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The chapter focused on quality assurance and marketing of library services and products at the Midlands State University (MSU). The chapter's main objective was to identify the quality assurance mechanisms at the MSU Library. The major findings of the research were; the MSU library was practising quality assurance, staff was trained on the latest trends in the profession, the collection was multidisciplinary and in different forms, and that there were Information Communication Technologies (ICTs) used in enhancing service provision. The researcher recommended that the library needed to continuously train librarians on issues to do with quality, improve the infrastructure, introduce Research Data Management to enhance the Research Support Services and improve on the Information Literacy Skills training programmes. The author identified some areas for further research and the major one was that there is need for clarification on the concept of the 4th Industrial Revolution.

A study was done to document the standards that should be adhered to by library and information professionals in Zimbabwe to assure quality in service provision in order to meet the sustainable development goals. A literature review and web content analysis were done to unpack the various standards that all types of libraries should consider from library buildings, service provision, qualifications and accreditation of library and information science schools and professionals, and assessing the impact of libraries in the communities that they are serving. The findings review that there are international and national standards from various governing bodies that should be considered in library and information service provision. The author recommends the implementation of these standards in all the libraries to assure quality in library and information service provision.

The surging demand for higher education in Africa for expedited socio-economic growth and global sustainable development demands customising gains made elsewhere for local benefit through quality provision. This study contributes to local and international discourses on the refinement of results-based university learning content determination on the lines of the Bologna Process, and advocates the development of situationally relevant curricula for successful national advancement in Zimbabwe.

The qualitative study uses records and documentary analysis, interviews and meetings with key participants involved in shaping academic processes at one of the country's young and fragile universities. The introspective research approach enabled the cumulative experiential and reflective contributions of participants to shape both the dialogue and follow-up action on the adoption of minimum bodies of knowledge in university curriculum reform.

Participants celebrated efforts to pit harmonisation alongside autonomy in academic discourses, and suggested improvements on the mechanisms to define policy and operational frameworks for diversely-oriented academic establishments. They lauded and interrogated the discourse around minimum bodies of knowledge, calling for further critical research and analysis for defining clarity on its harmonisation function.

This paper traverses the rapidly expanding Zimbabwe higher education system's endeavours to regulate mandates and operations, in pursuit of relevance, quality and excellence and examines stakeholder efforts at determining streamlined university curricula. It contributes uniquely to collective regulation of multiple institutions towards quality academic agendas that underpin the life-long competences of the institutions' graduates.

The purpose of this paper is to explore the impact of the student voice in enhancement of the quality of educational provision in universities.

The study used the longitudinal approach, carried out as two separate surveys covering a period of three years. An initial survey to determine the issues affecting teaching and learning quality in eight public and five private universities was made from June 2011 to May 2012. In 2013, a follow-up survey targeting three state and three private universities was done to check whether the issues of concern raised by students had been addressed. The study used triangulation of qualitative and quantitative approaches. Data were collected using observation, document analysis, semi-structured questionnaires and focus group discussions with students and academic staff.

The findings showed that the major issues affecting quality of teaching and learning were inadequate assignments, absentee lecturers, poorly qualified lecturers, sexual harassment and the lack of public address systems for mass lectures. During the second survey, results showed that all universities had addressed the students’ concerns but new challenges caused by the ever increasing enrolments had emerged.

The study pointed to the need to continuously engage the student voice as a way of improving the quality of the teaching and learning environment.

The study adds to the body of knowledge on utilising the student voice to improve the quality of educational provision in institutions of higher learning

This paper contributes to knowledge on the internationalization of higher education (HE) through presenting a “lived” experience on how to optimize internationalization outcomes through national internationalization policy development.

This paper uses a case study of Zimbabwe to qualitatively chart a strategic focus to internationalization through incorporating the theory of change (ToC) approach to national (government) policy development.

The paper details the context, challenges, rationales, approaches, priorities and processes that guided IHE policy development in Zimbabwe. It underscores the importance of baseline research and benchmarking in propelling an evidence-based and participatory approach to IHE policy development.

The methodology and framework used here makes it possible to draw comparisons in similar settings in a way that enables a more holistic understanding of the complexities and practicalities of national internationalization policy development.

The study can assist nations to take a strategic approach to guide institutional internationalization responses. In doing so, researchers and HE stakeholders in similar national contexts can learn valuable lessons from the study.

Internationalization is increasingly becoming a policy imperative for HE in pursuit of quality as well as fostering sustainable national development (Craciun, 2018). Higher education institutions (HEIs) are recognized as key drivers of sustainable national and international development through the production of quality graduates with “global competencies.”

The study contributes to the growing research interest on strategic approaches to internationalization targeting specific national experiences.