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.
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.
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.
Since 1994, the World Bank has proposed cost sharing regarding tertiary education financing in order to address the crucial issues of improving access,equity and sustainable finance in tertiary institutions. In 1996, this cost sharing concept was introduced in fully public supported universities in Ghana due to declining government revenue in the 1980s and increasing demand for university education. In this cost sharing, public finance constitutes about 80% of universities' income while private finance forms about 20%. This study was conducted to investigate issues of equity and accessibility associated with this university education financing strategy in Ghana. The book adds to the economics of education literature on Sub-Sahara Africa and it should be very useful for students and researchers of economics of education as well as policy makers.
Responsiveness is crucial for educational institutions that have a practical vision for training and preparation of their graduates for the work environment. This book presents a justification for educational institutions to be aware of changes within their internal and external environments and doing something about the changes in order to remain viable institutions. It portrays the situation as it obtains in selected Kenyan universities engaged in teacher education. The author recommends that universities develop and promote research in teacher education in order to encourage evidence-based decision-making (policy and practice) in all aspects of teacher development. The book is relevant to Ministry of Education policy makers, staff in teacher education institutions, and educational technologists in Kenya and beyond.
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.
Compared to its companies and products, universities in Asia have been nearly unknown for people in the non-Asian world. Despite their unfamiliarity, Asian universities have been substantially expanding their presence in global education and research. This book then explores one of the most interesting topics on universities in Asia, internationalisation of the top Asian universities. In this work, internationalisation of the top Asian universities is approached to focus on ‘PhDs’ of their faculty members. By so doing, the author successfully delivers answers for stimulating questions such as ‘Which Asian university is the most internationalized?’, ‘Which Asian university holds the largest proportion of faculty members with world’s best PhDs?’, ‘Which country/university is the most successful in exports of PhDs for them?’ and ‘Which Asian country/university wins and loses in the trade of PhDs among them?’ This book can be a valuable source for scholars in a wide range of fields such as international relations and education, policy-makers in international affairs and education, college managers and students who intend to study at Asian universities.
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 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.
Originally published in 1948, and derived from the fifth annual lecture of the National book league in 1947, this text by classist and university administrator Sir Richard Livingstone affirms the importance of universities as centres of higher learning, but also critiques their shortcomings and examines the various forces then shaping undergraduate education. This book will be of value to anyone with an interest in the history of education, and university education in particular.
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.
This book seeks to formulate an IT policy for a University taking into consideration the IT policies already in place in major Universities both in the World as well as in other universities in Albania. The rationale behind writing this book is to formulate an IT policy for the university which would meet the current and future needs of the university. The consultancy project also aims to identify the best practices that would be followed by the university while dealing with IT issues. The core objective of this research work is to analyze the key factors that influence the design of a comprehensive IT policy for a university, and how it could help in the overall development of a university. This consultancy project recommends the benchmarks in information technology policy and procedures that institutions in higher education can adopt.
Global restructuring of economies has had a major impact on higher education systems of the world, including Ghana. The liberalization of Ghana''s universities has increasingly manifested itself in the growth of private universities. The growth of private universities in Ghana has been phenominal, providing increased access and opportunities for university education in a manner that has not happened before. The private universities in Ghana are taking advantage of the new opportunities presented by global knowledge economy and the Information Communication Technology (ICT). The private universities in Ghana are more business-oriented, better at linking their courses, teaching and research to the needs of business and market industry and is more cost-effective than most of the public universities.
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.
Faculty development in higher education is a challenging but inevitable task. Faculty is entering higher education without any formal training and universities are facing problems in satisfying the demands of job markets for providing quality graduates. The author has strived to establish the need for faculty development in terms of instructional, professional, and organizational development of faculty at individual, department, and university levels and suggested ways and means to launch faculty development initiates by the institutions of higher education with special emphasis on Pakistan.