Faculty of Education and Humanities

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Assessing University-Society Engagements: Towards a Methodological Framework
(nnovative Higher Education, 2023-10-17) Bekele,Teklu Abate; Ofoyuru,Denis Thaddeus; Woldegiorgis,Emnet Tadesse
Abstract Higher education institutions pursue three distinct yet interrelated missions of education, knowledge production, and community engagement. Until the last dec ades of the twentieth century, the third mission, also known as community engage ment, has received little attention. Although the third mission generally aims to contribute to the socio-cultural and economic transformations of society, its dis tinct characteristics are still under-theorized. None of the existing methodological and conceptual frameworks provides a holistic analysis of significant engagement indicators that transcend specific application contexts. Collecting data on university engagement with society and making meaningful interpretations is thus a challenge to researchers and practitioners. To contribute to filling this gap, this modified Del phi study proposes a comprehensive methodological framework of university-soci ety engagements in Africa. The core thesis is that engagement is ubiquitous- univer sity missions and support systems embody it. The framework thus constitutes eight engagement domains aligned with university core functions (teaching, knowledge production, and societal service) and support systems (governance, digitalization, internationalization, partnerships, and sustainability), with 52 items, rating scales, and descriptors. The framework contributes to conceptual and methodological clar ity, informs data collection, and interpretations of the different modalities of univer sity engagements. The alignment of engagement domains to university activities and the simplified articulations of the indicators ensure straightforward interpretations and applications of the framework by practitioners and researchers. It is also signifi cant as it comes at a time when universities are expected to contribute more directly and significantly to the realizations of the UN 2030 SDGs and the African Union 2063 centennial development ambitions
Assessing University‑Society Engagements: Towards a Methodological Framework
(Innovative Higher Education, 2023) Bekele Teklu Abate; Ofoyuru Denis Thaddeus; Woldegiorgis Emnet Tadesse
Abstract Higher education institutions pursue three distinct yet interrelated missions of education, knowledge production, and community engagement. Until the last decades of the twentieth century, the third mission, also known as community engagement, has received little attention. Although the third mission generally aims to contribute to the socio-cultural and economic transformations of society, its distinct characteristics are still under-theorized. None of the existing methodological and conceptual frameworks provides a holistic analysis of significant engagement indicators that transcend specific application contexts. Collecting data on university engagement with society and making meaningful interpretations is thus a challenge to researchers and practitioners. To contribute to filling this gap, this modified Delphi study proposes a comprehensive methodological framework of university-society engagements in Africa. The core thesis is that engagement is ubiquitous- university missions and support systems embody it. The framework thus constitutes eight engagement domains aligned with university core functions (teaching, knowledge production, and societal service) and support systems (governance, digitalization, internationalization, partnerships, and sustainability), with 52 items, rating scales, and descriptors. The framework contributes to conceptual and methodological clarity, informs data collection, and interpretations of the different modalities of university engagements. The alignment of engagement domains to university activities and the simplified articulations of the indicators ensure straightforward interpretations and applications of the framework by practitioners and researchers. It is also significant as it comes at a time when universities are expected to contribute more directly and significantly to the realizations of the UN 2030 SDGs and the African Union
Assessment of hydropedological characteristics at medium-sized landslide sites in Manafwa catchment, Mount Elgon, Uganda
(Taylor and Francis, 2024-05-17) Kutosi,Moses; Bamutaze,Yazidhi; Nakileza,Bob.R; Kisira, Yeeko; Gabiri,Geofrey
Though strongly linked to landslides, hydropedological characteristics are inadequately investigated in Manafwa catchment. This study investigated hydropedological characteristics at medium landslide sites in Manafwa catchment. The design included 12 infiltration experiments that were conducted at each site. To determine the selected soil physical properties, composite soil samples were extracted from the infiltration sites for soil laboratory analysis. Soil cores were extracted to determine saturated hydraulic conductivity (Ksat) and bulk density. The observed high infiltration rates and rapid Ksat underscore the susceptibility of the studied sites to landslide hazards. Additionally, soil organic matter, clay content, and bulk density further contribute to the understanding of the hydropedological factors influencing land slide occurrences. These findings reveal the need for comprehensive investigations into hydropedologi cal characteristics of other landslide categories to assist in landslide risk assessment and management strategies
Christianity and rural community literacy practices in Uganda
(Blackwell Publishing,, 2007) Openjuru, George Ladaah
In this article, we examine how Christianity provides the impetus for local literacy practices in a rural community in Uganda. These Christian literacy practices form a central part of the literacy activities of the community and are manifested in a variety of contexts from public to private, using a wide variety of readily available religious texts in the community. Through examination of Christian literacy practices, the authors suggest that ethnographic research has the potential to generate information that can be used to enhance literacy learning in rural community life.
Collaboratively reimagining teaching and learning
(Open Book Publishers, 2023) Fabian, Flora; Harle, Jonathan; Kalimasi, Perpetua; Kilonzo, Rehema; Lamaro, Gloria; Luswata, Albert; Monk, David; Ngowi, Edwin; Nzegwu, Femi; Sikalieh, Damary
In 2020, the African Regional Forum on Sustainable Development proclaimed Africa would only attain the Sustainable Development Goals (SDGs) if “universities in Africa collaborate in research, teaching and community or societal engagement” (Ligami, 2020). In 2022, the UNESCO World Higher Education conference called on universities to “reshape ideas and practices in higher education to ensure sustainable development for the planet and humanity” (UNESCO, 2022). While there are regular calls for African universities to improve their teaching, finding ways to do this within the resources and the available time in already stretched institutions, at the scale required, have proven elusive. This chapter is a reflexive exercise, discussing the work of an international partnership, Transforming Employability for Social Change in East Africa (TESCEA), that aimed to reshape habits of teaching and learning in institutions of higher education.1 We, as TESCEA partners and authors of this chapter, hope that our example can make a significant contribution towards understanding how change can happen in higher education, and particularly in resource-constrained settings.
Collaboratively reimagining teaching and learning, In: Higher education for good
(Open Book Publisher, 2023) Fabian, Flora; Harle, Jonathan; Kalimasi, Perpetua; Kilonzo, Rehema; Lamaro, Gloria; Luswata, Albert; Monk, David; Ngowi, Edwin; Nzegwu, Femi; Sikalieh, Damary
In 2020, the African Regional Forum on Sustainable Development proclaimed Africa would only attain the Sustainable Development Goals (SDGs) if “universities in Africa collaborate in research, teaching and community or societal engagement” (Ligami, 2020). In 2022, the UNESCO World Higher Education conference called on universities to “reshape ideas and practices in higher education to ensure sustainable development for the planet and humanity” (UNESCO, 2022). While there are regular calls for African universities to improve their teaching, finding ways to do this within the resources and the available time in already stretched institutions, at the scale required, have proven elusive. This chapter is a reflexive exercise, discussing the work of an international partnership, Transforming Employability for Social Change in East Africa (TESCEA), that aimed to reshape habits of teaching and learning in institutions of higher education.1 We, as TESCEA partners and authors of this chapter, hope that our example can make a significant contribution towards understanding how change can happen in higher education, and particularly in resource-constrained settings. We begin by presenting our approach and then offer reflections on the change we observed, the ways in which this was achieved, and the challenges we encountered along the way.
Craving for Knowledge: The Urge to Access Online Reading Materials by Students during Scientific Research Writing, a Case of Urban Universities of Uganda
(The Uganda Higher Education Review Journal, 2024-05-01) Nassanga, Loy; Kisira Yeeko; Beinomugisha,Peninnah; Muganga, Lawrence; Kakeeto,David; Kabeera,Pontian
Addressing concerns related to online reading materials is paramount as the internet establishes itself as the defining medium for literacy in higher education institutions among the current generation. Globally current debates consistently underscore the relevance of online reading materials to scientific research writing among university students. The current study explored the students’ urge to access online reading materials based on four selected universities in an urban geographical context of Uganda. Using a cross-sectional exploratory research design comprised of mixed approaches, we used descriptive statistics and Analysis of Variance (ANOVA) to investigate the disparity in accessed online reading materials across the universities. An ordinal logistic model established the factors that influence access to online reading materials. The study revealed that university students exhibited moderate utilisation of online resources, primarily accessing materials through platforms like MyLOFT, Google Scholar, University online catalogs, Directory of Open Access Journals (DOAJ) and Directory of Open Access Books (DOAB). Additionally, the findings underscored notable variations in the mode of access across the studied universities, with access influenced by factors such as sex, type of degree pursued, availability of university ICT equipment, and the research level of students. These insights shed light on the need for tailored strategies to enhance online reading materials accessibility and to support diverse student populations in their academic pursuits, such as subscribing to the publishers of scientific journals. This may improve students’ scientific research writing skills and completion rate, which have remained a formidable challenge in higher education institutions in Uganda.
Determinants of smallholder farmers’ adaptation strategies to the effects of climate change: Evidence from northern Uganda
(Agriculture & Food Security, 2021) Atube, Francis; Malinga, Geoffrey M.; Nyeko, Martine; Okello, Daniel M.; Alarakol, Simon Peter; Okello‑Uma, Ipolto
Background: Climate change poses a threat to the sustainability of food production among small-scale rural communities in Sub-Saharan Africa that are dependent on rain-fed agriculture. Understanding farmers’ adaptations and the determinants of their adaptation strategies is crucial in designing realistic strategies and policies for agricultural development and food security. The main objectives of this study were to identify the adaptation strategies used by smallholder farmers to counter the perceived negative effects of climate change in northern Uganda, and factors influencing the use of specific adaptation strategies. A cross-sectional survey research design was employed to collect data from 395 randomly selected smallholder farmers’ household heads across two districts by the administration of a semi-structured questionnaire. Binary logistic regression was used to analyze the factors influencing farmers’ adaptation to climate change. Results: The three most widely practiced adaptation strategies were planting of different crop varieties, planting drought-resistant varieties, and fallowing. Results of the binary logit regression model revealed that marital status of household head, access to credit, access to extension services, and farm income influenced farmers’ adoption of planting drought-resistant varieties as an adaptation strategy while access to credit, annual farm income, and time taken to market influenced adoption of planting improved seeds. Gender of household head and farm income had a positive influence on farmers’ adoption of fertilizer and pesticide use. Farming experience, farm income, and access to extension services and credit influenced farmers’ adoption of tree planting. Household size, farming experience, and time taken to market had positive influence on the use of fallowing, while size of land cultivated significantly influenced farmers’ planting of different crop varieties as an adaptation strategy. Conclusion: Findings of the study suggest there are several factors that work together to influence adoption of specific adaptation strategies by smallholder farmers. This therefore calls for more effort from government to strengthen the provision of agricultural extension services by improving its climate information system, providing recommended agricultural inputs and training farmers on best agronomic practices to enhance their holistic adaptation to the effect of climate change.
Disablers of Activities for Community Transformation in Regional Universities in Africa: The Case of Gulu University
(East African Scholars Publisher, Kenya, 2019-07) Denis Thaddeus Ofoyuru; Ronald Bisaso; Anthony Mugagga
The knowledge economy discourse underscores the role of regional universities in socio-economic transformation, however, a number of disablers tend to undermine these efforts unnoticed or at best taken for granted. We explored disablers for community transformation activities in regional universities in northern Uganda. Employing the case study design we drew sixteen participants from academic staffs and top management. We collected data using semistructured interviews from thirteen senior faculty and three top management members and analysed using thematic analysis based on in-vivo coding and pattern coding. Strained university-community relationship, theoretical teaching, and dearth of funding were implicated as the overarching disablers for community transformation. Requisite measures are recommended to surmount the existing disablers
Doctoral education and the knowledge triangle: dynamics of linkage to other sectors in doctoral programs in Uganda
(Gulu University, 2025) Etomaru Irene; Ofoyuru Denis Thaddeus
Purpose – This study aims to explore the dynamics of linking doctoral programs to other sectors constituting future workplaces and fields of public engagement for doctoral graduates in Uganda. This is in light of the current global pressures for universities to contribute more directly to society, and changes in student demographics and career aspirations. In a number of jurisdictions, intentional linkage to other sectors is being pursued to better prepare doctoral graduates for work beyond academia. However, not much is known about the dynamics involved. Guided by the knowledge triangle framework, this paper posits that creating sufficient links between education, research and innovation through linkage to other sectors can offer a window of opportunities for attaining relevant doctoral outcomes for both students and wider society. Design/methodology/approach – Qualitative multiple case study design was used to explore mechanisms of linking doctoral programs to other sectors in Uganda. Data was collected through in-depth interviews with 45 participants selected across all institutions providing doctoral education in Uganda. Thematic analysis was used to make sense of the data. Findings – The study found no formal mechanisms for linking doctoral programs to other sectors. Lack of institutionalization, narrow focus in program design, cultural mismatch and resource limitations were major systemic constraints to effective linkage to other sectors in doctoral education. Institutionalization of integrated learning in collaborative university-other sector settings in doctoral education in Uganda is recommended. Research limitations/implications – The research data is exclusively from higher education institutions, the possibility of not comprehensively reflecting the broader perspectives from other sectors cannot be overlooked.Amore comprehensive study of the dynamics of innovating doctoral education in Uganda through coherent collaboration between higher education institutions and other sectors to ensure the success of linking education, research and innovation is recommended. Practical implications – Promoting the knowledge triangle approach in doctoral education by creation of synergies between education, research and innovation through linkages to the other sectors would enhance the attainment of relevant doctoral outcomes for students and the wider society
Emerging University-Society Engagements in Africa: An Analysis of Strategic Plans
(Journal of Comparative & International Higher Education, 2021) Bekele Teklu Abate; Ofoyuru Denis Thaddeus
Due mainly to globalization, knowledge economies, liberalization, and regulation and accountability regimes, higher education institutions are under increasing pressure to demonstrate their relevance and significance to society. European and North American universities have rearticulated their profiles and adopted entrepreneurial and engaged mandates. The extent to which and how African universities are strategically repositioning themselves in that respect remains obscure. Using relevant theoretical frameworks, this study explores emerging modalities of university-society engagements and linkages in Africa through a critical analysis of the current strategic plans of 30 universities from 14 countries. Qualitative and quantitative analyses of the strategic plans reveal that universities have explicitly identified strategies for the production and transfer of knowledge; for creating networks and partnerships; and for engaging varied stakeholders in decision making at various levels. Implications for further research are identified
Engaging in a Movement of Cognitive Justice at the Gulu University K4C Hub, Uganda
(Africa Education Review, 2023) Monk, David; Aber, Gloria; Lamwaka, Alice Veronica; Odoch, Martin; Openjuru, George L.
The Gulu hub is an initiative of the Gulu University under the Knowledge for Change (K4C) initiative of the UNESCO Chair in Community Based Research and Social Responsibility in Higher Education. The hub’s work is linked to the university’s mandate “for community transformation” oriented toward serving the geographic space of Northern Uganda. It is a somewhat unique hub, because it does not have formal space within the university, and most of the hub’s activities are generated through informal community partnerships and networks.
Engaging in a Movement of Cognitive Justice at the Gulu University K4C Hub, Uganda
(Koninklijke Brill NV, 2024) Monk David; Aber Gloria; Lamwaka Alice Veronica; Odoch Martin; Openjuru George
In this case study, the Gulu University Knowledge for Change Hub located in Northern Uganda reflects on the possibilities of knowledge pluralism, relationships and power in the work done by the hub, and shares some lessons that were learnt from engaging in a movement of cognitive justice. The research for this case was conducted using a collaborative community-based approach that included active participation of all hub members in the formulation of research questions, data collection, and analysis. In this type of approach, the documentation of the process and dissemination activities becomes part of the data collected, which is then used to inform future direction and activities for the hub. The research therefore fits into the reflexive and ongoing process of the hub, and is useful for improving the praxis and goals to further knowledge democracy and solve local problems through community-based research.
Enhancing critical thinking through academic collaborations
(African Educational Research Journal, 2024-10) Lamaro Gloria; Kimoga Joseph; Nampijja Dianah; Reichert Frank
This study investigated the role of academic collaborations in enhancing critical thinking skills among graduate students, drawing on Critical Theory. A qualitative research approach was utilized, incorporating an exploratory case study design to investigate the effects of collaborative academic practices on the development of critical thinking. Data collection methods included personal interviews, focus group interviews (FGIs), and document analysis, involving current graduate students, alumni from the 2015 cohort, and teaching staff. The findings revealed that academic collaborations significantly contribute to the development of critical thinking skills. Participants reported that interdisciplinary teamwork, resource sharing, and expertise exchanges enable students to approach problems from multiple perspectives, thereby, broadening their analytical capabilities. The study highlighted that collaborative efforts facilitate access to diverse methodologies and knowledge which enriches students’ educational experiences and enhances their problem-solving abilities. Moreso, the study found that collaborative projects and joint research initiatives provide practical opportunities for students to engage with real-world issues, promoting a deeper understanding and application of theoretical concepts. This process not only fosters intellectual growth but also prepares students to tackle complex challenges in their professional fields. The research aligns with established theories on collaborative learning and critical thinking, supporting the view that academic collaborations are vital for intellectual development. It underscores the importance of creating a supportive environment for interdisciplinary work and effective communication among collaborators. This study recommends prioritising interdisciplinary projects, offering faculty training for collaborative initiatives, and developing assessment frameworks to evaluate the impact of these collaborations on students' critical thinking skills. These insights highlight the benefits of academic collaborations in higher education and suggest practical steps to improve collaborative practices for better educational outcomes.
Entry Grades and the Academic Performance of University Students
(The Asian Institute of Research, 2021) David, Onen; Geoffrey M., Malinga; Betty A, Ezati; George L, Openjuru; Aciro, Rosalba
Universities world over mostly base their decisions to admit their new students on the applicant’s pre-university academic results. However, there is yet no concrete evidence that the students’ pre-university academic accolades determine their performances at university level. In this article, we explored the findings of earlier studies that examined the relationships between entry grades and the academic performance of university students. The study was undertaken to collate the literature on the relationships between the students’ entry grades and their university academic performance in order to validate earlier assertions, if any, as well as to identify opportunities for further research in this field. During the study, we carried out a systematic review of 59 articles that we drew from different online electronic databases including, among others, the Free Scientific Publication, the Worldwide Science.org, and the Directory of Open Access Journals (DOAJ). The majority of these reviewed studies were drawn from America and Europe. Only a few of them were conducted in Asia, Latin America and Africa. Of the 59 reviewed articles, only 53 of them met our inclusion criteria and our key findings showed, among others, that out of the 53 reviewed articles, 26, 4 and 13 of them revealed the existence of positive, negative, and mixed correlations respectively between the entry grades and the academic performance of university students. The remaining 10 articles, however, did not reveal any significant correlations between the two variables; instead, they alluded to the existence of difference in these relationships between male and female students; thus, suggesting for the need for affirmative action schemes. Overall, the study revealed that there is yet no consensus over whether pre-university academic performances of students predict their performances at university level; thus, indicating the need for further research in this field.
Entry Grades and the Academic Performance of University Students
(The Asian Institute of Research, 2021) Rosalba, Aciro; David, Onen; Geoffrey M., Malinga; Betty A., Ezati; George L, Openjuru
Universities world over mostly base their decisions to admit their new students on the applicant’s pre-university academic results. However, there is yet no concrete evidence that the students’ pre-university academic accolades determine their performances at university level. In this article, we explored the findings of earlier studies that examined the relationships between entry grades and the academic performance of university students. The study was undertaken to collate the literature on the relationships between the students’ entry grades and their university academic performance in order to validate earlier assertions, if any, as well as to identify opportunities for further research in this field. During the study, we carried out a systematic review of 59 articles that we drew from different online electronic databases including, among others, the Free Scientific Publication, the Worldwide Science.org, and the Directory of Open Access Journals (DOAJ). The majority of these reviewed studies were drawn from America and Europe. Only a few of them were conducted in Asia, Latin America and Africa. Of the 59 reviewed articles, only 53 of them met our inclusion criteria and our key findings showed, among others, that out of the 53 reviewed articles, 26, 4 and 13 of them revealed the existence of positive, negative, and mixed correlations respectively between the entry grades and the academic performance of university students. The remaining 10 articles, however, did not reveal any significant correlations between the two variables; instead, they alluded to the existence of difference in these relationships between male and female students; thus, suggesting for the need for affirmative action schemes. Overall, the study revealed that there is yet no consensus over whether pre-university academic performances of students predict their performances at university level; thus, indicating the need for further research in this field.
An examination of the difference between the contents of the FAL literacy curriculum/primers used in Uganda and everyday literacy practices in rural community life.
(Journal of Research and Practice in Adult Literacy, 2007) Openjuru, George
Adult literacy learning programmes in Uganda and, I believe, in most African countries, are largely driven by national and community development concerns (see Carr-Hill et al., 2001; Fiedrich & Jellema, 2003; Wagner, 1995). These concerns are informed by the dominant theories of literacy. However, how the content of adult literacy learning programmes relates to literacy uses in everyday life is often taken for granted when developing adult learning programmes. In this article, I used the Uganda Functional Adult Literacy [FAL] programme as a case study, to show the difference between the content of the FAL curriculum/primer and what rural people read and write in their everyday life in Uganda‟s rural community life. I then recommend a social practices or the real literacy approach to adult literacy education as a better alternative that can reconcile literacy learning and literacy use in rural community life, and help the learner to make the connection between what they are learning in the literacy classes and the literacies that goes on outside the classrooms.
Extent of Institutional Autonomy in Determination of Content and Quality of University Education in Uganda
(Sciedu Press, 2016-06-17) Ofoyuru,Denis Thaddeus; Lukwago,Rashid; Kimoga,Joseph
Outcry about deplorable content and quality of university education in Uganda is widespread. Yet, studies about the same are rare. This paper explored the extent of institutional autonomy in the determination of content and quality of university education in Uganda. The political model of university governance was the guiding theory. Findings revealed that the government, the National Council for Higher Education, and universities determine the content and quality of university education. We conclude that partial institutional autonomy is inherent in the determination of content and quality of university education in Uganda. However, we recommend that universities should be accorded more institutional autonomy in order to achieve better content and quality of education suitable for national development.
Funding and Support Supervision under Universal Primary Education
(Journal of Education and Practice, 2021) Okello, Nicholas Gregory; Kidega, Phonic Onekalit
Support supervision promotes continuous improvement in the quality of teaching and learning by providing necessary leadership and support for quality improvement processes. Several policies and guidelines on funding and support supervision to schools have been made to create efficiency and effectiveness in education. The study investigated the relationship between funding and support supervision in Universal Primary Education (UPE) schools in Uganda. The study orientation was quantitative using a cross-sectional survey design. Stratified random sampling was used to select UPE schools for the study and simple random sampling for selecting the teachers while purposive sampling was used to select head teachers, school management committees (SMCs), parent teachers association (PTAs), local council III (LCIIIs) and district officials. A total of 265 respondents participated in the study. The results indicated that the status of funding is low, the level of support supervision is also low. However, and funding status has a significant positive relationship with the level of support supervision (r = 0.373; p < 0.01). The study concluded that the low level of support supervision and the poor performance in UPE schools is attributed to the low status of funding under UPE schools in Nwoya district, Uganda.
Funding and Support Supervision under Universal Primary Education
(Journal of Education and Practice, 2021-09-30) Okello, Nicholas Gregory; Kidega, Phonic Onekalit; Lamaro, Gloria
Support supervision promotes continuous improvement in the quality of teaching and learning by providing necessary leadership and support for quality improvement processes. Several policies and guidelines on funding and support supervision to schools have been made to create efficiency and effectiveness in education. The study investigated the relationship between funding and support supervision in Universal Primary Education (UPE) schools in Uganda. The study orientation was quantitative using a cross-sectional survey design. Stratified random sampling was used to select UPE schools for the study and simple random sampling for selecting the teachers while purposive sampling was used to select head teachers, school management committees (SMCs), parent teachers association (PTAs), local council III (LCIIIs) and district officials. A total of 265 respondents participated in the study. The results indicated that the status of funding is low, the level of support supervision is also low. However, and funding status has a significant positive relationship with the level of support supervision (r = 0.373; p < 0.01). The study concluded that the low level of support supervision and the poor performance in UPE schools is attributed to the low status of funding under UPE schools in Nwoya district, Uganda.

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