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

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    The role of actors in the uptake of technological innovations of Mbarara University of Science and Technology
    (Makerere University, 2025) Kananga, William
    The purpose of this study was to examine the role of actors in the uptake of technological innovations of Mbarara University of Science and Technology. The specific objectives were to examine the role of Mbarara University of Science and Technology in the uptake of its technological innovations; to explore the role of the government in the uptake of technological innovations at Mbarara University of Science and Technology; and to examine the role of industry in Mbarara District in the uptake of technological innovations at Mbarara University of Science and Technology. I adopted qualitative approach, phenomenological research design. I collected data from 11 participants selected purposely. Thematic analysis of data revealed MUST institutionalized frameworks like IP policies, strategic partnerships, student placements and prototype development to facilitate uptake of its innovations. The government’s role manifested in national funding programs, supportive policies, and provision of digital infrastructure. The industry roles included formal collaborations, curriculum co-design, and capacity-building initiatives such as internships and mentorships. Structural challenges such as limited commercialization support, fragmented partnerships, and insufficient feedback mechanisms hindered the uptake of technological innovations in MUST. The study concludes that the uptake of technological innovations at MUST is shaped by a tripartite interplay of roles played by the university, government, and industry. The study recommends that MUST should create a dedicated coordination unit that integrates efforts across university departments, government agencies, and industry stakeholders.
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    Refugee Access to University Education in Uganda: A Case Study of Nakivale Refugee Settlement.
    (Makerere University, 2025) Tushabe, Edwin
    University education not only protects refugees from the trenches of socio-economic marginalization, it also primes them to contribute robustly to their adopted societies and to their nations when conditions permit a return. However, access to university education remains a critical challenge for refugees. I examined factors influencing refugee access to university education in Uganda, with a specific focus on Nakivale refugee settlement. Guided by Bourdieu’s theory of practice (1977), I examined how habitus, capital, and field factors influence refugee access to university education in Uganda. I subscribed to the advocacy world view, as such, I used single qualitative case study research design. I collected data through interviews, review of documents, and focus group discussions. I used purposive and snow ball sampling to select 27 participants who included; Refugee students, zonal leaders, representatives from the NGOs, representatives from OPM, a representative from UNHCR, and I reviewed eight documents. Thematic data analysis revealed that habitus manifests in both enabling and constraining ways that is strong educational aspirations and resilience enhance refugees access to university education, while entrenched socio-cultural beliefs, gender norms, and diminished self-confidence limit refugee access. Refugees with stronger economic means, supportive social networks, greater cultural and educational capital are more likely to access university education. Broader field dynamics such as the institutional structures, power relations, and systemic norms inhibit refugee access to university education. I concluded that habitus factors shape how refugees perceive and pursue university education opportunities; absence of interconnected economic, social, and cultural capital reinforces refugee educational exclusion, while field dynamics constrain refugee access to university education. I recommend that higher education policies and interventions targeting refugees should integrate cultural and psychosocial dimensions alongside structural support mechanisms.
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    Examining curriculum alignment for graduate employability : a qualitative study of selected undergraduate programmes at Makerere University, Uganda
    (Makerere University, 2026) Geera, Sophia
    Graduate employability has emerged as a critical concern for higher education institutions worldwide, particularly in contexts where expanding graduate output is not matched by labour-market absorption. In Uganda, universities face increasing pressure to ensure that their curricula adequately prepare graduates for the workplace and entrepreneurship. This qualitative multiple-case study examined the alignment between curriculum design and graduate employability at Makerere University, focusing on learning outcomes, curriculum content, teaching–learning approaches, and assessment practices across selected programmes in four colleges. Guided by employability theory and the constructive alignment framework, data were generated through document analysis of programme curricula and semi-structured interviews with academic leaders and lecturers. Thematic analysis revealed that while employability is widely acknowledged at the institutional level, its integration into curricula is uneven and often implicit. Programme learning outcomes primarily emphasize disciplinary knowledge, with limited explicit articulation of transferable skills, particularly in arts-based programmes. Science- and professionally oriented programmes demonstrated greater alignment through practical components and experiential learning opportunities, whereas humanities and education programmes remained predominantly theoretical. Teaching and assessment practices were essentially lecture- and examination-driven, constrained by large class sizes and limited resources, despite recognition of the value of student-centred and authentic approaches. The study concludes that curriculum alignment for graduate employability at Makerere University is partial and inconsistently enacted. It recommends systematic integration of employability competencies across curriculum components, strengthened industry engagement, staff development, and sustained stakeholder collaboration. The study contributes empirical evidence to debates on curriculum reform and graduate employability in sub-Saharan African higher education contexts.
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    Academic staff motivation and effectiveness of graduate supervision: a case of college of Education and External Studies, Makerere University
    (Makerere University, 2025) Atusasire, Agness
    This study examined the relationship between academic staff motivation and effectiveness of graduate supervision in the College of Education and External Studies, Makerere University. This was in light of concerns about ineffective supervision leading to low completion rates and delayed completion of graduate studies in the University. Informed by the expectancy theory, the study examined the relationship between personal goals of academic staff, working conditions, student characteristics and effectiveness of graduate supervision. The study adopted a quantitative research approach, cross-sectional survey design. Data was collected using a closed-ended questionnaire from 50 respondents. With the aid of IBM Statistical Package for the Social Sciences (IBM SPSS Version 21.0), data was analyzed using descriptive statistics at the univariate level, at the bivariate level, Karl Pearson‟s linear correlation coefficient test was used. A positive, moderate correlation was established between personal goals of academic staff and effectiveness of graduate supervision (r = 0.306), and working conditions and effectiveness of graduate supervision (r = 0.350 p-values). The relationship between student characteristics and effectiveness of graduate supervision was found to be weak and statistically insignificant (r = 0.246). The study concludes that personal goals and favorable working conditions drive the academic staff in CEES to supervise graduate students effectively, student characteristics may drive the academic staff to supervise graduate students effectively, but not in a strong way. It is recommended that the Directorate of Graduate Training, Makerere University, together with the management of CEES should institute a system of monetary rewards/allowances and recognition for supervisors of graduate students to enhance their personal gratification and career growth; improve infrastructure and facilities, and provide adequate institutional support to make the graduate supervision environment conducive; and expand the graduate admissions criteria to incorporate motivation and commitment statements to ensure admission of students with desirable characteristics.
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    Exploring administrators’ experiences of internationalisation of higher education at Makerere University
    (Makerere University, 2025-12) Kibuuka, Dennis
    Despite the growing importance of internationalization of higher education globally, universities in developing contexts continue to face significant challenges in effectively implementing internationalization initiatives. At Makerere University, limited empirical evidence exists on how university administrators understand, experience, and operationalize internationalization, as well as the institutional constraints that shape these processes. In response to this gap, this study explored administrators’ experiences of the internationalization of higher education at Makerere University. The study was guided by four objectives: to examine how administrators conceptualize internationalization, to explore their experiences in implementing the process, to identify the challenges they encounter in promoting internationalization, and to investigate strategies for facilitating its success. A qualitative research approach was employed, involving fifteen university administrators drawn from diverse administrative units, including college deans, academic registrars, quality assurance officers, International Office staff, personnel from the Directorate of Research and Graduate Training, human resources officers, and a finance officer. The findings revealed that administrators at Makerere University conceptualize internationalization as a multidimensional process that integrates academic, research, and administrative functions while enhancing global visibility and intercultural competence. The study further found that the internationalization process at the university is gradual and evolving, with administrators actively engaging in strategic reforms and professional learning despite existing institutional constraints. Major challenges identified included inadequate infrastructure, outdated policies, financial limitations, cultural barriers, and human resource gaps that hinder effective implementation. Administrators also highlighted several strategies for enhancing internationalization, such as strengthening policy frameworks, investing in infrastructure, building staff capacity, fostering external partnerships, and promoting a culture of openness and innovation. Based on these findings, the study recommends targeted policy reforms, increased infrastructural investment, capacity-building initiatives, and strengthened partnerships to enhance the effectiveness of internationalization of higher education at Makerere University.