Resisting New Concepts: Incorporation of Community-Based Conservation Concept at the University of Zimbabwe

Abstract

This paper is a report on the University of Zimbabwe departments concerned with conservation. The departments were interviewed with the view to finding out whether new concepts regarding a subject matter are readily accepted by the scientific community. In particular, the study sought to understand whether the identified departments incorporate community-based conservation in their teaching programmes. Interviews, focused group discussions and review of literature sources focused on whether concerned departments were aware of the concept, the nature of
their understanding and whether they embraced it as an optional strategy for conservation. Based on results from these interviews and review of secondary data, the paper reflects on the theoretical significance of departmental practices, suggesting some ways of improving the effective acceptance of community-based conservation concept at the University of Zimbabwe and other institutions of higher learning in the region.