Evaluation of the university research policy: Implications for lecturer research output

The purpose of this study was to evaluate a university research policy and its influence on lecturer research output in that university. It was motivated by the observation that, three distinct phases each with its’ own poise on research were formulated but both students’ and lecturers’ research output in the university is still low. The study applied a qualitative historical case study research design. Data were collected from purposive samples of research policies from 2002 to 2014. These were evaluated for policy content with respect to lecturer research skills development. Minutes of research board meetings revealed successes and challenges experienced during research policy implementation. Lecturers’ self-reporting questionnaires captured their views and evaluation of the research policies. The study found that, The Research Council of Zimbabwe only captures, markets and archives research from Zimbabwe. It has no control on research in universities. Each university is governed by its own Research Board research policies. The case university research policies are focused on the management of funds. They promote research for lecturers with the skills. The research policies sideline lecturer research skills development thereby limiting lecturer participation in research activities. They are not promoting lecturer research output in the form of published papers or community engagement. The study recommends that, first a baseline lecturer research needs be carried out. Second, training in writing for publication be carried out. Here senior academics can be encouraged to mentor others using Chinamasa's (2014) Conceptual Group-Mentoring lecturer research skills development model.