new students
to some of the programs struggle to build again their reputation.
In 2017/2018 and 2018/2019 academic year, the affected universities faced
slight financial drop which in some of these institutions this issue is still a
challenging fact, some of them are in financial shake. This situation to large
extent was caused by TCU admission ban to some of universities. The
reputation of the prohibited universities have been challenged to the extent
that parents have lost their attention to these private institutions something
which currently lead to limited admission in these higher institutions.
To the university employees; TCU ban has led to the delaying of salary
payments to the employees of these institutions because the revenues of
universities and colleges which were banned to admit new students dropped
To the petty traders; Bajaji and bodaboda riders were affected much, their
business dropped because of the decrease in the number of admitted students.
Food vendors were affected due to the limited number of students; students
are the large group which composes the number of customers for services
offered by food vendors, bajaji and bodaboda riders. Decrease in rent
particularly in institutions which are surrounded by landlords who use to rent
their houses to students of the universities under study. This situation
occurred in 2017/2018 academic year due to the effect of TCU admission ban
to some of the programs which limited the number of students who are
willing to live in streets surrounding these private universities.
5.4 Recommendations
5.4.1 Encouragement of High Admission Rate in Private Universities
The admission rate of first year students particularly bachelor’s degree
programs is low in private education institutions, the study recommends that
the government through TCU must encourage high admission rate in private
universities by applying friendly ways of solving problems of inadequacies in
quality assurance issues rather than restricting them to admit new students in
some of the programs. To implement this, before implementing the decision
of banning Private Universities from admitting new students to some of the
programs, Tanzania Commission for Universities must find the alternative
way, the convenient way that can make these private universities going on
even if they face quality assurance challenges. TCU may allow these Higher
Institutions to admit new students in all programs but employ process
evaluation and encounter where has been improved and where still no
improvement rather that forbidding them to admit new students to some of the
programs. This should be done to protect the admission rate of private
universities which seemed to be affected much in 2017/2018 academic year.
The target should not be to punish but to improve while they are continuing to
run their activities rather than banning them to admit new students in some of
the programmes.
5.4.2 Protection of Private Universities from Financial Drop
Private Universities raise their revenues from tuition fee collections from
their students in every academic year, most of them have been doing this for
many years but still sometimes they fail to settle all the running costs. In
2017/2018 some of private universities recorded a slight loss in revenue,
according the findings; this slight financial drop had negative implications to
the Private universities in paying salaries to their human resources and other
expenses. Since they don’t receive subsidies from the government, they run
their activities while depending on the rate of admission, so if the admission
is in danger then it becomes difficult to settle the running costs of these
institutions.
The study recommends that in order to ensure that all quality standards in
universities are observed, TCU should not depend much on what the law says
about poor services in universities, they should also consult the consumers of
the services provided by the institutions to grasp their suggestions for the
benefit of our country before initiating the admission restrictions. The quality
education depends on the presence of students in universities; no quality
education can be achieved if the students are not available in the institutions.
5.4.3 Protecting university communities from losing their jobs and
businesses
As it is articulated in this study, the surrounding communities include all
petty traders, university employees, and students. These people were affected
by the admission partial ban from TCU; among the effects to these people is
the drop of customers for their goods and services as a result of limited rate of
admission in universities under study. It is recommended that before taking
the decision of forbidding private universities to admit new students to some
of the courses, TCU must take into consideration the fate of all petty traders
surrounding the universities, students from poor families who are yearly being
awarded scholarships by international organizations and the university
employees who depend on the revenues collected from the students in form of
tuition fees to get their salaries. These three groups are very important in the
5.4.4 Employing Required Human Resources and Ensuring Availability
of Facilities in Private Universities
Since this study extracted that the shortage of facilities and human
resources in private universities were the reason for initiation of admission
restrictions, this study recommends that management of private universities
must ensure that the human resources must be employed basing on TCU
standards to protect their universities from admission restrictions or total ban
of private universities operations in Tanzania. There is s need of ensuring that
private universities need to construct more buildings which can accommodate
many students (buildings and other facilities which can be used by all
students even those with disabilities).
5.5 Area for Further Studies
This study is very current, the researcher encourages Tanzanians to use
this report for future benefit of the country, recommendations have been
shown in this report therefore; it is the responsibility of Tanzanians to use
these suggestions. Because things tend to change from year to year, the
researcher recommends other Tanzanians to conduct further studies on the
effect of government regulations to private universities. It should be noted
that from 2010/2011 to 2016/17 Admission Cycles into Bachelors’ degrees
was done through Central Admission System (CAS) except for 2017/18
where the University Information Management System (UIMS) was used to
receive and process admission data also provide feedback to HLIs. Therefore;
other researchers may decide to conduct a study on the influence of this to
University admission rate.
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APPENDICES
APPENDIX I:
COVER LETTER TO DPFAs and ADMISSION OFFICERS
MASTER’S DEGREE DISSERTATION QUESTIONNAIRE SURVEY

Name: John S. M. Mgejwa
College: Jordan University College
Address: P. O. BOX 1878, Morogoro
Dear Respondent,
I am currently pursuing Master’s degree at Jordan University College,
majoring in Educational Planning and Administration. I am conducting the
study on the Impact of Restricting Admission of New Students to University
Community. The aim of this study is to solve the problems associated with
admission restrictions in some private universities and strengthen the positive
aspect of admission restrictions.
You and your university are part of a representative sample of 108 Tanzanian
restricted private universities and their surroundings. Your attitude and
opinions concerning your university or college are critical to my study. I
recognize the value of your time, and sincerely appreciate your efforts on
answering the enclosed questions. Individual responses are anonymous and all
your university data will be held in confidence. Please take five minutes to
answer the given questions.
Thank you for your time.
Sincerely,
John S. M. Mgejwa
MA. Educational Planning and Administration candidate
Jordan University College.
Section A: Respondent’s Information
Kindly write the appropriate answers to the spaces provided.
1. Name of the Respondent (Optional)………………………………..
2. Respondent’s Sex
a) Male
b) Female [ ]
3. Respondent’s age:
a) 15-20.
b) 21-35. [ ]
c) 36-50
d) 50 and above.
4. Name of your college/University…………………………………………
5. Respondent’s level of Education………………………………………….
6. Respondent’s Occupation…………………………………........................
Section B: Questions related to admission matters at your college or
university
7. Number of first year students admitted in four consecutive academic year,
(Please fill in the spaces provided)
Academic year NUMBER OF STUDENTS
JUCO MUM ST. JOHN’S
2015-2016
2016-2017
2017-2018
2018-2019
8. What are the reasons to the differences in the number of admitted students in
question seven (7) above?
a) TCU partial ban
b) Poor marketing strategy of the university
c) Limited facilities to accommodate many students [ ]
d) All the above.
9. By referring to your answers on question 7, do you think that the differences
in the number of admitted students to your college have effect to your college
or university?
a) Yes
b) NO [ ]
10. If your answer in question number 9 is YES, what are those effects?
a) Limited admission rate
b) Shortage of financial resources
c) Destruction of university reputation in Tanzania [ ]
d) Resignation of lecturers and assistant lectures fearing that the university
will be closed.
e) All the above
11. If your answer in question 9 is NO, do you mean that

a) Admission rate increased in the academic year 2017, 2018 and 2019?
b) The university has developed a good reputation.
c) No lecturers have resigned [ ]
d) The university has recorded high revenue since TCU ban when
compared to previous academic years.
12. Do you think students’ admission in private universities have any

relationship with the society in which private universities operate?
a) Yes
b) No [ ]
13. If your answer is YES in question 12 above, what relation do they have?
a) Students at the university stand as a customers of petty traders found in
the surrounding communities
b) Surrounding communities benefit from the private universities since the
university produces experts that save the society in terms of
employment [ ]
c) A private university provides other social services like safe water
through different programs that private university can initiate for the
benefit of the surrounding community.
14. If your answer in question 12 is NO, what best fit your answer?
a) TCU ban does not have any negative effect to the university’s
surrounding communities [ ]
b) Universities do not operate in area where there is no surrounding
community
6. REVENUE AND RUNNING COST IN ALL THREE UNIVERSITIES
Academic REVENUE AND RUNNING COST DATA IN % or IN TSHS
year
NAME OF THE
COLLEGE
JUCO MUM ST. JOHN’S
Revenue Running Revenue Running Revenue Running

cost cost cost
2015-2016
2016-2017
2017-2018
2018-2019
Thank you for your cooperation!

APPENDIX II:
A QUESTIONNAIRE TO 3RD YEAR STUDENTS (BACHELOR
DEGREE) AND 2ND YEAR MASTER’S DEGREE STUDENTS

a) Male
b) Female [ ]
a) 15-20.
b) 21-35.
a) 36-50
b) 50 and above. [ ]
4. Name of your college/University………………………….............................
5. Respondent’s level of Education…………………………….........................
6. Respondent’s Occupation…………………………………............................
PART B: QUESTIONS RELATED TO OBJECTIVE 1, 2 AND 3
7. Do you know that in 2017/2018 your university and other private

universities were prohibited by TCU to admit new students to some of
programs?
a) Yes [ ]
b) No
8. If your answer above is YES, are there any effects at your college after the
ban from TCU?
a) No [ ]
b) Yes
9. If your answer on question 8 above is YES, what are those effects?
a) The good reputation of the university is destroyed
b) The ban caused the drop in admission rate in the next academic year
c) The ban caused some of students to shift to other universities [ ]
d) Some of lecturers, assistant lecturers and tutorial assistants quitted their
job at the college fearing that the college will be totally closed
e) All the above.
8. Do you think that there is a linkage or economic relationship between your

college and the surrounding communities like petty traders?
a) Yes [ ]
b) No
9. Do you think that TCU ban that restricted to admit new students to your
college in some of programs affected even the petty traders surrounding your
college?
a) Yes [ ]
b) No
10. How petty traders surrounding your college were affected by the TCU
ban?
a) The market for their goods and services was highly affected due to
small number of admitted students.
b) Led to closure of some businesses
c) Their businesses flourished [ ]
d) The number of petty traders increased
11. How were you personally affected by TCU ban?

a) Your confidence about your college became stronger than before
b) It helped you to promote your college in different regions [ ]
c) Very discouraged and wanted to shift to other universities.
12. Do you think TCU ban to your university was not necessary?
a) Yes
b) No [ ]
13 If your answer in question 14 above is YES, what do you mean?

a) TCU ban does not solve the problems that exist in your college
b) TCU ban impinge with the university autonomy [ ]
c) TCU ban was a mistake from this government body because your
college at that time didn’t have serious problems that could lead to
prohibition in admitting students.
14. If your answer in question 14 above is NO, what do you mean?
a) TCU ban was necessary because it improves the quality assurance
issues in your college.
b) It is true and the ban was necessary to influence the university to
increase the number of experts. [ ]
c) TCU ban is a part of government regulation tools in universities to
protect the customers who are the main consumers of the service
provided.
15. What should be done to protect private universities?
APPENDIX III:
INTERVIEW GUIDE TO PETTY TRADERS

c) Male
d) Female [ ]
c) 15-20.
d) 21-35.
c) 36-50
d) 50 and above. [ ]
4. Where do you live? ………………………….............................
5. Respondent’s level of Education…………………………….........................
6. Respondent’s Occupation…………………………………............................
7. Do you know that in 2017 TCU banned some of education institutions to

admit new students? How were you affected?
8. Do you think students’ admission in private universities have any
relationship with the society in which private universities operate?
9. What is economic relationship between petty traders found alongside the
banned universities and the students’ admission rate?
10. How petty traders were affected by the TCU admission restrictions?
11. What should be done to rescue the petty traders and Universities when
admission restrictions are applied by the regulatory body in higher
education institutions?
APPENDIX: IV
PROGRAMS RESTRICTED TO ADMIT STUDENTS IN ACADEMIC
YEAR 2017/2018 IN 22 UNIVERSITIES AND COLLEGES
S/N Program Institution Name Ownership
1 Master of medicine obstetrics and Hubert Kairuki Memorial Private
Gynaecology University
2 Master of Medicine general Hubert Kairuki Memorial Private
surgery University
3 Master of Medicine internal Hubert Kairuki Memorial Private
medicine University
4 Master of medicine Paediatric and Hubert Kairuki Memorial Private
child health University
5 Master of social work Hubert Kairuki Memorial Private
University
7 Master of science in public health Hubert Kairuki Memorial Private
University
8 Bachelor of arts in sociology Jordan university College Private
9 Bachelor of arts in philosophy Jordan university College Private
10 Bachelor of arts in African studies Jordan university College Private
11 Bachelor of business Jordan university College Private
administration
12 Bachelor of arts in economics Jordan university College Private
13 Bachelor of science in psychology Jordan university College Private
and counselling
14 Bachelor of accounts and finance Jordan university College Private
15 Master of Education Jordan university College Private
16 Master of arts in sociology Jordan university College Private
17 Master of arts in philosophy Jordan university College Private
18 Bachelor of commerce and St. Joseph University Private
College of Management
accounts and Commerce
19 Bachelor of business St. Joseph University Private
administration College of Management
and Commerce
20 Bachelor of laws Tumaini University Private
Makumira
21 Bachelor of arts Music Tumaini University Private
Makumira
22 Bachelor of Arts Language Tumaini University Private
Makumira
23 Bachelor of science in computer Tumaini University Private
and information management Makumira
24 Bachelor of business Tumaini University Private
administration (Accounting) Makumira
25 Bachelor of Christian education Mount Meru University Private
26 Bachelor of arts in human resource Mount Meru University Private
management
27 Bachelor of arts in community Mount Meru University Private
development
28 Bachelor of science with education Mount Meru University Private
29 Bachelor of Education in Mount Meru University Private
Information and Communication
Technology
30 Bachelor of theology Mount Meru University Private
31 Master of business administration Mzumbe University Public
(Corporate Management) College -Mbeya Campus
32 Bachelor of business Mount Meru University Private
administration (Mwanza Centre)
33 Bachelor of arts with Education Mount Meru University Private
(Mwanza Centre)
34 Bachelor of Education Mount Meru University Private
(Mwanza Centre)
35 Bachelor of business Mount Meru University Private
administration (Accounting and (Arusha Town Centre)
Finance)
36 Bachelor of Business Mount Meru University Private
administration Marketing (Arusha Town Centre)
37 Bachelor of arts in philosophy with Mwenge Catholic Private
Ethics University
38 Bachelor of Environmental Health Ruaha Catholic University Private
Sciences With Information
Technology
39 Bachelor of business St. John’s University of Private
administration Tanzania
40 Bachelor of Accounting and St. John’s University of Private
Finance Tanzania
41 Bachelor of commerce with St. John’s University of Private
education Tanzania
43 Master of arts theology and St. John’s University of Private

contemporary issues Tanzania
44 Master of business administration St. John’s University of Private
Tanzania
45 Master of community development St. John’s University of Private
Tanzania
46 Master of science in accounting St. John’s University of Private
Tanzania
47 Master of science in finance St. John’s University of Private
Tanzania
48 Master of art in education St. John’s University of Private
Tanzania
49 Bachelor of science in mental Sebastian Kolowa Private
health and rehabilitation Memorial University
50 Bachelor of arts in mass Stephano Moshi Memorial Private
communication University
51 Bachelor of business Tumaini University (Dar Private
administration Es Salaam College)
52 Bachelor of arts sociology and TeofiloKisanji University Private
social work (Dar Es Salaam College)
53 Bachelor of Education University of Arusha Private
(BuhareCenter)
54 Bachelor of science in Information University of Iringa Private
Technology
55 Bachelor of science in computer Abdulrahman Al – Sumait Private
science Memorial University
56 Bachelor of science in Information Abdulrahman Al – Sumait Private
Technology Memorial University
57 Bachelor of science with education Muslim University of Private
Morogoro
58 Bachelor of languages and Muslim University of Private
interpretation Morogoro
59 Bachelor of arts in mass Muslim University of Private
communication Morogoro
60 Bachelor of Islamic studies with Muslim University of Private
Education Morogoro
61 Bachelor of business studies Muslim University of Private

Morogoro
62 Bachelor of science in agricultural University of Dar Es Public
engineering and mechanization Salaam
63 Bachelor of Medicine University of Dar Es Public
Salaam
64 Bachelor of science in petroleum University of Dodoma Public
engineering
65 Bachelor of Commerce in University of Dodoma Public
Management Science(Information
Systems Management)
66 Bachelor of artsin office Stephano Moshi Memorial Private
management and administration University
67 Postgraduate Diploma in Education Ruaha Catholic University Private
68 Master of arts in education Ruaha Catholic University Private
69 Master of arts in journalism and University of Iringa Private
media management
70 Master of arts in linguistics Ruaha Catholic University Private
71 Postgraduate diploma in law Ruaha Catholic University Private
72 Master of law Ruaha Catholic University Private
73 PhD in law Ruaha Catholic University Private
74 Master of arts in tourism, culture University of Iringa Private
and society
75 Bachelor of science in nursing Institute of social Work Public
education
Source: TCU, 2017
APPENDIX IV:
DESCRIPTION OF UNIVERSITIES UNDER STUDY IN MOROGORO
REGION
1. Historical Background of Jordan University College
JUCO is the one of the unique and most growing universities in Tanzania.
JUCO is devoted to create and expand opportunities for quality higher
education in Tanzania and beyond by offering competitive, demand-driven
and community-relevant academic and professional degree and non-degree
programmes. It also offers high quality academic programmes aiming at
solving problems of the society and contributing to the development of the
country.
The religious Superiors of the congregations working in Tanzania agreed
early on with the Salvatorian Mission Superior, Fr. Andrew Urbanski, SDS,
that there was need for an Institution of Higher Education for their Religious
members - especially for those who felt a calling to the presbyteral ministry.
To the great satisfaction of all concerned, preparations for such an institution
began at Kola, in the town of Morogoro in Tanzania. Discussions concerning
this project were initiated at the annual meeting of the Religious Superiors
Association in Tanzania (RSAT) in 1988. Sometime later it was clear that
there was a need to have both a Philosophical and a Theological Department
at the proposed institution.
On December 11, 1990, the Mission Chapter of the Salvatorian Mission in
Tanzania agreed to work towards the organization of the Salvatorian Major
Seminary in both philosophy and theology. It was decided that the Seminary's
patron would be the Founder of the Salvatorians, Fr. Francis Mary of the
Cross Jordan. Permission was obtained by the Salvatorians in Tanzania to
sponsor the project. The Rt. Rev. Bishop Adrian Mkoba, Ordinary of the
Morogoro Diocese (on February 22, 1988), and the Rt. Reverend Archbishop
Anthony Mayala, then Chairman of the Tanzania Episcopal Conference (in
his letter of March 2 of that year) on behalf of the Conference, gave the
respective nihil obstat and their blessings. On September 2, 1990, the Holy
Father, Pope John Paul II, blessed the cornerstone of this Seminary at his
meeting with the clergy and religious, during his pastoral visit in St. Peter's
Church, Dar es Salaam.
The new Mission Superior of the Salvatorians in Tanzania, Fr. Zdzislaw
Tracz, SDS, became responsible for implementing the plan. He contacted the
Swiss architect, Prof. Herbert Kramel of the University of Zurich in
Switzerland, for the design of the buildings. With the Italo-Tanzanian
Construction Firm, Coastal Steel, he arranged for the construction to begin in
1991 at Morogoro-Kola.
Progress on the building of the Seminary advanced to a point where, by
mid-1993, facilities became available for the opening of classes on August 16,
for the first of the three-year philosophy program. The initial staff of six
lecturers consisted of members from the Holy Ghost Missionaries, the
Consolata Fathers, the Salvatorians, and one lay professor, who came midway
into the second year and is a Companion of the Missionaries of the Precious
Blood. These instructors hailed from Tanzania, Mozambique, Holland, Poland
and the United States of America. The original twenty-five students
represented five religious orders.
In the second year, another twenty-one students came to start their studies
in philosophy. Future projections indicated that each year there would be
about twenty to twenty-five newcomers for the three-year philosophy
program. By 1995, the student enrolment had increased to eighty,
representing nine religious congregations. The Salvatorian Major Seminary
also accepted members of Religious Orders beginning their first year of
Theology.
In the same year the Salvatorian Major Seminary had received official
affiliation with the Philosophy Faculty of the Pontifical Urbaniana University
of Rome. Official recognition of this status was given on July 6, (Decree
#932/95/2), and this made the school year special for all concerned. By 1998,
the number of students had increased to one hundred and seventy,
representing fifteen religious congregations. The academic staff had grown to
twenty-four members, from twelve Religious Congregations, and three lay
teachers.
On January 26, 1999 the next step had been achieved. With the decree #
164/99 the Salvatorian Major Seminary has been affiliated with the Theology
Faculty of the same University. At the same time, the authority of the
Seminary together with the Generalate of the Society of the Divine Saviour
addressed a request to the proper Ecclesiastical Authorities to change the
name of the institution from the Salvatorian Major Seminary to the
Salvatorian Institute of Philosophy and Theology. The Congregations of
Evangelization and Christian Education together with the Pontifical
University Urbaniana approved this change on April 21, 1999.
On April 16, 2010 the General Council of the Society of the Divine
Saviour resolved to transform the Salvatorian Institute into a constituent
college of St. Augustine University of Tanzania with the name of Jordan
University College. On November 2, 2010 the College received from The
Tanzania Commission for Universities (TCU) the Certificate of Provisional
Registration. The Institution was led by: Fr. David Brusky, SDS, the first
rector of the Seminary (1993-1996), Fr. Stanislaw Golus, SDS was the second
rector in the transition from the Seminary to the Institute (1996-1999), the
third rector was Fr. Julian Bednarz, SDS (1999-2005), and the last rector of
the Institute was Fr. Bernard Witek, SDS (2005-2010) who continued to lead
the Institution as the first principal (2010-2018), Jordan University College is
now led by Prof. Betram Mapunda since 2018.
Plate 1. Jordan University Church
Plate 2: Jordan University College Graduation Ceremony in 2014

APPENDIX V:
HISTORICAL BACKGROUND OF MUSLIM UNIVERSITY OF
MOROGORO
The Muslim University of Morogoro was founded by the Muslim
Development Foundation (MDF) on 23rd October, 2004 by a Charter
proclaimed by MDF, the proprietors of the University. Studies commenced in
2005/2006.The University is located north of the magnificent Uluguru
Mountains, some 4 km from the centre of Morogoro Municipality, about
300m off the Morogoro-Dodoma highway and just about 10-minutes’ walk
from the main bus terminal at Msamvu. The campus, surrounded by a wall
and set in beautiful gardens, covers about 18 hectares. The objectives of the
Muslim University of Morogoro (MUM) are to advance education through a
variety of patterns, levels and modes of study and by a diversity of means by
encouraging and developing learning and creativity, for the benefit of the
community. Specifically the Muslim community in the United Republic of
Tanzania and beyond; to preserve, advance and disseminate knowledge and
culture through teaching, scholarship and research, and to make available the
results of such research; and to promote wisdom and understanding by
example and, to develop the character of its students and staff by virtue of its
corporate life guided by Islamic moral values.
The University provide undergraduate programs in different field of
studies including science, social science, arts and religious. It provides
certificates, diploma and degrees.
Muslim University of Morogoro (MUM) is currently offering offers six
bachelor programmes and a total of sixteen non-degree programmes in
Certificate and Diploma levels in Journalism, Science and Laboratory
Technology, Medical Laboratory Technology, Procurement and Logistics
Management, Islamic Banking and Finance, Accountancy, Business
Administration and Law with Shariah.
The following are the series of programmes offered in Muslim University
of Morogoro:-
Master of Arts with Education (MAED), Bachelor of Arts with Education
(BAED), Bachelor of Business Administration (BBA), Bachelor of Islamic
Studies with Education (BIED), Bachelor of Laws with Sharia'h (LLBS),
Bachelor of Arts (Mass Communication), Bachelor of Science (Education),
Diploma in Journalism, Diploma in Science and Laboratory Technology,
Diploma in Medical Laboratory Technology, Diploma in Medical Laboratory
Technology (Upgrading), Diploma in Procurement and Logistics
Management, Diploma in Islamic Banking and Finance, Diploma in Law and
Shariah, Certificate in Journalism, Certificate in Science and Laboratory
Technology, Certificate in Procurement and Logistics Management,
Certificate in Islamic Banking and Finance, Certificate in Business
Administration, Certificate in Accountancy, Certificate in Law and Shariah.
Muslim University of Morogoro Entrance Gate
APPENDIX VI:
SHORT HISTORY OF ST. JOHN’S UNIVERSITY OF TANZANIA
St John's University of Tanzania (SJUT) is a private
university in Dodoma, Tanzania. It was established in 2007 and is owned by
the Anglican Church of Tanzania. The university has more than 4500 students
and offers degrees in business administration, education, nursing, pharmacy,
community development, development studies, holistic child development
and theology. The Rt Rev Donald Mtetemela, the former archbishop and
primate of Tanzania, is the university's current chancellor. The idea to
establish and operate a University by the Anglican Church of Tanzania started
at the Synod Meeting held in 1999.
The Archbishop Donald Mtetemela emphasized the importance of
establishing the Anglican Church University to provide higher education in
the different aspects of education in Tanzania that will respond to the
country’s needs of eradicating extreme poverty, hunger and disease and thus
provide improved life expectancy to its people. With the mission to assume
responsibility for providing and maintaining high quality education and
training in the theological, social, scientific and technological disciplines,
The Anglican Church of Tanzania aims to increase access to University
education in Tanzania, by giving more young people the opportunity of higher
education.
St. John’s University of Tanzania offers the following programs; Master
Degree in Business Administration (MBA) with majors in Marketing, Human
Resource Management, and Corporate Management, Master of Science in
Finance (MSc Finance), Master of Science in Accounting (MSc accounting),
Postgraduate Diploma in Business Administration in Marketing, Accounting,
Human Resource Management, and Procurement and Supply Management,
Bachelor Degree in Business Administration (BBA) with majors in Human
Resource Management, Health Services Management, Procurement and
Supply Management, and Marketing, Bachelor Degree in Accounting and
Finance (BAF), Bachelor of Commerce with Education (BComEd).
Furthermore, the university offers Diploma in Business Administration
(DBA) specializing in Marketing, Human Resource Management,
Accounting, Finance and Banking, and Procurement and Supply
Management. Diploma in Project Planning and Management, BA (Education)
– History/Geography/English/Kiswahili, BA (Holistic Child Development),
Postgraduate Diploma in Education, Postgraduate Diploma in Project
Planning and Management, Masters of Arts in Education (MA (Ed)), Masters
of Arts in Special Education (MA (Spec Ed).
St. John’s University of Tanzania has a Biology department under the
Faculty of Natural and Applied Sciences. The department offers different
courses in form of modules built on core and optional biology courses in both
aspects i.e. Botany and Zoology related courses. Botany courses include Plant
Anatomy and Physiology, Introduction to botany and Taxonomy. Zoology
courses include Biology of vertebrates and Invertebrates, Vertebrate anatomy
and Physiology. Other courses offered by department include Parasitological,
Microbiology, Developmental Biology, Entomology, Biochemistry, Soil
science, Environmental biology and Evolutionary Biology.
Department of Chemistry is one of the four (4) departments in the Faculty
of Natural and Applied Sciences at St. John’s University of Tanzania in
Dodoma. The Department of Chemistry is a large and successful department
with an excellent reputation for teaching and research. The department offers
flexible modular structure courses built on core and optional chemistry
courses in physical chemistry, analytical chemistry, organic chemistry and
inorganic chemistry. Other areas of contemporary importance in chemistry
offered are environmental chemistry, green chemistry, medicinal chemistry,
quantum chemistry, biochemistry as well as other optional courses in
chemistry. The department offers these courses across the Faculty to all
undergraduates taking chemistry and other subjects from other departments in
Semester 1 and Semester 2 for each academic year.
Currently the Department has eleven (11) full-time members of academic
staff including PhD and MSc holders as well as qualified and skilled
laboratory technicians who administer practical work to over 600
undergraduate students who are currently available in chemistry department.
The department has a coherent laboratory, which provides an excellent
environment for teaching, practical and research. The Department pride on
teaching delivered at an acceptable standard focusing on lectures, small group
teaching, with tutorial and seminars.
Mathematics Department is one of the 4 departments in the Faculty of
Natural and Applied Sciences (FaNAS) at St John’s University of Tanzania.
The department currently offers mathematics courses for both degree and
non-degree students. Undergraduates courses offered at the Department of
Mathematics are Linear Algebra, Ordinary differential equations, Vector
calculus, Mathematics teaching methods, Probability and statistics, Abstract
algebra, Numerical analysis, Partial differential equations, Mathematics
project, Computer programming, Complex analysis and Functional Analysis.
The department currently has three (3) members of staff who are specialized
in different fields of Applied and Pure mathematics.
Department of Physics is among of the four departments in the Faculty of
Natural and Applied Sciences (FaNAS) at St John’s University of Tanzania in
Dodoma. The department offers various Physics courses for Undergraduate
students taking Bachelor of Science with Education (BSc. Ed) as major and
minor courses. These includes Classical Mechanics I, Electromagnetism I &
II, Vibrations Waves and Optics, Analogue and Digital Electronics, Quantum
and Atomic Physics, Classical Thermodynamics, Classical Mechanics II &
Special Relativity, Fundamental of Materials Science, Nuclear Physics,
Physics Teaching Methods and Physics Research Project. Not only that, the
department also offers Practical Courses to first and second year students.
In the school of nursing, St. John’s University of Tanzania offers the
following programs; Bachelor of Science in Nursing, Diploma in Nursing
(Pre-service) and also co-host the Department of Medical laboratory that
offers Diploma in Medical Laboratory Technology. The School of Pharmacy
& Pharmaceutical Sciences (SOPH) Bachelor Degree in Pharmacy offers
Diploma in Pharmaceutical Sciences, Certificate in Pharmaceutical Sciences
and Basic Certificate in Pharmaceutical Sciences.
St. John’s University of Tanzania also faced TCU admission restrictions
of 2017/2018 academic year where eight (8) programs were banned. The
following are the programs which were banned in 2017/2018 academic year;
Bachelor of Business Administration, Master of Arts in Theology and
Contemporary issues, Master of Business Administration, Master of
Community Development, Master of Science in Accounting, Master of
Science in Finance and Master of Arts in Education.
St. John’s University of Tanzania
The Researcher at St. John’s University of Tanzania

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ST.

AUGUSTINE UNIVERSITY OF TANZANIA

THE IMPACTOF BANNED PROGRAMMES TO THE

MED (Planning and Administration) Dissertation

THE IMPACT OF BANNED PROGRAMMES TO THE

A Dissertation Submitted in (Partial) Fulfillment of the Requirement

This work is dedicated to my beloved daughter Helen and my beloved

Source: Adopted and Modified from Hofkirchner and Schafraanek

Source: File:Tanzania location map.svg by Sémhur under licence

Source: File:Tanzania location map.svg by Sémhur under licence GFDL

Respondents Name of Institution Frequency %

JUCO MUM ST. TOTAL

Deputy Principals 01 01 01 03 2.78

Deputy Principals 01 01 01 03 2.78

Admission Officers 03 01 02 06 5.56

Petty Traders 10 9 11 30 27.78

TOTAL 108 100.02

Source: Morgan’s Table for Sample Size

FREQUENCY PERCENT (%)

Source: Survey Data, 2020

Source: Survey Data, 2020

Source: Survey Data, 2020

Source: Survey Data, 2020

Source: Survey Data, 2020

Response Frequency Percentage

TOTAL 100 100

Source: Survey Data, 2020

YES TCU ban does not solve problems that exist in 6 6

TCU ban impinges with the university autonomy 10 10

TCU ban was a mistake from this government 5 5

NO TCU ban was necessary to improve the quality 50 50

It is true and the ban was necessary to influence 11 11

TCU ban is a part of government regulation 18 18

TOTAL 100 100

Source: Survey Data, 2020

1,200 1,106 1,105

JUCO MUM ST. JOHN'S UNIVERSITY

Source: Survey Data, 2020

Source: Survey Data, 2020

ACADEMI NAME OF THE COLLEGE

Revenue Running Revenu Runnin Revenue Running

2015-2016 5.297Billion 2.271Billio Nil Nil 8.59Billion 7.8

2016-2017 6.089Billion 7.348Billio Nil Nil 9.37Billion 7.12Billi

2017-2018 6.566Billion 6.137Billio Nil Nil 11.04Billio 8.48Billi

2018-2019 6.432Billion 6.191Billio Nil Nil 10.89Billio 9.05Billi

Source: Survey Data, 2020

Source: Surveyed Data, 2020

Source: Surveyed data, 2020

very discouraged and

Source: Surveyed Data, 2020

Total 100 100

Source: Surveyed Data, 2020

Led to closure of some businesses

Source: Surveyed data, 2020

MASTER’S DEGREE DISSERTATION QUESTIONNAIRE SURVEY

JUCO MUM ST. JOHN’S

11. If your answer in question 9 is NO, do you mean that

12. Do you think students’ admission in private universities have any

JUCO MUM ST. JOHN’S

Revenue Running Revenue Running Revenue Running

Thank you for your cooperation!

Section A: Respondent’s Information

4. Name of your college/University………………………….............................