Relevant bibliographies by topics / Makerere University

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  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Makerere University'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Makerere University"

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Namuwonge, Winifred. "Experiences of International Graduate Students at Makerere University." East African Journal of Education Studies 7, no. 1 (January 26, 2024): 107–27. http://dx.doi.org/10.37284/eajes.7.1.1721.

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The enrollment of international graduate students is declining at Makerere University. Yet, Makerere aspires to be a research-led institution with an internationalization agenda. There is a need to increase the number of international graduate students as this would help Makerere University to realize its vision. This study, therefore, explored international graduate students' experiences at Makerere University, and the following objective guided it: to explore the experiences of international graduate students at Makerere University. The study was based on the interpretive worldview, subscribing to the transcendental phenomenology of Edmund Husserl, which states that those who have experienced a phenomenon can give it meaning. Eight international graduate students at Makerere University were interviewed, and they were selected from different academic disciplines, which were categorized according to Becher and Biglan's classification. Data were thematically analyzed, whereby two themes, namely non-academic experiences and academic experiences, emerged. It was therefore concluded that international graduate students at Makerere University had both positive and negative non-academic and academic experiences. This study recommends that Makerere University Management should strengthen measures that lead to positive experiences for international graduate students, such as the provision of financial resources, strengthening the operations of the International Office, organizing events for graduate students to facilitate their interactions with the domestic students, and putting in place peer mentors for new international graduate students to foster a sense of community. This study also recommends that the International Office work very closely with the Deans of Schools in the different colleges of Makerere University. This will improve their academic experiences and, ultimately, their numbers at Makerere University. Finally, the university management should strengthen and streamline the activities of the International Office at Makerere University
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Namuwonge, Winifred. "Support Services for International Graduate Students at Makerere University." East African Journal of Education Studies 7, no. 1 (January 16, 2024): 39–60. http://dx.doi.org/10.37284/eajes.7.1.1694.

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Makerere University is focused on being a research-led university, which necessitates it embrace an internationalisation agenda to fit into the global research network. There is a need to boost the number of international graduate students to help Makerere University realise her vision. This qualitative study explores how international graduate students are supported at Makerere University. The following objective guided it: to explore how international graduate students are supported at Makerere University. The study was anchored in the interpretivism world view, subscribing to the transcendental phenomenology of Edmund Husserl to uncover the support given to international graduate students. Eight international graduate students at Makerere University were interviewed and selected from different academic disciplines categorised according to Becher and Biglan's classification of academic disciplines. Both unstructured interviews and documentary check data generation strategies were used in this study. Data analysis followed a thematic approach whereby various forms of support were provided to international graduate students at Makerere University, and how it is provided was identified. It was concluded that those international graduate students received non-academic and academic support at Makerere University. This study recommends that Makerere University Management provide financial, human, and physical resources to the International Office as ways of facilitating international graduate students to complete their study programs and attracting many more to join the University. The International Office may work with the Office of the Dean of Students to organise events for graduate students to facilitate interactions between international and domestic students, and they may also put in place peer mentors for new international graduate students to foster a sense of community. This study recommends that the International Office work very closely with the schools in the different Colleges of Makerere University, especially establishing a desk officer in each of the Dean's Office to handle issues of international students as this may improve their numbers at Makerere University. Finally, the university management should strengthen and streamline the activities of the International Office at Makerere University
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Shullenberger, Bonnie, and William Shullenberger. "The Resurrection of Makerere University." Journal of Blacks in Higher Education, no. 25 (1999): 135. http://dx.doi.org/10.2307/2999415.

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Elisam Magara. "Financing a Public University: Strategic Directions for Makerere University in Uganda." Journal of Higher Education in Africa 7, no. 3 (October 30, 2009): 61–86. http://dx.doi.org/10.57054/jhea.v7i3.1595.

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Public universities all over the world are continually facing challenges arising from increasing expectations from government and the public for universities to serve the broader needs of society. This has impacted the universities’ ability to offer their core functions of teaching and learning, research and outreach. This paper reviews the current resource allocation models, reforms and developments of higher education in Uganda. Despite the available options of funding strategies (donor contributions, government support and the Appropriation in Aid [AIA]), Makerere University still faces the dilemma of unfinished business. It was thus established that the block allocation model currently used by Makerere University, which is based on fixed percentages to units, has led to a lack of co-ordination of services in the university. This has led to the difficulty in supporting university-wide services. This paper attempts, therefore, to provide strategic directions for Makerere University in ensuring effective resource allocation and prioritisation of the University budget in accordance with its core functions. The paper does so by suggesting restructuring from the current percentage- based budgeting to activity-based budgeting and expenditure allocation where the budgets clearly outline the activities expected in the various units for the financial year.
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Tushabe, Monica, Mahadih Kyambade, Gerald Kalisa, and Felister Birungi. "Work-life Balance, Gender Role Beliefs, Gender Participation and Women's Representation in Leadership Positions in Public Universities: A Case of Makerere University." Asian Research Journal of Arts & Social Sciences 21, no. 4 (November 11, 2023): 9–21. http://dx.doi.org/10.9734/arjass/2023/v21i4488.

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The purpose of the study was to determine the relationship between work-life balance, gender role beliefs, gender participation, and women's representation in leadership positions in public universities in Uganda. 280 staff from Makerere University responded to the study. A cross-sectional study survey was adopted which involved descriptive, correlation, and regression approaches. The findings of this study revealed work-life balance, gender role beliefs, and gender participation significantly and positively influence women's representation in leadership positions at Makerere University in Uganda. Women who take on more leadership roles at Makerere University have to realize work-life balance. Women have to be given equal opportunity to participate in all university activities with support accorded to them just as the case is, with male employees. They should be supported to take on leadership roles and higher academic qualifications just as their male counterparts. The results show that among other driving forces to venture into leadership positions, achieving work-life balance is one of the most significant ones. Lack of ample time, gender stereotypes, social and cultural norms as well and family responsibilities are the greatest hindrances women face in achieving balance hence hindering their representation in leadership positions in Makerere University. This study shows how women's representation in leadership positions can be improved by family, domestic, and work-related factors.
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Mills, David. "Life on the Hill: Students and the Social History of Makerere." Africa 76, no. 2 (May 2006): 247–66. http://dx.doi.org/10.3366/afr.2006.76.2.247.

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AbstractHow will history judge British late-colonial efforts to export its model of higher education to Africa? In this article I challenge any simple interpretation of the ‘Asquith Commission’ university colleges – such as Makerere or University College Ibadan – as alien impositions or colonial intellectual ‘hothouses’. Focusing on Makerere University in Uganda, and drawing on a variety of archival and personal sources, I show how its students and faculty engaged in an ambivalent recreation and subversion of the Western idea of the university and its foundational discourses. I suggest that the institution offered a space to question and debate the purpose of an African university education. Students and staff made use of their limited political autonomy to challenge and rework the colonial hierarchies of race and culture. As a result, Makerere remained an influential forum for intellectual debate, cultural expression and social critique until the mid-1970s. Whilst this legacy is made less visible by the subsequent years of political crisis, underfunding and expansion in student numbers, it remains an important historical legacy from which to rethink the future of African universities.
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Cook, Daniel J. "Makerere University Main Library: a status report." African Research & Documentation 80 (1999): 27–29. http://dx.doi.org/10.1017/s0305862x00014709.

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Sicherman, Carol. "Building an African Department of History at Makerere, 1950–1972." History in Africa 30 (2003): 253–82. http://dx.doi.org/10.1017/s0361541300003247.

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Once upon a time, in the euphoric 1960s, a new generation of historians of Africa undertook to write the history of Africa and Africans through the ages, overturning previous Western suppositions that Africa had no precolonial history worth investigating. As J.D. Hargreaves has written, they were “excited by the challenge to apply their craft to the continent which Hegel had judged ‘no historical part of the world’.” Among the explorers of the largely unmapped territories of prccoloniai history were members of the Makerere Department of History and their students, many of whom were to become professional historians. This essay sketches the construction of a modern Department of History at Makerere, a task requiring a new curriculum and a new staff.Makerere began in 1922 as a government technical school for Africans. Courses in medicine and teacher training soon replaced the original more “vocational” instruction in carpentry, surveying, mechanics, and the like. The next several decades saw an evolution into a “higher college,” preparing students from all over East Africa for examinations leading to university degrees. By the late 1930s, a top-level commission recommended fulfilment of an early forecast that Makerere would one day become a university college. In the meantime, as World War II put off any substantial changes, it loomed ever greater as the legendary “mountain” that only the best could ascend. In 1950, finally fulfilling the forecast, Makerere joined in a Special Relationship with the University of London to become the University College of East Africa.
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Mukisa, Elizabeth Juliet, Joseph Kimoga, and Gyaviira Genza Musoke. "PRACTICES OF MANAGING STUDENTS’ SOCIO-ECONOMIC STATUS FOR ACHIEVEMENT OF EDUCATIONAL GOALS IN MAKERERE UNIVERSITY (UGANDA)." International Journal of Psychology 6, no. 1 (January 14, 2021): 1–16. http://dx.doi.org/10.47604/ijp.1196.

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Purpose: Prompted by persistent complaints from different stakeholders in regard to the problem of managing diversity of student socio-economic status in Makerere University, the study set out to examine the factors that enable or disable the students from Low Socio-Economic Status (LSES) backgrounds from achieving their educational goals at Makerere University (Uganda). Methodology: The study drew on social justice literature to stimulate debate on why and how such LSES students can be supported to achieve their educational goals. The study adopted a cross-sectional survey design, which was approached from a mixed research paradigm where both qualitative and quantitative data were collected from 410 Makerere University students. Using closed-ended questionnaires and focused interview guides Findings: The study discovered that management practices like financial and material resources mobilization for the underprivileged were absent. It was therefore concluded that practices on socio-economic diversity reflected absence of recognitive and distributive equity. Unique contribution to theory, practice and policy: The study’s major contribution lies in the provision of knowledge on up-to-date policies and practices of managing student SES diversity to enable students of a LSES background to achieve their educational goals.
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Summers, Carol. "Becoming an African University: Makerere 1922-2000 (review)." Africa Today 52, no. 2 (2005): 94–95. http://dx.doi.org/10.1353/at.2006.0019.

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Dissertations / Theses on the topic "Makerere University"

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Niwagaba, Lillian Katono Butungi. "Shifting Paradigms, Changing Fortunes: Fundraising at Makerere University." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc177235/.

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Fundraising for higher education is a recent phenomenon in Uganda where the government has supported education for decades. Recent structural adjustment and liberalization policies mandated by the World Bank and the IMF and internal financial exigencies have necessitated funding diversification in higher education in Uganda and increased the need for private financial support. In developed countries like the United States, Canada, and increasingly, the United Kingdom, private support from alumni, individuals, corporations, and other stakeholders is a key component of higher education funding. This study used qualitative methodology and a holistic case study research design to explore the fundraising function at Makerere University. Tierney's organizational culture conceptual framework was used and data were collected through semi-structured interviews, an alumni questionnaire, document analysis, and observations. The findings include a governance and management structure that does not adequately support the fundraising function, strategies that are adapted to suit the Ugandan cultural context, perceptions of corruption and lack of transparency; and internal conflicts that limit communication and damage the image of the institution. The findings show that Makerere University is not strategically capitalizing on its position as the oldest and largest public university in Uganda and the region to mobilize private support. Reforms addressing the issues and seeking to enhance student and alumni experiences are contributing to fundraising success in various units. The reform efforts include transitioning to a collegiate system, procuring enterprise- wide financial and student services systems, faculty and staff sensitization, outreach and community engagement. The focus on the vision, mission and operationalizing the strategic plan presents an opportunity to dialogue with stakeholders and resonates with potential donors. The findings highlight a renewed spirit of resourcefulness that leverages old paradigms to integrate economic, cultural and social contexts to proffer innovative models of funding diversification.
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Mugenyi, Anita. "How ICT Impacts the Research Environment : A case study of Makerere University." Thesis, Uppsala universitet, Avdelningen för visuell information och interaktion, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-448235.

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In 2000 SIDA began a research cooperation with Makerere University in Uganda after it was found to be the centre of research activity in the country. The lack of Information and Communication Technology, ICT, was pointed out as a factor to the weak research and training and by adding the presence of ICT facilities, it was believed that the research environment could be improved drastically. The purpose of this study was to examine how the usage of ICT at Makerere University in Uganda has impacted the research environment and what role the SIDA funded Directorate of ICT Support, DICTS, has played as well as provide suggestions to how to continue to improve the research environment with the use of ICT.  The ICT resources available to students and staff identified in this study at the university are provided in the form of desktops, laptops, wired and wireless internet, several web-based applications and an e-learning application. Furthermore, the students and staff also use personal phones, smartphones, tablets as well as computers and laptops to communicate, access and interact with the school provided ICT resources. The ICT training given by DICTS has been well received by those who participate but results show that the participants want more sessions and training for themselves and for their fellow colleagues.
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Siminyu, S. N. "Open educational resources utilisation among learners at Makerere University : a mixed methods study." Thesis, University of Liverpool, 2017. http://livrepository.liverpool.ac.uk/3011840/.

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Considering the challenges facing higher education world over, sponsors of the premier Open Educational Resources expected developing nations in Sub-Saharan Africa to benefit from the social, financial, legal, and technological freedoms proffered by this innovation. However, this expectation has not materialised, thus raising the following questions: What drives and/or hinders Open Educational Resources utilisation by learners at Makerere University (in Uganda)? And how does Legitimate Peripheral Practice enable learners to move (or fail to move) from the periphery and towards the core of the Community of Open Educational Resources Practice? I employed Situated Learning theoretical lenses to assess the interaction between the learner and environmental, organisational and personal factors influencing Open Educational Resources adoption. Data was collected through a survey and interviews. While the survey data were analysed to derive simple descriptive statistics indicating the extent of Open Educational Resources use by learners, the interview data were analysed thematically to explain the ‘how’ and ‘why’ of learner behaviour towards Open Educational Resources. The study established that personal agency exercised through Communities of Open Educational Resources Practice enabled learners to take advantage of the contextual enablers and circumvent barriers to adoption. Extrinsic motivators for engagement included assessment requirements, project requirements, and out-of-class interests. Others were: learner awareness of, involvement with, and frequent use of Open Educational Resources, engagement in Communities of Practice, teachers’ influence, and social capital. Within the Communities of Practice, students learned to handle the deficient Information and Communication Technology infrastructure and equipment, lack of requisite skills, lack of clarity on copyright issues, and defective institutional policies and practices. Those who failed to engage with Communities of Open Educational Resources Practice fared poorly. The study recommends the flagging of Open Educational Practices in the strategic and operational plans of Makerere and letting it guide future investment decisions; reviewing relevant policies to cater for open licensing; creating a conducive environment for emergence of Communities of Open Educational Resources Practice; encouraging regular learner utilisation of local and global Open Educational Resources; and making Open Educational Resources a regular feature of learner orientation, staff induction and Continuous Professional Development programmes. The study proposes deepening the Open Educational Resources research agenda by making the assessment of Open Educational Practices at Makerere an ongoing concern.
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Mugume, Taabo. "Student politics and multiparty politics in Uganda : a case study of Makerere University." University of the Western Cape, 2015. http://hdl.handle.net/11394/4726.

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Magister Administrationis - MAdmin
The study of student politics in Africa has evolved in the last decade from a focus on non-institutionalised student activism and student movements to institutionalised student political participation in institutions of higher education. Thus it followed a development route in which student leadership had to find new ways in which to organise their movements in institutional, national and continental political organisations to influence policy and remain relevant in students’ lives. Since this study focuses on one particular dimension of this change, the study seeks to understand the relationship between student leaders in Makerere University, Kampala, and political parties in Uganda. The specific focus of the study is on highlighting the reasons for establishing and maintaining the relationship; the arrangements necessary for the relationship to exist, and how the relationship impacts on the ability of student leaders to represent students’ interests. Following an analysis of the relevant literature in line with the topic, it was decided that a mixed methods approach would be suitable for the study. Hence in-depth interviews were conducted with student leaders and leaders of national political parties and an online survey targeting all undergraduate students at Makerere University was done (as part of a larger study). Theoretically, the study adopted a framework originally proposed by Schmitter and Streeck (1999), and adapted it to study the relationship between student leaders and political parties, drawing also on the insights of studies that had previously used adaptations of the same framework to study student leadership in other contexts. The study found a continuing historical relationship between student leaders of Makerere University and political parties in Uganda. It found that a significant number of students are members of a political party, whereby student leaders are most likely not only to be ordinary party members, but party leaders. Political parties use the student guild elections to recruit new members. As part of being members of a political party, student leaders tend to be more influential in weak political parties, in contrast to a ruling party which is more influential in student politics given its ability to provide access to government resources. Moreover, the relationship is such that student leaders from Makerere University are most likely to end up in powerful political positions in the country (e.g. Byaruhanga, 2006; Mugume and Katusiimeh, 2014); this situation corresponds to the reasons that student leaders give for establishing relationships with political parties in the first place, as most student leaders have future political ambitions. The most influential organisations in student politics appear to be political parties, followed by cultural groups on campus. The study also highlights weaknesses in formal institutional governance structures given that student leaders believe their problems are better addressed in personal networks with members of university management staff than through the committee system. The relationship between student leaders and political parties generally leads to positive developments such as student leadership training in democratic politics; consequently they are even able to satisfy their personal interests in the process. It is further argued that students who are not in leadership positions mostly gain indirectly from the benefits that student leaders may derive from their relationship with political parties. For example, student leaders may govern their organisation better. However the evidence also strongly shows that such indirect gains are highly compromised in cases where student leaders have future political ambitions, as they may sacrifice the students’ interests in order to maintain their good reputation in the party. Since most student leaders aspire to be politicians in future, the study concludes by acknowledging that the relationship between student leaders and political parties has some positive consequences to students not involved in leadership, but they are outweighed by negative consequences. Hence it is argued in the conclusion that, taking into account the scope of this study, the relationship is largely a distraction to the student leaders rather than assisting them in enhancing their ability to represent students’ concerns.
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Nabbosa, Racheal. "Assessing the use of journals and formats preferred by postgraduate students of Makerere University." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/62107.

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Academic libraries are focused towards effective information provision that is necessary for teaching, learning and research. Makerere University Library (Maklib) is no exception as it has strategies towards effective provision of information resources. Journals are some of the resources that are provided by the library to support teaching, learning and research and they are provided in two formats: namely, the electronic format and the print format. This research attempted to investigate whether postgraduate students use these journals and the formats they prefer to access. Research was conducted involving 114 postgraduate students using questionnaires as the data collection tool. Qualitative data was collected, analysed using Google Forms and presented in graphs, tables and text. Findings revealed that most postgraduate students are aware of the existence of journals provided by the library although some expressed a lack of awareness. Further still they use the journals provided and most of them have preference for the electronic format of journals. However it was also revealed that access was hindered by several factors such as long procedures to access the library. Recommendations that need to be adopted by Maklib are also discussed such as increasing on awareness campaigns, continuous training of students and staff and providing the necessary infrastructure to enhance access to the journals.
Mini Dissertation (MIT)--University of Pretoria, 2015.
Information Science
MIT
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Sager, Charlotte, and Karin Walterson. "På väg mot en elektronisk era : En fallstudie av automatiseringen på Makerere University Library, Kampala, Uganda." Thesis, Högskolan i Borås, Institutionen Biblioteks- och informationsvetenskap / Bibliotekshögskolan, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-17917.

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This thesis is a case study which describes the automation of a university library in Sub-Saharan Africa. The aim of the case study is, firstly; to find out which actors and factors have started and influenced the automation and the implementation of ICT at Makerere University Library in Kampala, Uganda. Secondly; it also discusses if the automation has changed the librarys condition. The empirical material consists of fifteen interviews with librarians and students. The empirical material itself has functioned as a base when discerning the analytical themes. The analysis has been done with the help from the theoretical frame and from literature about automation of library services, with focus on the developing world. The discussion is based on the two research questions. The results show that the librarians and the donor society were the most important influences starting the automation. The technology has changed the condition of the library and the librarians have to face new tasks and working routines. There is an OPAC available in the library and computer labs with Internet access. The access of information has improved, although the most important thing for the automation to be successful is student training.
Uppsatsnivå: D
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Ilako, Caroline. "The use of mobile technologies for mobile service delivery at Makerere University Library : a pilot study." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/51907.

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Current trends in libraries require that students are able to access information and services beyond library buildings. Makerere University Library (Maklib) faces a number of challenges with regard to online and remote access to library resources and services. One possible solution to this problem lies in the use of mobile technologies. This study attempted to investigate how mobile technologies can be used to provide mobile-based library services at Makerere University library. A pilot study was conducted involving 31 postgraduate and 37 undergraduate students using questionnaires as the data collection tool. Qualitative data was collected and analyzed using Google Drive and was presented in form of text and graphs. Findings indicate that majority of Makerere University students own mobile phones that are internet enabled and those who do not own them have expressed interest in acquiring them in order to stay abreast with new technology. Although students owned internet enabled phones, they mainly used these devices to make and receive calls, and access different kinds of information ranging from news, social media to academic information. The services that students wanted to access using their mobile devices were: search the catalogue, request an e-book, request an item, chat with a librarian, view library news, access subject guides, search the library database, view library opening hours, View library contact information, Quick response, renew library items, book study group rooms, text messaging, book computer labs and view library map. There are also various resources that students expressed interest in and these include: Google searches, Google scholar, e-books, reference materials and e-journals. Convenience, flexibility, time saving, affordability are some of the reasons for acceptability of Mobile library services and resources. The majority of the respondents were positive about the implementation of the mobile services at Maklib however, some of the challenges mentioned by students include high cost of the devices and the ability to access internet services while in office. The study concludes that:  Mobile technology awareness is rapidly increasing among Ugandans especially students in higher education such as those at Makerere University.  Ownership of mobile devices is widespread among both the postgraduate and undergraduate students.  Both postgraduate and undergraduate students expressed their interest in accessing mobile library services and resources. Recommendations that ought to be adopted by Maklib and any other academic library willing to implement mobile library services are discussed.
Mini Dissertation (MIT)--University of Pretoria, 2013.
Information Science
Dissertation (MIT)--University of Pretoria, 2013.
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Sutherland, Carla. "Equity, efficiency and sustainability in higher education in sub-Saharan Africa : a case study of Makerere University, Uganda." Thesis, London School of Economics and Political Science (University of London), 2003. http://etheses.lse.ac.uk/2885/.

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The World Bank is one of the most dominant influences in higher education policy in Sub Saharan Africa. Throughout the 1990s, the Bank consistently asserted that a reduced role of the state in providing and organising educational services, and a greater reliance on pricing systems in the allocation of those services would have a positive effect on both equity and efficiency in higher education. Critics of this approach countered that the Bank's neo-liberal framework was inappropriate to the provision of a public good such as education and that, in particular, the introduction of user charges was risky, inequitable and inefficient. This thesis explores these claims and counterclaims through an exploratory case-study of Makerere University (Uganda). Its particular focus is on the introduction of a series of cost-sharing measures, most notably the acceptance of 'privately sponsored students' to the University from the mid-1990s onwards. The thesis examines what impact these initiatives have had on questions of equity and efficiency within the institution, while also interrogating their sustainability. Using a series of semi-structured interviews with senior university and government officials, as well as official university documents and World Bank reports, the major changes to student financing at Makerere are studied and described. The impact that the changes have had on the question of efficiency, equity and sustainability are analysed, using both qualitative and quantitative research methods, including a series of semi-structured interviews with senior academics and administrators; focus discussion groups with students; and a student survey (n 1,030). It is demonstrated that the major effect of the changes to student financing has been the rapid increase of students being able to come to Makerere, as well as the associated increase in resources which these students have brought with them to the institution. It is argued that the injection of new resources has positively affected the efficiency of the university, but that increasing concerns are being raised about equity, as the poor are disproportionately excluded from the opportunities offered by the new funding approach. It is suggested further that the heavy reliance on extended family networks for financing ultimately raises questions about the sustainability of the new programmes. Much of the debate over the financing of higher education has been underpinned by the concern that the way in which a higher education system receives funding has a powerful influence in determining what it does - in particular the impact that a shift away from public funding will have on the sector's contribution to national development. It is concluded here that that the way in which the debate over the financing of higher education is currently constructed encourages an overly economistic view of the sector and its role. It is argued that higher education is especially unsuited to this role. The case study demonstrates that currently there is less to be gained from being dogmatic about the role of either the state or the market, than a greater acceptance that failures of either can result in distorted development. Policy implications point towards a greater understanding of the need to identify what is the most appropriate role for each to play to complement one another in a given context. This is needed so that a particular mix is not at the expense of either equity or efficiency, and to ensure that mix remains sustainable.
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Ssebulime, Joseph. "The role academic libraries could play in developing research data management services : a case of Makerere University Library." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/74961.

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Research data management (RDM) focuses on the organization and description of data, from its entry to the research cycle through to the dissemination and archiving of valuable results. RDM entails storage, security, preservation, compliance, quality, sharing and jurisdiction. In the academic world, RDM can support the research process by searching for relevant data, storing data, describing data and advising researchers on good RDM practice. This study focused on developing RDM services. The aim of the study was to establish the role Makerere University Library could play in developing RDM Services. A number of questions were formulated to guide the researcher in finding answers to the research questions. A literature review, based on the research sub-questions, was carried out. The review covered the concept of RDM, academic libraries and their RDM practices, various RDM services in academic libraries, RDM services that require sustainability and how current researchers, in general, manage their data. The research undertaken took a qualitative approach with a case study design. This was due to the need to gather in-depth and comprehensive views and experiences regarding RDM at Makerere University. A purposive sampling technique was used to identify researchers who are actively involved in managing research data at Makerere University. Data were collected using semi structured interviews, from eight participants; one from each college. The participants were selected because of their knowledge about RDM and semi-structured interviews were preferred due to their flexibility. An interview schedule was used as the data collection instrument. Data was transcribed into Microsoft Word for easy analysis. Findings that addressed the research question and sub-questions were presented and interpreted in chapter four and conclusions as well as recommendations were discussed in detail in chapter five of this research report. In summary it is possible to say that although researchers, from across the entire university, generate big volumes of research data it appears that researchers themselves manage, control and store their data making use of different removable devices. This is risky. So there is a need to develop RDM skills for all stakeholders. It does appear though that the researchers at Makerere University would be willing the support of RDM services if these are developed by the library.
Mini Dissertation (MIT)--University of Pretoria, 2017.
Carnegie Corporation of New York
Information Science
MIT
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Okumu, Tito Oyana. "The role of ICTs' in field supervision of undergraduate students at Makerere University: an activity theory system perspective." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/14010.

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This research investigates how Information and Communication Technologies (ICT) tools mediate in field supervision of undergraduate students. The research used Activity Theory systems to show that good supervisory practices lead to expansive learning. The study conducted over a two year period of eight weeks each, focussed on nine supervisors, students and administrators in the international programme (summer for the Western Countries) is organised by the College of Veterinary Medicine and Bio-Security of Makerere University. The students undertake field attachment and are supervised using various ICT tools. The research used qualitative methods and was grounded in Activity Theory. Data was collected through interviews, their participation and discussion in the Learning Management Systems (LMS) and the social media network (Facebook & Diigo) and through various feedback reports either from the supervisors or from the students to collect as much information as possible so as to understand the role ICT plays in this process. The research found that while ICT tools mediate in field supervision of undergraduate students through aggregation of multiple experiences and by providing a virtual proximity in the supervisory process. It also found that there are barriers in its usage which need to be addressed when doing so. These included; internet access and availability as key, power outages, and technical knowhow were also mentioned. The research further found that lack of adequate ICT tools to be used in the field, skills and at times failure to credit the source of content hindered its effectiveness. This inevitably creates lack of consistence in the way they are used. The research, therefore, concludes that there is need for a holistic approach to address the problem of barriers and usage so as to have a comprehensive implementation plan for the use of ICT in the supervisory process. This will assist supervisors in integrating them in their practice.
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Books on the topic "Makerere University"

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Uganda. Visitation Committee to Makerere University. Report of the Visitation Committee to Makerere University. [Kampala]: The Committee, 1987.

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Kakooza, Teresa. A report of the C.C.E. seminar held at Mubende Parish Hall from 28th to 30th October, 1987. [Kampala, Uganda]: Makerere University, Centre for Continuing Education, 1987.

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Kakooza, Teresa. A report of the seminar on "Adult Education and Rural Development" held at the C.C.E. Office, Kabale, 25-27 November 1987. [Kampala, Uganda]: Makerere University, Centre for Continuing Education, 1987.

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Kakooza, Teresa. A report of the Seminar on Adult Education and Integrated Rural Development held at the Medical Assistants' Training School in Kabarole from 18th-20th November, 1987. [Kampala, Uganda]: Makerere University, Centre for Continuing Education, 1987.

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Musisi, Nakanyike. Makerere University in transition 1993-2000: Opportunities & challenges. Oxford: James Currey, 2003.

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Kasente, Deborah. Popularising gender: A case study of Makerere University. Nairobi, Kenya: Forum for African Women Educationalists, 2001.

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(Uganda), Institute of Statistics and Applied Economics. Institute of Statistics and Applied Economics, Makerere University, Kampala. [Kampala, Uganda]: The Institute, 1990.

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Makerere University. Gender Mainstreaming Division., ed. Situation analysis of the gender terrain at Makerere University. Kampala: Fountain Publishers on behalf of Gender Mainstreaming Division, Office of the Academic Registrar, Makerere University, 2007.

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Makerere Institute of Social Research, ed. Getting the question right: Interdisciplinary explorations at Makerere University. Kampala: Makerere Institute of Social Research (MISR), Makere University, 2013.

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Uganda. Visitation Committee to Makerere University., ed. Report, Dec. 1990-Jan. 1991. [Kampala]: The Committee, 1991.

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Book chapters on the topic "Makerere University"

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Kabonesa, Consolata, Ruth Nsibirano, and Euzobia Mugisha Baine. "Makerere University, Uganda." In The Experience of Examining the PhD, 81–102. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003248569-9.

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Nabushawo, Harriet M., Paul B. Muyinda, Ghislain M. N. Isabwe, Andreas Prinz, and Godfrey Mayende. "Improving Online Interaction Among Blended Distance Learners at Makerere University." In Advances in Intelligent Systems and Computing, 63–69. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-73210-7_8.

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Bisaso, Ronald. "Makerere University as a Flagship Institution: Sustaining the Quest for Relevance." In Flagship Universities in Africa, 425–66. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-49403-6_11.

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Kanyesigye, E. K., R. Basiraha, A. Ampaire, G. Wabwire, J. B. Waniaye, S. Muchuro, and E. Nkangi. "Prevalence of smoking among medical students at Makerere University, Kampala, Uganda." In Tobacco: The Growing Epidemic, 924–26. London: Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-0769-9_421.

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Amutuhaire, Tibelius. "Higher Education and a Response to HIV/AIDS in Makerere University, Uganda." In Internationalisation of African Higher Education, 133–49. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-311-9_8.

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Mukiibi, Stephen. "Case Method as a Way of Teaching Architecture at Makerere University, Uganda." In Planning and the Case Study Method in Africa, 179–201. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137307958_8.

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Kisige, Abdu, and Peter Neema-Abooki. "Internal stakeholder perception of the quality of teacher educators at Makerere University." In Quality Assurance in Higher Education in Eastern and Southern Africa, 46–53. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003141235-6.

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Gustiené, Prima. "Visualization for Open Access – A Case Study of Karlstad University and the University of Makerere in Uganda." In Communications in Computer and Information Science, 187–97. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99972-2_15.

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Ojiambo, Peter O., and Margaret W. Njeru. "The Influence of Pioneer Schools and Makerere University on Kenya’s Post-Colonial Development." In The Palgrave Handbook of Kenyan History, 187–97. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-09487-3_16.

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Ssekamatte, David, Karsten Speck, and Bernd Siebenhüner. "The Challenges and Opportunities for Climate Change Education at Makerere University in Kampala Uganda." In Sustainable Development in Africa, 201–19. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74693-3_12.

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Conference papers on the topic "Makerere University"

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Reichert, William, and Robert Ssekitoleko. "DUKE UNIVERSITY - MAKERERE UNIVERSITY BIOMEDICAL ENGINEERING PARTNERSHIP." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0066.

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Otiti, Tom. "Makerere University solar energy physics group: planned research activities." In Optical Materials Technology for Energy Efficiency and Solar Energy, edited by Anne Hugot-Le Goff, Claes-Goeran Granqvist, and Carl M. Lampert. SPIE, 1992. http://dx.doi.org/10.1117/12.130527.

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Muyanja, A., P. I. Musasizi, L. E. Tibatemwa, and E. F. Muwanga. "Development and piloting of Online Student Evaluation of Teaching at Makerere University." In 2012 International Conference on Technology Enhanced Education (ICTEE). IEEE, 2012. http://dx.doi.org/10.1109/ictee.2012.6208629.

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Balyesiima, M. "The significance of Technical Collaboration Between Makerere University, Oil Companies, the Government and other Universities." In Second EAGE Eastern Africa Petroleum Geoscience Forum. Netherlands: EAGE Publications BV, 2016. http://dx.doi.org/10.3997/2214-4609.201602377.

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"Longitudinal Analysis of the Differences in Performances of Telecommunications and Electrical Engineering Students of Makerere University." In 2nd International Conference on Advances in Engineering Sciences and Applied Mathematics. International Institute of Engineers, 2014. http://dx.doi.org/10.15242/iie.e0514067.

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"Longitudinal Analysis of Performances of Beneficiaries of Affirmative Action Policy in Higher Education: A Case of Female Engineering Students of Makerere University in Uganda." In 2nd International Conference on Advances in Engineering Sciences and Applied Mathematics. International Institute of Engineers, 2014. http://dx.doi.org/10.15242/iie.e0514068.

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Sikoyo, Namarome, Betty Ezati, Dianah Nampijja, Micheal Walimbwa, Daniel Okot, Joyce Ayikoru, Godfrey Onyait, and Ronald Luyima. "nlocking Potential for Enhanced Teaching and Learning of Students with Visual Impairment in Uganda’s Public Universities: the Role of Assistive Technologies." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7483.

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Enrolment of students with visual impairment (SVI) in Uganda’s universities is increasing amidst limited awareness and capacity of educators to effectively support their learning despite the existence of policies aimed at improving their learning. Makerere University in partnership with Kyambogo University; the National Council for Higher Education and the Uganda National Association of the Blind is implementing a project to address the staff capacity constraints to support SVI in two public universities. // The goal of the project is to build capacity in public universities to provide an inclusive teaching and learning environment for the SVI through effective usage of assistive technologies. The project adopted a combination of a qualitative interpretivist and Design Based Research to analyze the contexts in which public universities provide education to SVI; and secondly, to train staff and SVI in using selected assistive technologies to support the teaching and learning of SVI. A Situational analysis was conducted from three public universities with a sample of 29 students with visual impairment, 17 teaching staff, 09 academic leaders (Dean and Heads of department) and 18 administrative staff. // A three-week blended learning training was developed based on the data from the situational analysis and offered to 40 staff members from two universities. The trained staff are implementing action points from the training in their practices. SVIs in the two universities have also been oriented to the assistive technologies. The papers share findings from the project this far.
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Bagarukayo, Emily, Dick Ng'ambi, Rehema Baguma, and Proscovia Namubiru Ssentamu. "Using Facebook to Transfer Knowledge into Practice and Aid Student, Lecturer and Content Interaction - A Case of Bachelor of Information Technology Undergraduate Students at Makerere University." In 9th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0006329104020410.

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Ilako, Caroline. "The influence of spatial attributes on users’ information behaviour in academic libraries: a case study." In ISIC: the Information Behaviour Conference. University of Borås, Borås, Sweden, 2020. http://dx.doi.org/10.47989/irisic2029.

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Introduction. Information practices manifest differently among diverse library users, because space influences the different activities that library users engage in. Lefebvre’s spatial triad theory was used to illustrate how library spaces influence spatial activities and hence affect information behaviour of users. Method. A qualitative, ethnographic study method was applied. Participant observations and interviews with library users were conducted from May to December 2019 within Makerere University. Analysis. The data were analysed using thematic analysis. Results. Information behaviour appears as the central activity within the library spaces, within those spaces and academic and non-academic behaviour manifest as a result of user engagement within the different spaces. It was thus revealed that different attributes support users’ activities such as reading, discussionsamong users and therefore sharping their space preference. Conclusion. Space is both a physical and social object that has a direct influence on its inhabitants’ spatial activities, perceptions and experiences. The concept that space is socially constructed is empirically supported through the social relations that users create as they engage in different activities. The availability of space attributes such as enclosed spaces, noise levels, lighting and space attachment influence the spatial activities and experience of users in a positive or negative way.
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Signorell, A., M. Hetzel, AK Tshefu, E. Omoluabi, P. Awor, M. Lambiris, N. Brunner, et al. "Understanding and improving case management of severe febrile illness in highly malaria-endemic settings: an observational implementation study in the Democratic Republic of the Congo, Nigeria and Uganda." In MSF Scientific Days International 2022. NYC: MSF-USA, 2022. http://dx.doi.org/10.57740/16vw-z635.

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INTRODUCTION In sub-Saharan Africa, over 400,000 children die annually from malaria and other preventable illnesses. Little is known about where these children die, from which causes, and under which circumstances. A better understanding of these factors is crucial to effectively address the remaining burden of preventable childhood diseases and mortality. Rectal artesunate (RAS) is a potentially life-saving pre-referral treatment for children with severe malaria. However, limited evidence is available regarding the operational feasibility of incorporating RAS into the continuum of care for severe malaria, and the unanticipated consequences, like inappropriate use as artemisinin monotherapy or treatment of uncomplicated malaria, this could have on overall case management. METHODS The Community Access to Rectal Artesunate for Malaria (CARAMAL) study accompanied the implementation of RAS as a pre-referral treatment in DRC, Nigeria and Uganda. 8,563 children aged <5 years with severe febrile illnesses were detected and enrolled at primary care level, and 6,348 at referral health facilities. The children were followed up during admission and after 28 days to assess healthcare-seeking patterns, RAS use and acceptance, anti-malarial treatment received at the various points of contact with the health system, and health outcomes at day 28. ETHICS This study was approved by the World Health Organization’s Research Ethics Review Committee; the University of Kinshasa School of Public Health Ethics Committee; the Health Research Ethics Committee of the Adamawa State Ministry of Health and the National Health Research Ethics Committee, Nigeria; the Research and Ethics Committee of the Makerere University School of Public Health and the Uganda National Council for Science and Technology; and CHAI’s Scientific and Ethical Review Committee. RESULTS Post-RAS introduction, RAS was administered to 88% of eligible patients in DRC, 52% in Nigeria, and 70% in Uganda. We followed up 93% of enrolled children (13,870/14,911) 28 days after enrolment at home to determine status and healthcare trajectory. After roll-out, RAS users were less likely to complete referral than RAS non-users in the pre-roll-out phase in DRC (adjusted odds ratio, aOR: 0.48) and Uganda (aOR: 0.72). Postreferral treatment with parenteral artesunate was high (above 80%), but the administration of a full course of artemisinin-based combination therapy to complete treatment as per WHO guidelines was variable (from virtually zero in Nigeria to 65% in DRC). Hence, many children were in fact treated with artemisinin monotherapy. Case fatality rates (CFR) varied largely by country and place of initial presentation (range: 0.3% to 15%). RAS was associated with reduced likelihood of being dead or sick on day 28 only in Uganda (aOR: 0.61, p<0.05) where overall CFR was lowest. No protective effect was found in DRC and Nigeria. Most children were considered healthy on day 28, but over 60% had detectable malaria antigenaemia. CONCLUSION For RAS to be an effective pre-referral treatment for children with severe malaria in hard-to-reach locations, underlying health system factors need to be addressed to ensure a functional continuum of care. CONFLICTS OF INTEREST None declared
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Reports on the topic "Makerere University"

1

Tusiime, Hilary Mukwenda, and Nahom Eyasu Alemu. Embracing E-Learning in Public Universities in Ethiopia and Uganda. Mary Lou Fulton Teachers College, December 2023. http://dx.doi.org/10.14507/mcf-eli.j2.

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Most of Higher Education Institutions (HEIs) in Ethiopia and Uganda are adopting e-learning to increased demand for, and to widen access to higher education. However, e-learning has not yet been fully embraced. Adoption of e-learning technologies in many universities in Ethiopia and Uganda is still ad hoc; and efforts towards full utilization of e-learning in HEIs are still undermined by many factors. This study has been conducted to explore institutional policy challenges, strategies, and reforms required to embrace all-inclusive online academic programmes. Guided by explanatory-sequential mixed design, data were collected from 765 participants using key informant interviews(KII), survey questionnaire, and documentary review methods. The study findings revealed that glitches from policy agents, mandate, purpose, publics, effectiveness, fairness, desirability, and affordability of the eLearning policies; as well as responsiveness and policy sustainability were the most critical institutional challenges to implementation of online academic programmes at Gondar and Makerere University. The study also revealed that provision of appropriate student support services, setting realistic assignments, emphasizing staff self-direction, having effective attendance policy, sharing of learning/information materials, professional development, technological, and maintenance of effective communication with students, and maintaining social presence were the key eLearning policy strategies used in implementation of online academic programmes at Makerere University. The study results further revealed that widening access to online programmes, mobilisation of adequate financial resources, engaging in national wide policy reforms, organisational restructuring, employment of adequate qualified staff, curriculum reform and entrenching online courses in the university system are key policy reforms required to embrace implementation of all-inclusive online academic programmes. Hence, it was recommended that something had to be done to: overcome institutional policy challenges; improve eLearning policy strategies used; and to effect inevitable policy reforms required to embrace implementation of all-inclusive online academic programmes at Gondar and Makerere University.
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Kaawa-Mafigiri, David, Megan Schmidt-Sane, and Tabitha Hrynick. Key Considerations for RCCE in the 2022 Ebola Outbreak Response in Greater Kampala, Uganda. Institute of Development Studies, November 2022. http://dx.doi.org/10.19088/sshap.2022.037.

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On 20 September 2022, an outbreak of the Sudan strain of Ebola Virus Disease – SVD – was announced as the first laboratory-confirmed patient was identified in a village in Mubende District in central Uganda. Uganda’s Ministry of Health (MoH) activated the National Task Force and developed and deployed a National Response Plan, which includes the activation of District Task Forces. The target areas include the epicentre (Mubende and Kassanda districts) and surrounding areas, as well as Masaka, Jinja and Kampala cities. This is of great concern, as Kampala is the capital city with a high population and linkages to neighbouring districts and international locations (via Entebbe Airport). It is also a serious matter given that there has been no outbreak of Ebola before in the city. This brief details how Risk Communication and Community Engagement (RCCE) activities and approaches can be adapted to reach people living in Greater Kampala to increase adoption of preventive behaviours and practices, early recognition of symptoms, care seeking and case reporting. The intended audiences include the National Task Force and District Task Forces in Kampala, Mukono, and Wakiso Districts, and other city-level RCCE practitioners and responders. The insights in this brief were collected from emergent on-the-ground observations from the current outbreak by embedded researchers, consultations with stakeholders, and a rapid review of relevant published and grey literature. This brief, requested by UNICEF Uganda, draws from the authors’ experience conducting social science research on Ebola preparedness and response in Uganda. It was written by David Kaawa-Mafigiri (Makerere University), Megan Schmidt-Sane (Institute of Development Studies (IDS)), and Tabitha Hrynick (IDS), with contributions from the MoH, UNICEF, the Center for Health, Human Rights and Development (CEHURD), the Uganda Harm Reduction Network (UHRN), Population Council and CLEAR Global/Translators without Borders. It includes some material from a SSHAP brief developed by Anthrologica and the London School of Economics. It was reviewed by the Uganda MoH, University of Waterloo, Anthrologica, IDS and the RCCE Collective Service. This brief is the responsibility of SSHAP.
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Jones, Theresa, and Elisabeth Storer. Key Considerations: Adherence to COVID-19 Preventive Measures in Greater Kampala, Uganda. Institute of Development Studies (IDS), March 2022. http://dx.doi.org/10.19088/sshap.2022.005.

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This brief sets out key considerations for risk communications and community engagement (RCCE) to promote adherence to COVID-19 preventive measures in greater Kampala, Uganda. It looks at adherence to COVID-19 preventive measures, assesses the challenges to their adoption and outlines key considerations for partners working in RCCE and the wider COVID-19 emergency response. The brief responds to concern (as of March 2022) about COVID-19 transmission in informal urban areas in Uganda due to their high population density, limited sanitary infrastructure, and reported low uptake of vaccination. Ensuring effective communication and engagement with a series of preventative measures is essential in limiting the spread of COVID-19. The Ministry of Health and response partners have been proactive, however interventions and guidance for COVID-19 have taken limited account of social science research about the perceptions and practices related to COVID-19 regulations. This brief aims to address this gap so these data may be used to inform more effective and practicable guidance for vulnerable groups. This brief draws primarily on an analysis of existing scientific and grey literature. Additional primary data was collected through consultation with six social science and RCCE experts who focus on this geographical area. The brief was requested by UNICEF Uganda in consultation with the Uganda Ministry of Health (MoH) RCCE subcommittee and the RCCE technical working group for the Eastern and South Africa region (ESAR). It was developed for SSHAP by Theresa Jones (Anthrologica) and supported by Elizabeth Storer (London School of Economics), with contributions and reviews by colleagues at Anthrologica, the Institute of Development Studies (IDS), UNICEF ESARO and Uganda, Makerere University, the London School of Hygiene and Tropical Medicine (LSHTM), Dreamline Products and the IFRC.
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Succession planning in Uganda: Early outreach for AIDS-affected children and their families. Population Council, 2003. http://dx.doi.org/10.31899/hiv2003.1004.

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Although Uganda has been widely recognized for lowering HIV incidence, the number of orphaned children is still rising. By the end of 2001, there were 880,000 children under age 15 living in Uganda who had lost one or both parents to HIV/AIDS and many more vulnerable children whose parents are alive but living with HIV infection. Few programs exist to help families before a parent’s death, and there is little research on the effectiveness of existing programs for AIDS-affected children. In 1999, Makerere University and Horizons initiated a study in two largely rural districts of Uganda with small urban and peri-urban populations to assess the outcomes of two programs being implemented by the Ugandan office of Plan: succession planning (SP) and orphan support (OS). SP reaches HIV-positive parents, their children, and standby guardians while the family is still in a position to plan for the children’s future. OS serves only orphaned children and their guardians. This brief describes the effects of the SP program on the actions taken by HIV-positive parents and standby guardians to plan and provide for the future of their children. A subsequent publication will examine the effects of the OS program.
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