Higher Learning Institutions Democracy: Students' Perceptions Regarding the University Electoral Process in Tanzania

Abstract

Purpose: The study intended to explore the perceptions of students regarding the electoral process in Tanzania's Higher Learning Institutions.

Methods: The study employed a qualitative research approach to purposively select 15 key informants for interviews, where the saturation principle was used to determine the sample. Thematic analysis was used to analyse the collected data by observing the seven steps used to conduct thematic analysis, these steps include: familiarisation of collected data, creating or generating initial codes, searching for themes from codes, reviewing obtained themes, identification of the most significant quotations and writing a report.

Findings: The findings indicated there is a disconnect between students' expectation of the democratic election process and their experience, revealing a need for reform to address the identical challenges. Factors such as the interference of external actors, were the impartiality of the electoral committees and the arbitration boards were perceived to be influenced by external factors such as political parties and University Management, biased nomination criteria were students perceived that  GPA should not be the primary criteria for candidate nomination, another challenge revealed was inadequate campaign time schedule were students believed that campaigning timing was inadequate for both voters and candidates to engage in one another, structural and logistical barriers were the use of outdated voting methods also led students suggesting the use of e-voting as an alternative in ensure fairness in the electoral process.

Originality: This study provides the findings using primary data collected through interviews with key relevant respondents reflecting the context of the electoral process in Tanzania Universities.

Practical Implications: This study not only contributes to the existing body of knowledge on students' governance in Tanzania but also provides insights into fostering stronger democratic practices within higher learning settings, aiming at empowering students' participation in democratic practices from the university setting to national and international settings.