East African School of Library and Information Science (EASLIS) Collection
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ItemManagement and accessibility of open access institutional repositories in selected universities in East Africa(Makerere University, 2020)Under the open access (OA) movement, research is made freely available for the end user with hardly any restrictions on access to the full-text of documents. Institutional repositories (IRs) present universities with an opportunity to provide global OA to their scholarship, yet by the time of this study (2013), the OA avenue was underutilised in East Africa (EA), with the majority of IRs having less than 35% of their content as OA, which inspired the author to investigate this area. The key question asked was: “how could OA to scholarly information in IRs in EA be increased?” The study assumption was based on how IRs were managed, with the investigation focused on the repository managers and the researchers. The study applied the stakeholder and the diffusion of innovations theories in aligning how the various repository stakeholders were integrated into the development and management of IRs. The study cases were purposively selected universities in EA that had IRs with the highest number of records by July 2014. These were Kenyatta University (KU) in Kenya, Makerere University (Mak) in Uganda and Muhimbili University of Health and Allied Sciences (MUHAS) in Tanzania. The study was guided by the pragmatic worldview and conducted using a mixed methods approach, following a concurrent strategy, with data collected in one phase, during which both quantitative and qualitative data were collected simultaneously in 2015. A survey of the researcher’s was carried out to collect quantitative data using a self-administered questionnaire, while face-to-face interviews and document analysis were used to collect the qualitative data. Six librarians in charge of managing the IRs were purposively selected and interviewed, while 183 researchers (out of 330), selected using systematic random sampling, responded to, and returned the questionnaire. On the repository manager’s side, a comparison of the IR development and management factors revealed that the development of IRs in each of the universities was unique, and influenced by the time when each IR was initiated, with Mak in 2006, KU in 2012, and MUHAS in 2013 when the BOAI (2012) was clearer about how IRs should operate. MUHAS, therefore, followed some of the BOAI established guidelines of setting up an IR, and turned out to be more OA than the other two universities. The universities had IPM and IR policies but none of them had institutional copyright policies. There was mediated self-archiving in each of the universities; with marketing of the IR only done during user education and/or information literacy sessions and via e-mail messages on staff mailing lists. Although the library websites of the universities were used to provide a link to the IR, there was no dedicated web-page to market OA and IR activities. All these factors impacted on what got to be provided as OA in the IRs. On the researchers’ side, the study revealed that 43% of the respondents at Mak and 44% of the respondents at KU had published in OA journals, implying that a high percentage of their publications could not be archived for OA in the IR because they were in traditional journals. On the other hand, 70% of the respondents at MUHAS had published in OA journals leading to more of the IR archived publications being OA. Although the majority (81.4%) of the respondents were strongly in favour of OA, there were factors limiting their participation, the most prominent being the researchers’ unawareness about the benefits of self-archiving in IRs. It was concluded and recommended that before setting-up IRs, librarians, university administration and the government should work hand-in-hand while planning and managing IRs by implementing the following: Incorporating self-archiving in the university workflow practices, enacting institutional copyright policies for universities, enacting institutional and national OA policies, and incorporating OA and IRs in the Library and Information Science (LIS) training programs. This study contributes to a more informed understanding of the factors that affect OA in repositories and identifies a model framework for developing and managing IRs of universities in EA appropriately.
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ItemExamining services for enhancing access to online academic content in Ugandan Universities: a Case of Makerere University (Mak) and Kampala International University (KIU)(East African Nature & Science Organization, 2026)Access to online academic content is critical for teaching, learning, and research in contemporary higher education. This study investigates the services provided to facilitate this access in Ugandan universities, using qualitative case studies of Makerere University and Kampala International University. Guided by an interpretivist paradigm, data were collected through interviews with librarians, ICT staff, lecturers, students, and national service providers (RENU, NITA-U), alongside observations and document review (N=30). Thematic analysis revealed that while universities provide a suite of globally recognised services, including institutional repositories, subscription databases, authentication systems, and information literacy training, their effectiveness is significantly hampered by systemic fragmentation and underutilisation. Key challenges include a disconnect between national infrastructure provision and institutional service integration, inconsistent user training, and low awareness among academic communities. The study concludes that Ugandan universities have successfully established the foundational technological layer for digital access. However, to maximise impact, a strategic shift is required. This entails institutionalising continuous digital literacy training, proactively embedding online content services into core academic workflows, and enhancing multi stakeholder collaboration to bridge the gap between service provision and meaningful adoption. Recommendations are offered for university management, service departments, and national bodies to foster a more cohesive and inclusive digital academic ecosystem for enhancing access to online content.
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ItemThe Role of RENU and NITA-U in providing infrastructure and online access in Ugandan higher education(The Turkish Online Journal of Educational Technology, 2025)This study investigates the role of national ICT agencies in facilitating access to digital academic content in Ugandan higher education. Specifically, it examines the impact of the Research and Education Network for Uganda (RENU) and the National Information Technology Authority-Uganda (NITA-U) on two contrasting institutions, Makerere University (public) and Kampala International University (private). Using a qualitative case study design, data was collected through semi-structured interviews with 30 participants, including ICT administrators, academic staff, and students. Observation of ICT infrastructure and Document review of institutional ICT policies and national strategic plans complemented the interviews. Thematic analysis was used to interpret the findings. Significant disparities in ICT access were found between the two institutions. Public Universities benefited from strong partnerships with national ICT agencies and robust infrastructure, while private Universities faced barriers including limited connectivity, inadequate devices, and minimal engagement with national programs. The study also revealed systemic gaps in national ICT policies, particularly the exclusion of private institutions from key infrastructure initiatives. Recommendations include expanding government funding to private universities, improving technical capacity, and developing inclusive ICT strategies that prioritize equity. The findings have critical implications for doctoral education, where digital access directly influences research quality, supervision, and academic progression. This study contributes original insights into how national ICT policies affect institutional access to online academic content in developing countries. It offers evidence-based recommendations to support digital equity and enhance doctoral education outcomes in Uganda and similar contexts.
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ItemInformation practices of students with visual disabilities to access and utilise digital information resources in Kyambogo and Makerere University Libraries(Makerere University, 2025)Access and utilisation of digital information resources provided by university libraries are vital for all University students, including those with visual disabilities. Despite the availability of the Web Content Accessibility Guidelines (WCAG) and the implementation of assistive technologies in university libraries, students with visual disabilities continue to struggle to access and utilise digital information resources for their studies. This study explored the information practices of students with visual disabilities to access and utilise digital information resources in their academic studies, and made recommendations for improving access and utilisation of these resources in Kyambogo and Makerere University libraries. The study specifically sought to identify and describe the specific accessibility features of digital information resources, related access systems, and facilities offered to students with visual disabilities at Kyambogo and Makerere University libraries; explore the specific inaccessible spaces and environment and institutional constraints that students with visual disabilities experience in accessing and utilising digital information resources at Kyambogo and Makerere University Libraries; and document and analyse the information practices students with visual disabilities adapt to effectively navigate constraints of inaccessible spaces and environment and institutional to access and utilise digital information resources in Kyambogo and Makerere University libraries. I used a qualitative research approach and the exploratory case study design, the social model of disability, and practice theories. I used purposive, snowball, and convenience sampling techniques to select participants. I conducted semi-structured interviews on 28 participants and 08 observations. I observed the libraries’ disability designated spaces, including activities and status of ICTs for students with visual disabilities. I also reviewed documents and conducted accessibility tests of the two University Library Websites, Institutional Repositories, and Library Databases that the libraries subscribed to. I analysed data on accessibility tests of library websites using WCAG and WAVE metrics. I analysed accessibility results of Institutional Repositories and Databases using the checklist I operationalised from WCAG and Universal Design in Learning (UDL). Data from interviews, observations, and documents was analysed thematically using ATLAS.ti version 7.5.7. Findings showed that several accessible features for students with visual disabilities were unavailable on the library websites and institutional repositories. Notably, Kyambogo University Library Website offered relatively more accessible features compared to Makerere University. Library databases fairly embedded accessible features. Both libraries designated spaces for students with disabilities, but with limited assistive technologies for students with visual disabilities. The findings further revealed that students with visual disabilities encounter many challenges, such as poor website design, inadequate ICT skills and information literacy skills to access and utilise digital information resources. Due to their unpleasant experiences with the insufficient support and exclusionary University library provision, students with visual disabilities adapted information practices to access and utilise digital information resources for academic studies. The practices include: peer to peer support, other social support, use of alternative access and utilisation spaces and assistive technologies, use of alternative digital information resources and alternative training to gain access and utilisation competencies. Conclusively, despite the initiatives provided by the University Libraries, students with visual disabilities are not optimally accessing and utilising digital information resources due to ineffective University library management control, reflecting a broader insensitivity to the needs of these students. The adaptive practices do not adequately address the problem. The study recommends a comprehensive framework, AUDSU, stipulating what stakeholders should follow to enhance access and utilisation of digital information resources to students with visual disabilities in the two University libraries.
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ItemEnhancing access to online content in Ugandan Universities: a case study of Makerere University and Kampala International University(Makerere University, 2025)Access to online content in higher education is fundamental for advancing learning, research, and innovation in today’s digital era. Despite global progress in digital transformation, the integration of online content into academic processes within African universities particularly in Uganda remains limited. Focusing on Makerere University and Kampala International University, this study explored strategies for enhancing access to online content. Specifically, it examined enabling services, assessed the adequacy of technological infrastructure, identified prevailing impediments, and proposed pathways for sustainable improvement. Guided by the Diffusion of Innovation (DOI) theory and the Technology Organisation Environment (TOE) framework, the study adopted a qualitative multiple-case design. Data were collected through interviews, observations, and document reviews involving institutional staff, students, and national-level stakeholders from RENU and NITA-U. Findings revealed that while universities have introduced services such as institutional repositories, e-resource databases, learning management systems, and orientation programmes, these initiatives remain fragmented and inconsistently utilised. Technologies including 4G Internet, proxy servers, federated identity systems, and e-learning platforms are deployed but not fully optimised due to infrastructural gaps, limited funding, and weak ICT governance. These challenges perpetuate inequities between public and private institutions. The study concludes that improving access to online content is not solely a technological task but a socio-technical challenge requiring coordinated strategy and systemic reform. Accordingly, it proposes a Strategic Framework for Enhancing Access to Online Content, built upon four synergistic pillars: Policy and Governance, Technical Infrastructure, Capacity Building, and Monitoring and Evaluation. This framework offers a holistic roadmap for aligning national infrastructure with institutional readiness, ensuring that future interventions are cohesive, measurable, and sustainable. The study also extends the application of the DOI and TOE frameworks by contextualising them within higher education systems in low-resource environments.