This book explains how the efficiency of formal and informal educational systems is key to the success of human resource development strategies in their facilitatory role to overall national development efforts. Muroki Thuo elucidates how a mutually reinforcing and positive relationship between educational development and national development is the target outcome for development planners and policy makers, and beneficial for all development stakeholders. The author investigates the external qualitative efficiency of Kenya’s university system in preparing university students for wage employment in the formal manufacturing sector of the industrial economy. He selected employers in the formal manufacturing industry in Thika industrial town of the workplace competencies. This book shows that perceptions of the university education management and educational programmes dispensers should also be included to complete the university education-industry-graduate employees’ web of interrelationships. This book is highly recommended for the lecturer, students and researchers.
This study aimed at investigating the factors influencing choice of degree courses among female students at the University of Nairobi in the 2010/2011 cohort. Factors affecting choice of degree courses has been of concern especially as it directly impacts on the Government policy on Gender(GoK ,2005) that requires 30% of all jobs be held by women across all careers. A knowledge gap exists on the reasons for undergraduate female students choices of various degrees courses at university level. Reasons influencing the career choices among women students has been postulated to include self-efficacy, socio-economic factors, gender factors and lack of adequate information or poor career guidance. The moderating and intervening variables such as university admission criteria, performance at the National examinations, family background and , teachers and peer influence, school facilities, national education policies have been found in this study as possible contributing factors to the choice of degree courses and careers among female students in Universities in Kenya.
This book examines the impact of HIV/AIDS Education on university students in Kenya. Mary postulates that Kenyan university students have adequate knowledge concerning HIV/AIDS but there is a disconnect between their attitude, knowledge, practice and behaviour towards HIV/AIDS Education. Using a cross-sectional descriptive approach, the author assesses the impact of HIV/AIDS Education provided by Kenyan universities and other sources vis-a-vis its reflection in the behaviour of university students. She further establishes attitudes portrayed by students and discusses the link between practices that predispose university students to HIV/AIDS infection and education. Consequently, the author recommends that the Kenya Government should ensure that HIV/AIDS Education is accessible to all university students by mainstreaming it in the entire university curriculum. This book is a must-read for students, lecturers, policy makers, counsellors and NGOs dealing with HIV/AIDS in Kenya and elsewhere in the world.
The Book, Anatomy of Conflict Management Styles in Kenyan Universities,presents findings of a research project sponsored by Masinde Muliro Science and Technology. The Public Universities covered were the seven Public Universities before the number increased to over 20 Universities in 2013. The findings demonstrate that Conflicts in Public Universities are both dynamic and complex. The author therefore recommends a multidimensional approach to resolving those conflicts which affects University dons, students, management, administrators and workers.
Globalization has dramatically changed the dynamics of competition among Universities. Competition among universities was previously limited within the national boundaries but this notion has changed. Worldwide various universities have responded to the changing trends by organizing University education across borders. East African Universities have responded to the trend of cross border education but with limited results. Whereas integration of East Africa was viewed as a catalyst but has not fully yielded much fruits. The book advocates for East African Universities to quickly adapt to the environmental changes, match global trends so as to become more competitive and enhance effectiveness in cross border education. The book highlights historical trend of cross border education in East Africa, arguments for and against cross border education, strategies and approaches together recommendations for the most effective means of organizing cross border University Education by East African Universities. Entrepreneurs and Managers of public and private Universities will find the book handy in addressing the dilemma for organizing cross border education.
The book examines the factors that affect the internal efficiency of the regular masters degree programme, by coursework, examination and thesis of a Kenyan public university. The findings indicate that the programme had low internal efficiency levels in the area of submission rate, completion rates, the graduation rate, and the average years per graduate. The private cost increased for each marginal year. This lowered and threatened the benefits and the future of the programme . Among other factors the book indicates that the coursework content did not ground the students effectively for the research work and this affected the completion rate. Specific areas, which the students were not adequately prepared, included analytical skills, data analysis, writing skills and the theoretical framework. Supervision of students is discussed as a strong cause for low internal efficiency.
Education is a merit good that many people argue should be provided by the government especially in the developing countries. There is a general thinking that spending at Higher Education levels in Africa is not only inadequate but also inefficient. This piece of work attempts to unveil various sources of inefficiency in Higher Education in Africa with particular reference to Makerere University. The author attempts to make a contribution on how Universities in resource constrained states can achieve more within their existing resource envelopes.
The question of achieving sustainable competitive advantage in any firm centers on strategy which is the act of aligning a firm and its dynamic environment (Porter, 1991). Nevertheless, it is observed in the strategy theory, firms in the same industry with similar resources perform differently (wade & Hulland, 2004). This scenario is conspicuously observed among universities in Kenya and poses a threat to achievement of industrialization and vision 2030. It is with such a concern that this study sought to look at strategic factors that influence sustainable competitive advantage in Kenyan universities. The study results provide an advisory model that if used, will improve practice in management of universities and in particular will be a resource to policy makers, Ministry of Education, and Commission for University Education. It is hoped that embracing the strategic factors that positively influence sustainable competitive advantage will lead to improved services and quality higher education in the short run, and advance on universities’ competitiveness internationally in the long run.
At the beginning of the twenty-first century, the Australian Universities Quality Agency (AUQA) audited Australian universities. At the same time, universities were increasingly using online learning technologies. Little has been written about how these two significant changes in teaching and learning might be acting and interacting at a time of increasing focus by universities on the educational marketplace. This book investigates the AUQA audits of three Australian universities which had different locations in the Australian higher education marketplace and had different approaches to the use of online technologies. Reid uses Critical Discourse Analysis (CDA) to analyse a wide range of artefacts by and about the universities. It is argued that AUQA''s audits do not support institutions'' various market positionings, but rather provide the imprimatur of ‘brand Australia'' by producing representations of each institution that are safe and amenable to the audit process. The bounding and limiting effect of the ‘quality university'' discourse over the outward reaching ‘online university'' discourse resulted in the three universities being represented in increasingly isomorphic ways.
The purpose of this study was to investigate the differences in staff turnover among male and female library employees in Kenyan private universities. The variables that were identified and tested as possible causes of staff turnover included remuneration, management styles, staff promotions, education and trainings, benefits, age, employee tenure as well as gender stereotypes. The study targeted library staff and personnel managers working in four private universities within Nairobi and Machakos Districts. The study has discussed in detail why the librarians leave employment and made recommendations on the way forward.
Economic literature conclusively establishes that the countries which invested heavily in education (and higher education) realized higher growth rates than those which neglected it. It has, therefore, become imperative for the developing countries like India, to give due importance to both quantitative and qualitative expansion of this sector. The expansion and growth of the university and higher education sector depends crucially, if not entirely, on the input of financial resources into the system. It is, therefore, important to analyze the flows of financial resources made into this sector. Thus, accordingly, the study makes an analysis of the trends in public expenditure on education sector (and its sub-sectors) over a fairly long period of almost a quarter of a century and that too taking into consideration the inter-state and inter-regional picture. Further, this book also studies the budgets of the several universities in the country by taking a huge sample of 25 per cent of the universities. Also keeping in view the fact that no such systematic study with national level and region-wise coverage is available, the study also tends to fill this gap in literature.
Higher education plays a fundamental role in the economic development of a country in terms of meeting society’s demands. Quality in higher education has been a recurring theme in recent years, especially after the creation of National Higher Education Assessment System (SINAES). Thus, this study aims to analyze the IGC of public and private universities of the five Brazilian regions in order to describe the performance of HEIs by region, identify possible intraregional and interregional discrepancies, and suggest opportunities for improvement. The results showed that public universities outperformed private ones in all regions, particularly the north and southeast regions. Regarding variability, private universities had the best performance in the center-west and no southeast regions. Regarding variability, private universities had the best performance in the center-west and north of Brazil. However, a thorough assessment of the performance of HEIs by region requires an integrative analysis of IGC results aligned with other assessment subsyste that integrate the multidimensional assessment of SINAES.
Numerous attempts have been made so far by scholars to demonstrate the positive role of the two open universities in Thailand, namely, Ramkhamhaeng University (RU) and Sukhothai Thammathirat Open University (STOU), in its miraculous economic growth for the last thirty years. What is lacking, however, is a comparative study between these open universities and traditional universities with high social valuation, based on relevant numerical data. The objectives of this book are: (1) to grasp why students go to open/traditional universities and how they see the universities’ quality of education, (2) to describe the social status of RU and STOU graduates in comparison with graduates of Chulalongkorn University (CU), and (3) to find out if higher education at RU and STOU is a good investment. Questionnaires used in a survey of 972 graduates of the three universities named above included questions about: (1) university-choice behavior, (2) quality of education, and (3) financial situation such as beginning and current salary, both of which are the crucial indicators to determine the social status of graduates.
The demand for higher education has been so high such that face-to-face mode of content delivery cannot effectively accomodate all the students who want to invest in University education.This has resulted to universities looking for alternative modes of content delivery which are effective and efficient in ensuring quality.Among these modes is the External Degree Programme.It involves a degree offered by a university to students who are not required to be physically present within the geographic territory of the institution. Students may obtain the degree by passing examinations once they have reached the required standard, or by having successfully completed a programme put together from various courses or modules.This book provides an overview of factors that influence students enrolment in the external degree programme of University of Nairobi.Further,the book proposes recommendations to educational stakeholders on strategies to assist students commplete their courseswithin the specified university timeframe.In addition,strategies to enhance external degree programmes are also recommended.This will help decongest the conventional mode while ensuring quality of higher education.
This study examines the interaction between universities and other sectors of society, with an emphasis on the local and civic aspects of that interaction. The changes wrought by the knowledge economy have challenged the boundaries between higher education and other fields. As higher education has become less sheltered from external influences, the interactions between universities and other organisations have moved from the periphery to the centre of higher education. The aim of the research was to investigate universities’ external relations: to whom they connect, how the connections are formed, and what results from those connections. The study’s findings suggest that each university’s external relations need to be understood in their local and civic context, that national policy is still important and not reducible to the global and economic. There is significant interplay between the global, national and local levels, and between the dynamics of different fields. Universities both shape and are shaped by their environments. A university’s autonomy can be both enhanced and diminished by external interactions.