The academic profession in developing countries faces numerous challenges that affect its effectiveness and sustainability. I explores these issues using Tanzania as a case study, with the aim of shedding light on the structural and systemic factors impacting higher education in similar contexts. Employing a qualitative research methodology, I draws on documentary analysis and in-depth interviews to generate both new insights and a synthesis of existing knowledge. Key findings indicate that the academic profession in Tanzania is confronted with several persistent systemic and structural issues: insecurity of academic tenure, academic brain drain, insufficient staffing, low academic qualifications, and diminishing academic freedom. These challenges affect both academic performance and the quality of higher education in the country. The study is limited by its geographic scope, focusing solely on Tanzania, and by the scarcity of existing literature on the topic, which constrained broader comparative analysis. Nonetheless, the findings have significant implications for university leadership and policymakers. A nuanced understanding of these challenges is essential for developing targeted strategies to strengthen academic capacity and improve the quality of higher education in Tanzania and other developing contexts. Notably, this research fills a gap by offering both practical and policy-oriented recommendations based on empirical evidence.
Samson John Mgaiwa (Thu,) studied this question.