Cyber Counseling Practices in public and private universities in Zambia Policy and Practice in Higher Education Institutions (HEIs)

Abstract

This paper shares the findings of a study that explored counseling policies and practices in public and private universities in Zambia. The study contended that the shift in teaching modes in universities has led to the shift from traditional on-campus classroom sessions to distance and on-line ones. This has made counseling service provision somewhat problematic and divisive.

The study employed a qualitative research paradigm, in particular a descriptive research approach. Six (6) public and private universities were sampled using the simple random sampling technique and involved 90 respondents: 30 lecturers, comprising five (5) lecturers from each university; 60 students, consisting of 10 students from each university. Telephone interview guides and Google form questionnaires were the two main methods used to collect data for the study. Descriptive and thematic data analysis methods were used. Findings revealed an absence of counseling units and or departments in all the three private universities sampled. At least, 2 out of the 3 public universities had structures and some officers seconded to man (operate) the units. The following was evident in all the universities: absence of high-tech to facilitate and support cyber counseling; inconsistent engagement of students by the existing counseling units, no counseling plans, lack of models with guidelines in cyber counseling which is age appropriate. Social workers not knowing how to go about using cyber counseling students’ lack of orientation where cyber counselling exists in universities by the social workers, thus students going to any lecturer to seek counselling which leads to lack of confidentiality.  Findings further showed that all the private and public universities did not have trained staff in cyber counseling. What is more, is that there were few or no records of students either referred for counseling or identified by any staff as needing such service(s). What was established from both the students and lecturers was that counseling was provided to students in now evident ways such as ‘learner support services’, ‘online student engagements’, ‘social media network engagements’ and through the student union representatives. Indirectly, these were named, yet not categorized as constituting counseling services. The study recommends that HEIs designate units to coordinate counseling service provision now that there are students who learn both synchronously and asynchronously.