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Dissertations / Theses on the topic 'Universities in Kenya'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

Ngugi, P. M. Y., and P. M. Masau. "Kiswahili Research in Kenyan Universities:." Universitätsbibliothek Leipzig, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-98085.

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The Department of Linguistics and African Languages, in which Kiswahili is a central subject, was established in the Faculty of Arts at the University College of Nairobi in 1969. Since then, at least five more departments which are devoted to the teaching and study of the Kiswahili language and literature have been established in various Kenyan universities (see below). Most of these departments run post-graduate programmes leading to MA. and PhD - degrees. As a result, considerable research activity related to both the Kiswahili language and literature has been going on. This is evident from

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2

Kavulya, Joseph Muema. "University Libraries in Kenya." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät I, Institut für Bibliotheks- und Informationswissenschaft, 2004. http://dx.doi.org/10.18452/15022.

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Ganz allgemein zeigen die Ergebnisse dieser Untersuchung, dass die gegenwärtige Lage der Bibliotheken in staatlichen Universitäten durch extrem geringe Ressourcen für die Bücher-, Zeitschriften und Mediensammlungen und hinsichtlich Ausstattung und Personal gekennzeichnet. Private Universitäten haben diese Probleme in weit geringerem Maße. Unter Studierenden, Lehrenden und Universitätsbeamten ist durchaus die Ansicht verbreitet, dass Universitätsbibliotheken eine entscheidende Rolle in Lehre, Forschung und Studium spielen. Man nimmt allerdings auch zur Kenntnis, dass die Universitätsbibliotheke

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3

Mwamadzingo, Mohammed. "The interaction of universities and industry in science and technology in Kenya." Thesis, University of Sussex, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321477.

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4

Maronga, Geoffrey Bosire. "Perceptions of the Leadership Role of Deans of Students in the Public Universities of Kenya." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc277778/.

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This study concerns the leadership behavior of the deans of students in the four public universities of Kenya and their constituent colleges. Both the real and ideal versions of the Leader Behavior Description Questionnaire and the demographic questionnaire developed under the auspices of faculty advisors were used to collect data from 10 deans of students, 55 student affairs staff members, and 130 student leaders--who constituted the sample of 195 who responded from the chosen population. Data were analyzed using a series of one-way analyses of variance utilizing the f test of statistical dif

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5

Mbuthia, Lydia Muthoni. "The influence of service performance measurement on service delivery: expectations of university students in Kenya." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1021064.

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The demand for university education has increased at a higher rate than the resources available for universities to offer the required services. In Kenya, the demand for university education has continued to rise with university enrolment increasing tremendously over the last four decades. This growth calls for an investigation to find out the impact of this expansion on service delivery in universities. Kenya has thirty-nine fully-fledged universities that have been accredited by the Commission for University Education (as at 31st March 2013). Twelve others are operating with interim letters

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6

Brennan, Kevin Noblit George W. "A history of the absence and emergent presence of independent public universities in Mombasa, Kenya." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,2250.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2009.<br>Title from electronic title page (viewed Jun. 26, 2009). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education." Discipline: Education; Department/School: Education.

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7

Ouma, Gerald Wangenge. "Reducing resource dependence on government funding : the case of public universities in Kenya and South Africa." Doctoral thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/14822.

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Includes bibliographical references.<br>This study explores the question of how public universities seek to reduce their financial dependence on government fundig. Globally, the neo-liberal economic order, among other factors, has privileged the reduction of state funding of public higher education. Given the obvious instability conequent upon the (drastic) reducation of government funding, public universities have to re-gain stability by, inter alia, generating incomve from non-government sources, hence reducing their dependence on the fiscus. To address this evolving shift of resource depend

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8

Mukuria, Valentine Wangui. "Civic Engagement In Kenya: Developing Student Leadership Through Service Learning." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1218647818.

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9

Munywoki, Mathenge. "An Historical Review of Higher Education in Kenya Since 1975, with an Emphasis on Curriculum Development." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331862/.

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This study focuses on the history of higher education in Kenya since 1975, with an emphasis on curriculum development. The main purposes of the study were (1) to describe the historical events of higher education in Kenya since 1975, and (2) to analyze the present system of higher education in the country. The study attempted to answer questions related to higher education in Kenya. The questions investigated were (1) how had the characteristics of higher education curriculum changed since 1975?; (2) in what ways had the purposes of higher education in Kenya changed since 1975?; (3) to what ex

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10

Kithinji, Michael Mwenda. "From Colonial Elitism to Moi’s Populism: The Policies and Politics of University Education in Kenya, 1949-2002." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1242362264.

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11

Muema, Emmah Mwongeli. "Leadership and Policy for Reforms and Change in Higher Education: A Review of the Juakalization Phenomenon of Public Universities in Kenya." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1598346230750732.

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12

Otieno, Gladys. "L’enseignement du français de l’hôtellerie et du tourisme dans les universités publiques kenyanes." Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCA141/document.

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Cette étude se focalise sur le cadre large du français non-généraliste et plus précisément du français de spécialité visant le domaine de l’hôtellerie et du tourisme. Elle a pour objectif de montrer dans quelle mesure l’enseignement du français de l’hôtellerie et du tourisme offert dans les universités publiques kényanes répond aux besoins des apprenants. Elle prend une approche systémique centrée sur l’apprenant. Des méthodes quantitatives et qualitatives ont été employées pour le recueil des données. Une analyse des besoins des apprenants a été effectuée auprès des apprenants. Les perspectiv

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13

Chokah, Milcah Mudeizi. "La formation des enseignants de français au Kenya : le cas particulier de Kenyatta University." Besançon, 2003. http://www.theses.fr/2003BESA1033.

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La question de la formation des enseignants est une question importante qui ne doit pas être dissociée de celle, plus générale, de l'enseignement. Tout système éducatif se doit de tenir compte de cette importance et de mettre en place des dispositifs de formation qui favorisent ce lien. La formation doit agir sur la totalité de la personne : la transformer et la préparer pour une situation ultérieure. Dans le cas de l'enseignant de langue étrangère, sa formation passe non seulement par la relation apprentissage/formation mais aussi par l'adaptation des matériels pédagogiques au public de desti

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14

Yarmoshuk, Aaron. "The role of international partnerships in building the capacity of health professional programs in Kenyan and Tanzanian universities." University of the Western Cape, 2018. http://hdl.handle.net/11394/5909.

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Philosophiae Doctor - PhD (School of Public Health)<br>International interuniversity partnerships are recommended for increasing the capacity of sub-Saharan African universities. Numerous case studies of individual partnerships exist, as do tools for guiding collaborations, but systematic analysis and the science of examining partnerships remain limited. This research mapped the health partnerships in medicine, nursing and public health of four universities in East Africa, examined why representatives of the focus and international universities valued them and considers how the analysis of rec

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15

Kamau, Agnes Nyokabi. "Invisibility, silence and absence : a study of the account taken by two Kenyan universities about the effects of HIV and AIDS on senior women staff." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/10019844/.

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This study sought to investigate two Kenyan universities where it seemed like HIV and AIDS and gender issues, especially as they affect senior women staff, were unrecognised, not spoken about and absent from policy and practice. The study utilises a feminist perspective and qualitative methods of data practice. Conversational and focused interviews, AIDS policy analysis and field notes were applied for data collection. Twenty senior women academics and senior administrators, four men and one woman representing senior management of the two universities were interviewed. Using women’s experience

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16

Koske, Lily Chemutai. "La pragmatique de l'écrit en français de spécialité : cas du français pour le tourisme, hôtellerie et restauration dans les universités kenyanes." Electronic Thesis or Diss., Université de Lorraine, 2019. http://www.theses.fr/2019LORR0216.

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En raison de sa focalisation sur l’enseignement du français du tourisme, de l’hôtellerie et de la restauration (FTHR), cette étude se situe dans le champ de l’enseignement des langues de spécialité. Dans ce domaine, l’enseignement se veut fondé sur les besoins de l’apprenant et c’est en partant de cette prémisse que nous avons cherché à déterminer si le français écrit faisait partie des besoins de l’apprenant en FTHR dans le contexte kenyan. Pour ce faire, nous avons voulu déterminer les besoins immédiats et à venir des apprenants du FTHR. L’établissement des besoins immédiats était basé sur l

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17

Ingutia-Oyieke, Lilian. "Information and communication technologies in teaching and learning : a comparative evaluation of two university libraries in Kenya." Diss., 2008. http://hdl.handle.net/2263/28120.

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Information and Communication Technologies (ICTs) play a crucial role in creating access to information sources through the library networks. When academic libraries integrate ICTs in their services they play an important role in teaching and learning. It is for such reasons that KENET sought to establish an ICT infrastructure to network Higher Education Institutions (HEIs) in Kenya, and to facilitate the use of Internet Technology in teaching, learning, research and sharing of information resources at an affordable cost. The University of Eastern Africa, Baraton (UEAB) and Kenyatta University

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18

Asembo, Kenedy Onyango. "Higher education in peace and security studies in Kenyan universities : students' perceptions of the quality of teaching and learning." Thesis, 2014. http://hdl.handle.net/10500/14626.

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Human security conceptions, service quality theory, critical social theory, and humanistic and social reconstructionist conceptualization of the curriculum have been used in this study to diagnose the quality of higher education (HE) in peace and security courses offered in Kenyan universities from the perspective of the student. The discourse emanates from the Kenya Government’s recognition of HE as key in solving the challenges affecting the country’s peace and security. This conceptualization is crucial in fast-tracking security reforms and dealing with the persistent peace and security cha

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19

Wachira, Mary Njeri. "Support services for remote users in selected public university libraries in Kenya." Diss., 2013. http://hdl.handle.net/10500/11901.

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M.A. (Information Science)<br>The study was undertaken to explore the remote users of services available public university libraries in Kenya. Scarce literature was available locally on the subject of the study. Provision of quality and relevant information services to support teaching, learning and research remains a central objective of libraries in higher education world over. Higher education institutions in Kenya continue to experience unprecedented growth in student population against limited human capital and physical infrastructure, among the library services. This reality has prompted

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20

Anduvare, Everlyn Mmbone. "Developing a knowledge management strategy for the Marist International University College, Nairobi-Kenya." Diss., 2015. http://hdl.handle.net/10500/18310.

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Marist International University College, Nairobi – Kenya is challenged with problems like duplication of work due to lack of a central repository for knowledge, loss of knowledge through expertise leaving the institution without knowledge being captured and over reliance on a few known subject experts as others have not been identified. This research thus set out to address these problems. The aim of the study was to conduct a knowledge management assessment at the Marist International University College (MIUC) in order to identify and recommend a suitable strategy for the institution. The stu

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21

Stephen, Evangeline Kagwiria. "Knowledge retention model for institutions of higher learning : a case of Kenya Methodist University (KeMU)." Diss., 2016. http://hdl.handle.net/10500/21687.

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Kenya Methodist University (KeMU) is facing challenges like duplication of work due to lack of a central repository for knowledge retention, loss of knowledge through expertise leaving the institution without knowledge being captured and over reliance on a few known subject matter experts as others have not been identified. Utilising the Knowledge Retention Strategy framework, this study sought to assess knowledge retention practices at KeMU, with a view to entrench the culture of sharing knowledge. The ultimate aim of this study was to develop a model for knowledge retention at institutions o

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22

Mwangi-Chemnjor, Charity. "An investigation of parenthood policy among student parents in a Kenyan public university : a socio-educational perspective." Diss., 2012. http://hdl.handle.net/10500/8774.

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This research is set within the context of the Kenyan Public Universities, where with the changing student population dynamics, students are increasingly choosing to combine parenting with studies. Many of these student parents both male and female have had to negotiate the academic requirements as well as the burden of parenthood. Such a study is important at this time of privatization and liberalization of higher education in order to open up public discourse on the provision of higher education and the effect on the socio-economic status of the students. Using qualitative research an

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23

Mays, Tony John. "Utilising open educational resources in support of curriculum transformation at Africa Nazarene University : a participatory action research approach." Thesis, 2017. http://hdl.handle.net/10500/22619.

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This thesis, Utilising Open Educational Resources in support of curriculum transformation at Africa Nazarene University: A participatory action research approach, derives from a multi-year project implemented by OER Africa, and funded by the Hewlett Foundation, to explore the potential of Open Educational Resources (OER) in support of pedagogic transformation in African universities. The project involves four institutions: Africa Nazarene University (ANU) in Kenya, the Open University of Tanzania (OUT), and the Universities of Pretoria and the Free State (UP and UFS) in South Africa. This stud

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24

Rangara, Tabitha Akelo. "Assessing learner support services rendered to undergraduate students at selected distance learning institutions." Thesis, 2015. http://hdl.handle.net/10500/20237.

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Distance education (DE) is now recognised as an education system independent from conventional face-to-face education. It has self-governing theories and pedagogies. It attracts students with unique characteristics different from those of on-campus students. The present distance learning student differs from the past ones by characteristics, needs and contexts. Not all students registering for distance learning conform to the characteristics of distance students described in theory. It is now acknowledged that DE systems demand special skills including time management, self-regulation and inde

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