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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/7402
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dc.contributor.authorFred Awaah, Juma Shabani, Peter Okebukola-
dc.date.accessioned2023-01-11T07:58:47Z-
dc.date.available2023-01-11T07:58:47Z-
dc.date.issued2022-04-28-
dc.identifier.uri.-
dc.identifier.urihttp://hdl.handle.net/123456789/7402-
dc.description.abstractContinual learning in any career guarantees a better understanding of the career, thus enhancing an individual's efficiency and effectiveness. This appears to be the motive behind lifelong learning and subsequently the "Learning academic", which has become a recurrent phenomenon in the African higher education space (AHES). Academics are encouraged to embrace continual learning as they perform their mandate of teaching, research, and community service. It is argued that this holds the future for academics who want to set themselves apart as exceptional learners and teachers. This desk review with complimentary interviews unveils the features and status of learning academics in Africa to launch the pointers that would establish one as a learning academic. Anchored on Maslow's Theory of Needs suggests that learning academics want to know more, want to be exceptional, make efforts to have resources to embark on their quest for knowledge, work with other generations of academics, and can endure academic pressure.en_US
dc.language.isoenen_US
dc.publisherUniversity of Professional Studies,Ghana, University of Burundi, Burundi, Lagos State University, Nigeriaen_US
dc.subjectLearning Academic, Higher Education, Africa, Theory of Needsen_US
dc.titleThe Learning Academic –Selected African Autobiographiesen_US
dc.typeTechnical Reporten_US
Appears in Collections:Proceedings of the 20th International Conference on Private Higher Education in Africa

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