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Journal articles on the topic 'Education, Higher Education, Higher Kenya'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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1

Aggarwal, Anita. "Higher Education Collaboration in Kenya." International Journal of Technology and Educational Marketing 3, no. 1 (2013): 48–64. http://dx.doi.org/10.4018/ijtem.2013010104.

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Higher education in developing countries presents an opportunity both for investment and development, if specific challenges can be overcome. This article looks at the opportunities for higher education in a developing country, Kenya, and how these experiences have enabled an identification of issues that must be dealt with for higher education to grow both as an investment and capacity-building opportunity for developing countries. It offers a brief narrative on the history of higher education in Kenya, and the types of higher education collaborations. Using a case study of a long established transnational education collaborative partnership between INtel College, Kenya, and the University of Sunderland, UK, it explores the framework for such operations and challenges and perspectives of the partnership. Finally, it presents a view of the future of transnational education in a nation which indeed may have relevance in any developing country.

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Wandera, Moses. "Exclusive education towards inclusion in higher education after 2015." Msingi Journal 1, no. 2 (2019): 20–37. http://dx.doi.org/10.33886/mj.v1i2.105.

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The contours of social exclusions are broad and varied. However, tackling exclusion is like policy creation. This study sought to bring out the progress on inclusive education by addressing policy elements in exclusions and inclusive as its main objective based on the scope in policy creationand implementation in higher education. The study used theories; Heutagogy of Stewart Hase (2000); or the self - determined learning as well as Herbert Simon’s social learning (1947) theory or the social discourse theory. The study design was explorative with case surveys from the global trends as a benchmark for its scope including Kenya using the content analysis of Salamanca conference on inclusive education and Education For All and expectations thereafter from the year 2015. The lessons have been derived from survey cases of countries benchmarked as a basis for policy analysis, planning, implementation and for adoption for other countries like Kenya.

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3

Ngolovoi, Mary. "Cost Sharing in Higher Education in Kenya." International Journal of Learning: Annual Review 12, no. 7 (2007): 65–70. http://dx.doi.org/10.18848/1447-9494/cgp/v14i07/45408.

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4

Eisemon, Thomas Owen. "Private initiatives in higher education in Kenya." Higher Education 24, no. 2 (1992): 157–75. http://dx.doi.org/10.1007/bf00129439.

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5

Rodrigues, A. J., C. A. Moturi, R. J. P. Scot, and W. Okelo-Odongo. "Informatics in Higher Education: Kenya Case Study." Higher Education Policy 6, no. 3 (1993): 41–49. http://dx.doi.org/10.1057/hep.1993.39.

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6

Pacheco, Ivan F., and Ane Turner Johnson. "Higher Education in Post-Conflict Conditions." International Higher Education, no. 74 (April 7, 2014): 8–9. http://dx.doi.org/10.6017/ihe.2014.74.5463.

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The connection between higher education and peacebuilding remains largely uncharted. This article explores how internal armed conflicts have affected higher education institutions in Colombia and Kenya and their ability to promote peacebuilding. Despite the differences in context and the evolution of the conflicts, in both countries the transformation efforts started during the conflict stage.

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7

Boit, John Mugun. "Socio-Economic Distribution and Higher Education Participation of Students in Kenya." International Journal of Education 7, no. 3 (2015): 49. http://dx.doi.org/10.5296/ije.v7i3.7971.

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<p>The disparity in higher education participation is a perverse problem in most developing<br />countries. The purpose of this study was to examine the socio-economic distribution of<br />students and higher education participation of students in Kenya from three dimensions:<br />students’ parents socio-economic backgrounds, parental occupational status, and parental<br />level of education. The survey sample compromising 581 respondents was selected from<br />three higher education institutions namely; a public university, a private university and a<br />polytechnic institution. Findings indicatethat despite the overall expansion towards mass<br />systems imbalances in participation based on student socio-economic background is a major<br />factor in Kenyan higher education institutions. The study reveals that higher education is<br />selective, not only in terms of type of secondary school students attended but across parental<br />traits such as father’s education and occupation. The economic capacity of parents is very<br />crucial in determining who can take advantage of the best available education provision and<br />how far a student goes up the education ladder. These findings further confirm the perverse<br />social selection and class bias in higher education institutions with students from lower<br />socioeconomic backgrounds less likely to participate in higher education as students from<br />middle and higher socioeconomic backgrounds. This makes higher education access in Kenya<br />to be highly inequitable. This disproportionate representationpresents a major challenge for<br />education policy. In order to achieve equity and enhance access to tertiary level education,<br />amongst all socio-economic groups, the government should seriously address disparities in<br />school outcomes, both at primary school level and between the various secondary school<br />types and barriers to access that are due to financial obstacles.</p>

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8

Wangenge‐Ouma, Gerald. "Globalisation and higher education funding policy shifts in Kenya." Journal of Higher Education Policy and Management 30, no. 3 (2008): 215–29. http://dx.doi.org/10.1080/13600800802155010.

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9

Ngolovoi, Mary S. "Financing Higher Education in Kenya: Student perceptions and experiences." Tertiary Education and Management 14, no. 2 (2008): 141–50. http://dx.doi.org/10.1080/13583880802053085.

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10

McCowan, Tristan. "Quality of higher education in Kenya: Addressing the conundrum." International Journal of Educational Development 60 (May 2018): 128–37. http://dx.doi.org/10.1016/j.ijedudev.2017.11.002.

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11

Rivers, Patrick A., John Kwame Rivers, and Vanessa Hazell. "Africa and Technology in Higher Education." International Journal for Innovation Education and Research 3, no. 5 (2015): 14–31. http://dx.doi.org/10.31686/ijier.vol3.iss5.354.

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Showing that technology in higher education in African countries is lagging behind the developed world and also that Internet connectivity is on the rise in African nations, this paper describes and analyzes trends in the use of ICTs as well as the impact that the shortage in technological use and capacity has on Africa, particularly that needed to address the changing demands within the higher education sector. Challenges to the proposed widespread implementation of technology exist, particularly because most institutions of higher education have very limited technological capacity and basic resources, such as electricity, equipment, and funding; brain drain, improper use of ICT, and the colonial mindset are also factors. It is suggested that ICT be integrated into education with a purpose and within the context of postcolonial theory and a critical pedagogy perspective. Key uses of ICT in education, including mobile technology, are access, support, and communication, making learning available to anyone anywhere and enhancing learning as an interactive process, with much potential for collaboration and problem-solving. Four salient components related to incorporating ICTs into higher education are discussed: (a) teacher education; (b) curriculum; (c) distance learning; and (d) educational policy, planning, and management. Examples of technological initiatives in higher education as well as recommendations are given. Ghana, Kenya, and Tanzania, representative of other African nations to varying degrees, are highlighted in regard to ICT infrastructure and its relevancy to higher education. It is concluded that African higher education has high potential for catching up in the technological race.

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Odhiambo, George. "Women and higher education leadership in Kenya: a critical analysis." Journal of Higher Education Policy and Management 33, no. 6 (2011): 667–78. http://dx.doi.org/10.1080/1360080x.2011.621192.

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13

ABDULRAHMAN, MANSWAB MAHSEN. "Higher Education Loans Board in Kenya from the Islamic Sharia Perspective." International Journal of Islamic Thought 12, no. 1 (2020): 34–42. http://dx.doi.org/10.24035/ijit.18.2020.179.

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Education loans were introduced in 1952 in Kenya under higher education loan fund board (HELF). The number of applicants increased consequently causing problems in provision of loans by the government; in this regard, the government introduced Students Loans Scheme (USLS), which was governed by the Ministry of Education. USLS noted problems in recovering matured loans from the beneficiary. To deal with this problem, in July 1995 the Government of Kenya through Parliament established the Higher Education Loans Board (HELB) to control the Student Loans Scheme. However, due to financial constraints, education loans do not cater for students studying abroad and those on self-sponsored programs. The scheme contains the element of interest which makes the product non sharia compliant, this is the research problem. Therefore, there is a need to seek an Islamic alternative model based on Islamic sharia. The research methodology to be applied in this study is the inductive and descriptive analysis methods. The Islamic alternative model are expected to help Muslims students to finance their higher education without destroying their faith, likewise HELB will continue funding education loan without hardship thus promoting financial system development and investment in human capital.

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14

Sitati, Dr Emmily M. "Quality Assurance in Higher Education. A case of legal education and training in Kenya." IOSR Journal of Humanities and Social Science 22, no. 06 (2017): 44–56. http://dx.doi.org/10.9790/0837-2206084456.

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Migosi, Joash A. "Gender Disparities at Higher Education in Kenya: A Case of Moi University." IRA International Journal of Education and Multidisciplinary Studies 12, no. 2 (2018): 30. http://dx.doi.org/10.21013/jems.v12.n2.p1.

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The purpose of this study was to understand the gender representation in higher education in Kenya, particularly at the Moi University in Eldoret, Kenya. The study was carried out in the 1995/96 academic year and focused on selected faculties and schools in regard to gender disparities in University enrolment at undergraduate level. Proportionate random sampling technique was employed in identifying the respondents to this study. The questionnaire and document analysis guide were the key instruments used in this study. For secondary data, the study used Document Analysis Guide which was used to collect data from the university authorities and the Ministry of Education Statistics Division and number of candidates who sat for Kenya Certificate for Secondary Education in the years 1990-93. Primary data was collected by questionnaires. The questionnaire return rate was 70%. This return rate was therefore considered sufficient to provide the required information. Data from the questionnaire and the Document Analysis Guide were analyzed using descriptive statistics. Gender representation data was analysed per faculty. Findings from the study indicated revealed that female student enrolment at Moi University is quite low compared to male enrolment. The most affected faculties are Wildlife Management and Technology and Forestry Resources represented by 6.38% and 13.4% respectively. Other Science based courses had at least more than 20% of the female student representation. Even in the arts based faculties, parity is far from being achieved. This calls for concerted efforts to increase the female student enrolment at the university level in Kenya particularly in the fields of Science and Technology.

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16

Odhiambo, George. "The challenges and future of public higher education leadership in Kenya." Journal of Higher Education Policy and Management 36, no. 2 (2014): 183–95. http://dx.doi.org/10.1080/1360080x.2014.884676.

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Odhiambo, George O. "Higher education quality in Kenya: a critical reflection of key challenges." Quality in Higher Education 17, no. 3 (2011): 299–315. http://dx.doi.org/10.1080/13538322.2011.614472.

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18

Wangenge-Ouma, Gerald. "Higher education marketisation and its discontents: the case of quality in Kenya." Higher Education 56, no. 4 (2007): 457–71. http://dx.doi.org/10.1007/s10734-007-9104-2.

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19

Odhiambo, George O. "Quality assurance for public higher education: context, strategies and challenges in Kenya." Higher Education Research & Development 33, no. 5 (2014): 978–91. http://dx.doi.org/10.1080/07294360.2014.890578.

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20

Ngolovoi, Mary S. "Cost Sharing in Higher Education in Kenya: Examining the Undesired Policy Outcomes." Higher Education Policy 23, no. 4 (2010): 515–29. http://dx.doi.org/10.1057/hep.2010.21.

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21

Munene, Ishmael. "New Reforms in Kenya." International Higher Education, no. 73 (March 17, 2015): 14–16. http://dx.doi.org/10.6017/ihe.2013.73.6110.

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Kenya has implemented a significant national reform of its higher education system in an effort to include both public and private higher education equally. Kenya's problems of rapid expansion, inadequate quality assurance, and declining quality are intended to be addressed.

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22

Arasa, Josephine Nyaboke, and Mike Calvert. "Negotiating professional identities in higher education in Kenya: dilemmas and priorities of faculty." Research in Post-Compulsory Education 18, no. 4 (2013): 402–14. http://dx.doi.org/10.1080/13596748.2013.847232.

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23

Hughes, Rees, and Kilemi Mwiria. "Kenyan Women, Higher Education and the Labour Market." Comparative Education 25, no. 2 (1989): 179–95. http://dx.doi.org/10.1080/0305006890250206.

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24

Mitoko, Newton Ochieng. "An Assessment of the Legal Framework Safeguarding Academic Staff: A Factor in the Declining Quality of Higher Education in Kenya." African Journal of Social Sciences and Humanities Research 4, no. 3 (2021): 44–55. http://dx.doi.org/10.52589/ajsshr-zom6pvek.

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A paper that seeks to investigate the legal framework safeguarding academic staff; whether or not, it has an impact on the declining quality of higher education in Kenya. Due to globalization and privatization of higher education, the field has been open to forces, which have seen institutions, become the centers of exploitation. Incidents in which university staff have threatened to strike or put down their tools have become the norm. Such situations have denied youth the right to access education. To remedy the foregoing problems, the parliament of Kenya enacted various legislation as part of reform efforts aimed at enhancing the efficiency, integrity and equity of Kenya's higher education system. Thus, purpose of the paper is to clearly analyze the legal framework and safeguards that relate to academic staff with the view to understand it's impact on Higher Education. Hence, quantitative research using a survey questionnaire to collect data from respondents was conducted. The end results of the study revealed that the current structured legal framework and safeguards for academic staff had a positive impact thus not a push factor in declining quality of higher education in Kenya.

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25

Odhiambo, George O. "Academic Brain Drain: Impact and Implications for Public Higher Education Quality in Kenya." Research in Comparative and International Education 8, no. 4 (2013): 510–23. http://dx.doi.org/10.2304/rcie.2013.8.4.510.

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26

Musamali, Kennedy, and Barbara N. Martin. "Comparing Higher Education Practices and Cultural Competences in Kenya and the United States." Higher Education Studies 6, no. 3 (2016): 127. http://dx.doi.org/10.5539/hes.v6n3p127.

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<p>Examined within this paper are effective leadership practices across two cultures. Specifically, this study examined the relationship between cultural competency and effective leadership practices in higher education institutions. A quantitative design was used to investigate and compare effective practices of educational leaders in two distinct cultures, Kenya and the United States. Kouzes and Posner’s (2002) conceptual framework was used to examine effective leadership practices while the cultural intelligence conceptual framework developed by Earley and Ang (2003) was utilized to assess the influence of culture on effective leadership. A significant correlation was found between effective leadership practices and cultural intelligence. The results have implication for leadership practices in higher education settings across cultures.</p>

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27

Sifuna, Daniel N. "A review of major obstacles to women's participation in higher education in Kenya." Research in Post-Compulsory Education 11, no. 1 (2006): 85–105. http://dx.doi.org/10.1080/13596740500507995.

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28

Oketch, Moses O. "Market Model of Financing Higher Education in Sub-Saharan Africa: Examples from Kenya." Higher Education Policy 16, no. 3 (2003): 313–32. http://dx.doi.org/10.1057/palgrave.hep.8300024.

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29

Munene, Ishmael I. "Our University: Ethnicity, Higher Education and the Quest for State Legitimacy in Kenya." Higher Education Policy 26, no. 1 (2012): 43–63. http://dx.doi.org/10.1057/hep.2012.18.

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30

Aseey, Anne A., and Agnes Anyango Andollo. "Electronic Mobile Devices, Transformative Pedagogy and Learning: Higher Education and Changing Times in Kenya." Journal of Educational and Social Research 9, no. 3 (2019): 54–61. http://dx.doi.org/10.2478/jesr-2019-0022.

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Abstract The Fourth Industrial requires new concepts and skills to be acquired by learners at various levels. This has led to a new breed of learners joining our education institutions at various levels with prerequisite knowledge on technology which can be harnessed for learning and teaching purposes. This scenario has generated a lot of interest and more research on how first the process of knowledge acquisition is changing. There is excited attention among researchers, educators, education commentators and stakeholders on this aspect of learning. The new generations of techno savvy leaners joining institutions are a challenge to the old pedagogy of teaching. These young generations are creating a digital gap between the old ways of teaching and learning to new approaches in education. The nature of the generation change needs to bring some reforms in education especially in higher education in Kenya where electronic mobile devices penetration has escalated for the last ten years. This research paper, highlights issues around use of electronic mobile devices for knowledge acquisition purposes which if well utilized can aid the education systems in most African Countries in terms of access, affordability, ease of use and leaners wide interaction and independent study. The old pedagogy of the teacher being the absolute source of information is being transformed by the use of an array of emerging devices like Smartphone, ipads, laptops and others which are readily available to the leaner’s. The study was carried out among undergraduate and postgraduate students at the University of Nairobi, Kenya between 2016 to 2018.The researchers found out that, electronic mobile devices are with the students for ease of use. The study also found out that, some of leaners in higher institutions of learning are not well informed on how to utilize the mobile devices for learning purposes hence most of the time they are used for other purposes not related to learning. In general, most countries in Africa have tried to invest on internet connectivity, ICT Infrastructure, capacity building among others structure which can also be leveraged for Education needs.

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Johnson, Ane Turner. "University Infrastructures for Peace in Africa: The Transformative Potential of Higher Education in Conflict Contexts." Journal of Transformative Education 17, no. 2 (2018): 173–94. http://dx.doi.org/10.1177/1541344618779561.

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The purpose of this article is to consider how higher education responds to conflict on campus and in the community. Moving beyond the victim/perpetrator paradigm prevalent in the literature on education in conflict contexts toward the transformative capacity of education, this research suggests that public universities may develop mechanisms that orient the institution toward capacity and consensus building—constructs associated with infrastructures for peace. Findings from comparative case studies conducted in Côte d’Ivoire and Kenya at two public universities demonstrate that both intentional and indirect policies were cultivated to contend with and possibly transform the conditions for localized conflict and begin to theorize university infrastructures for peace.

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32

John, Mugun Boit, and Cheruto Kipkoech Lydia. "Effects of democratizations of university education on quality of higher education in Kenya: A case of Moi University." International Journal of Educational Administration and Policy Studies 6, no. 1 (2014): 5–8. http://dx.doi.org/10.5897/ijeaps12.006.

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33

Sifuna, Daniel N. "Some reflections on the expansion and quality of higher education in public universities in Kenya." Research in Post-Compulsory Education 15, no. 4 (2010): 415–25. http://dx.doi.org/10.1080/13596748.2010.526803.

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34

Hughes, Rees. "Legitimation, Higher Education, and the Post‐colonial State: a comparative study of India and Kenya." Comparative Education 30, no. 3 (1994): 193–204. http://dx.doi.org/10.1080/0305006940300303.

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Akuno, Emily Achieng'. "Digilogue Zone: Indigenous and Contemporary Media and Technology in Higher Music Education in Kenya." Action, Criticism, and Theory for Music Education 17, no. 1 (2018): 81–96. http://dx.doi.org/10.22176/act17.1.81.

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36

Wanzala, Wycliffe. "Quest for Quality and Relevant Higher Education, Training and Learning in Kenya: an Overview." Education Journal 2, no. 2 (2013): 36. http://dx.doi.org/10.11648/j.edu.20130202.13.

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37

Moses Soita, Wekesa, and Kisilu M. Kitainge. "Dynamics of Inclusion Policy on Quality of Higher Education in Selected Universities, in Kenya." Journal of Advances in Education and Philosophy 5, no. 1 (2021): 22–26. http://dx.doi.org/10.36348/jaep.2021.v05i01.003.

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38

Kirui, Joseph K., and Hellen C. Sang. "Rethinking Quality and Relevance of University Education in Kenya." Education systems facing the challenges of covid-19 10, no. 16 (2020): 144–64. http://dx.doi.org/10.37870/joqie.v10i16.231.

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Many stakeholders have expressed concern about the many graduates from Kenyan universities who after qualifying, not only fail to get jobs but also fail to venture into alternative forms of engagement to earn their livelihood, a scenario that raises question as to the quality and relevance of University education they got. The concerns being raised calls for rethinking of the quality and relevance of university education in Kenya. This study, therefore, sought to investigate the propensity of university education in Kenya to inculcate entrepreneurial culture in graduates. The theory of planned behaviour formed the theoretical foundation of the study. The study adopted a triangular design approach where views relating to entrepreneurial culture were sought from final year students from one public and one private university. The study targeted 3146 final year students drawn from University of Kabianga, (2272) and Kabarak University (874). From this, a sample of 614 students proportionately distributed among the two universities was drawn. Entrepreneurial environment was found to be more or less the same in both private and public universities recording moderate score. However, public university scored slightly higher. In conclusion, there is no significant difference in the levels of preference for entrepreneurship when comparison is made between public and private universities in Kenya. Arising from the current finding, the study recommends provision of better entrepreneurial support system.

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39

Muyaka, Jafred, Violet Khalayi Wawire, and Ishmael Irungu Munene. "Internationalisation perspectives of Kenyan universities: A consideration of stakeholders’ understanding and motivations, and the implications for the provision of quality academic programmes." Research in Comparative and International Education 15, no. 2 (2020): 116–35. http://dx.doi.org/10.1177/1745499920910580.

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University administrators, academic staff and students are key agents of internationalisation of higher education, particularly at the institutional level. The growing volume of literature on internationalisation has looked at the role that these stakeholders play. However, few studies in Kenya have examined these stakeholders’ conception of the internationalisation process. The current study explored Kenyan universities’ understanding of the process of internationalisation and how their perceptions influenced the provision of quality academic programmes. The focus was on the conception of the process and the rationales pushing universities in Kenya to internationalise. The targets were the university administrators, academics and students in two public and two private universities in Kenya. The study used institutional theory as a theoretical framework in examining the implications of stakeholders’ understanding of the internationalisation process on the provision of quality academic programmes. The study noted a failure on the part of universities in Kenya to utilise internationalisation as a tool for improving the quality of their education. There was a lack of shared understanding of the process among the stakeholders. In both public and private universities, academic rationales were identified as the main reason for supporting the internationalisation process. The lack of a comprehensive and shared understanding of the internationalisation process among the institutional stakeholders in Kenyan universities had compromised their capacity to utilise the process to advance the quality of their academic programmes. The study recommends investment in training on internationalisation to ensure that there is clarity on what constitutes the process, its rationale and its underlying values within the unique context of Kenyan universities.

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40

Provini, Olivier. "Negotiating the marketization of higher education in East Africa: a comparative analysis of Tanzania and Kenya." Higher Education 77, no. 2 (2018): 323–42. http://dx.doi.org/10.1007/s10734-018-0277-7.

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41

Yanay, Hadas, and Juan Battle. "Refugee Higher Education & Participatory Action Research Methods: Lessons Learned From the Field." Radical Teacher 120 (August 18, 2021): 50–60. http://dx.doi.org/10.5195/rt.2021.883.

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Refugee access to higher education is devastatingly low. Recognizing the complex barriers facing refugee learners, global educational initiatives are innovating flexible learning models which promote blended online and in-person learning modalities. This article describes the implementation of a five month, online-based internship pilot offered to 21 refugee participants in qualitative and quantitative research methods, through a participatory action research (PAR) framework in five different countries -- Malawi, Kenya, South Africa, Rwanda, and Lebanon. The internship is part of the Global Education Movement (GEM), which brings refugees accredited online college degree and career development opportunities. Through direct engagement, observation of the internship and feedback from staff and participants, we highlight the ways in which the PAR model can serve as a dynamic learning approach to engage refugees in research practice and an evaluative tool of the GEM program. While the use of online learning presented several clear advantages, such as engaging multiple GEM sites simultaneously or insulating students from delayed studies due to the Coronavirus pandemic, it also revealed variations in student competencies across program sites. In this article, we review the GEM PAR internship, its lessons learned and propose recommendations for future programming.

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42

Warue, Beatrice, and Richard Ngali. "Structural Factors for Students’ Loans Recovery at the Higher Education Loans Board (HELB) of Kenya." British Journal of Economics, Management & Trade 13, no. 3 (2016): 1–31. http://dx.doi.org/10.9734/bjemt/2016/24892.

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43

Ramcilovic-Suominen, S., Y. Puentes Rodriguez, B. Kirongo, and S. Pitkänen. "Higher forestry education in Kenya: bridging the gap between educational training and job market competencies." International Forestry Review 18, no. 1 (2016): 56–67. http://dx.doi.org/10.1505/146554816818206096.

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44

Odhiambo, George. "Higher education in Kenya: an assessment of current responses to the imperative of widening access." Journal of Higher Education Policy and Management 38, no. 2 (2016): 196–211. http://dx.doi.org/10.1080/1360080x.2016.1150551.

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45

Matiang'i, Micah, Isaac Kibwage, Peter Ngatia, et al. "Improving access to higher education for frontline health professionals in Kenya through ‘blended e-learning’." African Journal of Midwifery and Women's Health 12, no. 2 (2018): 77–85. http://dx.doi.org/10.12968/ajmw.2018.12.2.77.

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46

Malechwanzi, J. Muthiani, Hong Shen, Caroline Mbeke, and Bob Adamson. "Policies of access and quality of higher education in China and Kenya: A comparative study." Cogent Education 3, no. 1 (2016): 1201990. http://dx.doi.org/10.1080/2331186x.2016.1201990.

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47

Munene, Ishmael I., and Wycliffe Otieno. "Changing the course: equity effects and institutional risk amid policy shift in higher education financing in Kenya." Higher Education 55, no. 4 (2007): 461–79. http://dx.doi.org/10.1007/s10734-007-9067-3.

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48

Omieno, Kelvin Kabeti, Franklin Wabwoba, and Nahason Matoke. "VIRTUAL REALITY IN EDUCATION: TRENDS AND ISSUES." INTERNATIONAL JOURNAL OF COMPUTERS & TECHNOLOGY 4, no. 1 (2013): 38–43. http://dx.doi.org/10.24297/ijct.v4i1a.3033.

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Computer-mediated learning is becoming an increasingly common form of education in institutions of higher learning (IHL). Many IHL in developing nations, such as Kenya, have greatly experienced an increase in demand for higher education.Â On the other hand, the ability to connect people with required sets of skills, regardless of their location in the world has been enabled by advances in information technology over the past 20 years. Use of virtual learning environment (VLE) has rapidly emerged as a very promising technology that will probably match the innovation of technologies such as multimedia/hypermedia. These VLEs have the potential to provide opportunities for active, flexible, and increasingly individualized learning experiences. It also explains virtual reality principle, describes the interactive educational environment, highlights the challenges higher education face in the traditional mode of delivery and discusses educational benefits of implementing virtual learning environments in IHL. The paper makes a number of recommendations for successful adoption of VLEs in higher education

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Bett, Harry Kipkemoi. "Are Kenyan lecturers motivated to teach?" Journal of Applied Research in Higher Education 12, no. 4 (2019): 599–607. http://dx.doi.org/10.1108/jarhe-08-2018-0164.

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Purpose The purpose of this paper is to provide a discussion on the overlooked side of motivation among Kenyan lecturers: the motivation to teach. Design/methodology/approach The paper is generally a review of the current status of lecturer motivation in Kenya in relation to their teaching and research. This has been done anchored on Herzberg’s two-factor theory. Findings While the general belief is that lecturers are more motivated to teach than to engage in research owing to immediacy of returns (from teaching), arguments are given showing that contextual factors may contribute to lecturer demotivation in their teaching. Practical implications There is need to increase the number of lecturers in higher education in Kenya so as to mitigate against the overwhelming workload affecting many faculty members. A balance between hygiene and motivators should also be borne in mind, especially in relation to teaching and research. Originality/value The general assumption in literature is that since many lecturers in Kenya are not engaging in research, they must be motivated to teach. This study, however, argues that many contextual challenges do not motivate lecturers in the country to teach.

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Gray, Kenneth R., and Sid Howard Credle. "Public Policy and the Management of Higher Education in Sub-Saharan Africa: The Case of Kenya." Journal of Marketing for Higher Education 7, no. 4 (1997): 49–59. http://dx.doi.org/10.1300/j050v07n04_04.

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