When I began my MBA at Michigan State University, I experienced an immediate culture shock—not just in the physical sense of relocating to a new place but in how drastically different the education system was compared to my previous academic experiences in Malawi. Having pursued a Master of Science in Entrepreneurship at the Malawi University of Science and Technology (MUST), I had an understanding of what it meant to be a postgraduate student. Yet, despite my extensive mathematical background in my bachelor’s and master’s, I found that my MBA was the first time I felt both deeply challenged and meaningfully engaged.
I want to specifically emphasize that this reflection is not an indictment of the Malawian education system (as I am very aware of the systemic challenges) but rather an attempt to analyze and highlight key differences between these two experiences. My goal is to explore what we can learn from both systems and to discuss ways to enhance the effectiveness of Malawi’s higher education system.
Course Structure: Block Release vs. Continuous Learning
In Malawi, my master’s degree followed a block-release model—where each semester consisted of short, intensive two-week classes. We would attend lectures, complete assignments, and take exams within a condensed timeframe before moving on to the next course. Typically, each semester had about five courses, and assessments were relatively straightforward: one assignment, a midterm, and a final exam.
By contrast, my MBA at MSU operates under a continuous engagement model. Each semester is packed with 15-16 credit hours, often broken down into 10 different courses, many of which are 1.5 credits each. What stands out is the sheer comprehensiveness of each course—at times, it feels as though every single 7-week class could be a degree of its own. The amount of readings, case studies, discussions, and projects that go into each subject is significantly more rigorous. Rather than just covering theory, the coursework is deeply application-based, interactive, and integrated with real-world case studies.
Grading Expectations: From Survival to Excellence
One of the first things that truly terrified me upon arriving at MSU was the grading system. I vividly remember researching how GPA ratings worked, and I was alarmed to find that I needed to maintain a 3.0 GPA minimum to keep my scholarship. What struck me was that a 3.0 GPA equates to an 80% score—which, in the Malawian system, would be an exceptionally high grade, nearly equivalent to a 4.0!
In Malawi, a good grade is typically in the 60s or 70s. The grading culture sets the expectation that scoring in the 80s or 90s is nearly impossible, as grading is far stricter and often based on rigid memorization rather than applied understanding. By contrast, in the U.S., students are set up to succeed rather than struggle. The grading system is carefully curated, with components such as:
- Class participation (10%)
- Assignments and quizzes (15-20%)
- Projects and case studies (30%)
- Exams (40%)
This approach ensures that students are not solely dependent on one final exam to determine their fate, making academic success more attainable and encouraging consistent engagement.
Learning Environment: Encouraging Critical Thinking vs. Memorization
One of the most eye-opening differences I have encountered is how professors approach teaching. In Malawi, I recall an economics professor, Professor Kambewa, who was very particular about definitions. If you were asked to define microeconomics, you had to cite the exact definition from a specific textbook—deviating even slightly would cost you the full five marks allocated to that question.
At MSU, the learning process is much more collaborative and discussion-based. When someone presents an idea, even if it is not the exact correct answer, professors guide students through a co-creation process—instead of simply saying “wrong,” they encourage others to build upon the idea until the correct answer is reached. This fosters critical thinking rather than rote memorization.
Technology and Academic Resources
A decade ago, when I did my bachelor’s in Malawi, technology played a minimal role in our academic experience. Fast forward to today, and technology is a fundamental part of how I learn in the U.S. Despite owning an iPad since 2021, I only truly started using it in my MBA because I now have real academic use for it. In class, we all have laptops, iPads, and various educational apps that enhance our learning process. The use of co-created quizzes, shared digital resources, and interactive simulations makes learning more engaging and effective.
One particularly stark contrast is in the use of research software. In Malawi, we were expected to use SPSS and Stata for research, yet we never actually had a class to teach us how to use them. We had to teach ourselves, relying on each other to figure things out. In the U.S., SPSS is an actual class, and now, for the first time, I fully understand how it works. The difference? Structured learning versus trial and error.
The Funding Gap
Perhaps the most significant difference between these two systems is funding. Higher education in the U.S. is well-funded—by government grants, student tuition, and private donors. My tuition at MSU is $55,000 per year, while tuition in Malawi is approximately $200 per year per student. Even considering purchasing power parity, the gap is enormous.
This affects everything—from the number of faculty available to teach courses to the research support, student resources, and course offerings. In Malawi, professors are overloaded. In my master’s program, I remember my thesis supervisor, who was incredibly supportive but also visibly stretched thin. During one particularly intense period, as I kept pushing for feedback to graduate on time, he finally expressed his frustration:
“Nthanda, I do not work just for you. I have multiple students to supervise, I have research to conduct, and I have to apply for grants to keep the lights on at this university.”
This moment was pivotal for me. Many people in Malawi complain that graduate students don’t receive proper guidance, but few consider the immense pressure faculty are under. They are not only responsible for teaching but also for keeping the institutions financially afloat.
Policy Recommendations: A Path Forward
- Increase Education Funding – More investment is needed for faculty salaries, learning resources, and research support.
- Introduce Structured Tech Integration – Digital tools should be incorporated into the curriculum early on.
- Improve Assessment Models – Move away from solely exam-based grading to a continuous assessment system.
- Provide Research Training – Structured courses in research software should be a standard part of graduate programs.
- Reduce Faculty Workload – Hiring more faculty would allow for better student supervision and engagement.
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Studying in both Malawi and the U.S. has given me a unique perspective on higher education reform. While the Malawian education system has its strengths, there are clear areas for improvement—particularly in funding, faculty support, technology use, and assessment methods.
Education should not be about surviving the system; it should be about thriving in it. My experiences have reinforced the need for systemic changes that enable students to learn effectively, critically, and successfully.
If Malawi is to compete in the global knowledge economy, these conversations need to turn into action. The future of education depends on it.
with continued curiousity,
Ntha
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