East African School of Higher Education Studies and Development (EASHESD) Collections

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    ( 2025) Tested, Author
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    University chaplains and imams' roles on students' discipline: College of Education and External Studies, Makerere University.
    (Makerere University, 2022-05-06) Kayongo, Nicholas Laurence
    Discipline is a process of training or controlling an individual with an aim of making him/her to become compliant. Most successful societies or individuals have been disciplined. The vast enterprise of acquiring the knowledge and skills for professional life is supported by many services, such as, medical, counselling, career guidance, chaplaincy, accommodation and disability services. Chaplaincy, which supports the religious and pastoral needs of students, belongs not on the margins but at the heart of the Universities enterprise (Norman, 2014). Uganda’s Ivory Tower (Makerere University) which is also a nativity of knowledge has on several occasions experienced a crisis of discipline exhibited by some of its students’ conduct amidst the well-established fountains of discipline known as chaplains and Imams. It is on this basis that the study set out to investigate the University Chaplains and Imams’ roles on Improving the Students’ discipline. More specifically, the study was guided by two research hypotheses namely: There is a relationship between the chaplains and Imams’ Ecumenical/Interreligious role on improving the students’ discipline. The second hypothesis is that there is a relationship between the Chaplains and Imams’ Sobriety counseling role on improving the students’ discipline. A mixed method paradigm was used, under which both a cross-sectional survey design and a phenomenology research design were employed. The target population included two hundred (200) students admitted for the College of Education and External studies with all the University Chaplains and Imams. Both probability and non-probability techniques were used. For sampling, stratified random on the students and purposive sampling techniques on the University Chaplains and Imams were applied. Data was collected using questionnaires, interview, and Focus group discussions with the student’s leaders from these respective chaplaincies and university Mosque, which were first subjected to content and external validity checks. Reliability of the quantitative instruments was done and quantitative data was analyzed using frequencies, percentages and Pearson’s Linear Correlation Coefficient Test, qualitative data findings were presented in a narrative form. Findings indicated that the University Chaplains and Imams’ roles significantly correlate with the students’ discipline, and significantly predicted it. However, the sobriety counseling role had a low correlation coefficient meaning that it significantly correlated with the students’ discipline, but its impact was not so strong. The study concluded that university chaplains and Imams have an influence on the students’ discipline, but its influence is only moderate. The few Chaplains and Imams left alone cannot make wonders to bring about a change for the students’ discipline but a need to reinforce their roles since they are part of this complex interdependent society of the University departments. It then recommended that the university should request for more chaplains because of the increased number of the students that are admitted in every academic year. Secondly, the female chaplains should be appointed to those chaplaincies and University Mosque as long as it conforms with those specific creeds. Additionally, other creeds like the Hindu, Pentecostal, Jews to be accorded chaplaincies in the university and the titles may vary such as faith advisers and not strictly chaplains and Imams as it is.
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    Stemming the tide of intellectual exodus: exploring strategies to mitigate brain drain in Kenya's Higher Education Sector
    (African Multidisciplinary Journal of Development, 2023-12-10) Gichuru, Eutychus
    Brain drain, the emigration of highly skilled individuals from developing countries like Kenya to seek better opportunities in developed nations, adversely affects the higher education sector. This phenomenon results in a depletion of qualified faculty and researchers, hampering the quality of education and research. Limited career opportunities and compensation, poor working conditions, lack of research funding, and insufficient professional development opportunities contribute to this brain drain. To address these challenges, Kenyan universities and the government must take proactive measures. Strategies include advocating for increased government funding, exploring alternative revenue sources, promoting efficiency and cost-effectiveness, and investing in human capital. Enhancing infrastructure, technology, library resources, and administrative support can improve working conditions. Increasing research funding, protecting intellectual property, and promoting open access can stimulate innovation. Additionally, promoting international collaborations, hosting international events, and creating joint research centers can enhance research quality and visibility. Finally, investing in faculty and researcher professional development, with dedicated budgets, in-house programs, and recognition, will enhance the skills and expertise necessary for high-quality research and teaching. These strategies collectively aim to create a supportive environment, retaining top talent, and fostering the growth of Kenya's higher education sector.
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    Internal marketing and the job performance of academic staff in public universities in Uganda
    (Makerere university, 2024) Injikuru, Justine
    The declining performance of academic staff in Uganda’s public universities has sparked widespread concern among stakeholders, raising questions about its underlying causes and solutions. This study investigated the influence of internal marketing practices on the job performance of academic staff in public universities in Uganda to address these concerns. Employing a mixed-methods approach with a convergent parallel design, the study collected quantitative data from 350 academic staff through self-administered questionnaires and qualitative insights from 13 staff members via in-depth interviews. Quantitative analysis using descriptive statistics and linear regression revealed that internal marketing practices significantly improved academic staff performance, with job security (r² = .064, p = .000), training and development (r² = .049, p = .000), rewards (r² = .073, p = .000), communication (r² = .081, p = .000), empowerment (r² = .068, p = .000), and addressing status distinctions (r² = .085, p = .000) identified as key factors. The qualitative findings echoed these results but also highlighted challenges such as limited promotions, wage disparities, and inequities in academic ranks, which demoralized staff, particularly those in junior positions. The study concluded that effective internal marketing practices are vital for enhancing academic staff performance, urging universities to adopt strategies that address remuneration, recognition, mentorship, and equity. By fostering a more inclusive and supportive environment, universities can boost staff morale and align better with their institutional goals.
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    Examining the role of problem-based learning in enhancing critical thinking skills among graduate students at Gulu University
    (Makererre university, 2024-12-12) Lamaro, Gloria
    This study aimed to examine the role of problem-based learning (PBL) components specifically case scenarios, academic collaborations, and guided facilitation in enhancing critical thinking skills among graduate students at Gulu University. Grounded in critical theory and informed by Habermas‘s critical inquiry, the research employed a qualitative design. Data were collected through semi-structured interviews, focus group interview, and document checks involving graduate students, recent graduates, and lecturers. The research sought to answer the following questions: (i) How do case scenarios nurture critical thinking skills among graduate students? (ii) How do academic collaborations foster critical thinking skills among graduate students? (iii) How does guided facilitation promote critical thinking skills among graduate students? Data were analysed using inductive thematic analysis to identify key themes and insights. The findings revealed that integrating case scenarios into the curriculum significantly enhanced students' critical thinking by bridging theoretical knowledge with practical problem-solving. Case scenarios allowed students to engage with real-world issues, apply classroom concepts to tangible situations, and strengthen their analytical and problem-solving abilities. Academic collaborations, including group projects, peer reviews, and cooperative research, were found to enrich critical thinking by exposing students to diverse perspectives, facilitating reflective dialogue, and promoting cooperative problem-solving. Guided facilitation provided crucial support through structured questioning, feedback, and mentoring, which helped students refine their reasoning processes and maintain focus on learning objectives. The study concluded that while the PBL components were effective in enhancing critical thinking skills, their full potential was constrained by insufficient diversity in case scenarios, unequal access to technology, and ongoing logistical challenges. The study recommended that policymakers and implementers focus on integrating culturally diverse and contextually relevant case scenarios, ensuring equitable access to technological resources, and addressing logistical barriers. Additionally, it advocated for educational reforms aligned with critical theory, aiming to address systemic inequalities and promote social justice. Future research was recommended to include longitudinal studies to assess the impact of these PBL components across various disciplines and contexts. Such studies would provide valuable insights into optimizing PBL and related pedagogical approaches, helping to establish best practices for developing critical thinking skills and creating more inclusive and effective educational frameworks.