Department of Education Foundation

Permanent URI for this collectionhttp://localhost:4000/handle/20.500.12092/1882

Browse

Filters

2018 - 201912020 - 20231

Settings

Subject: search.filters.subject.Public Universities

Search Results

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    The Influence of Institutional Resources on Doctorate Degree Enrolment and Completion Rates in Selected Public Universities Kenya
    (Micro-think Institute, 2023-10-16) Motanya, Jared Ochwangi; Nyambura, Salome; Gathara, Peter Mugo
    Doctorates are fundamental pivot towards facilitating the social and economic transformation of a nation. Nevertheless, research on doctorate education point out that most candidates in Kenyan public universities spend lengthy period of time to earn their doctorate degrees. Furthermore, data of those enrolling in selected Kenyan public universities demonstrate that less students enroll for doctorate programmes in contrast with those who register for Master and Bachelors’ programmes. Institutional resources have been cited as a critical ingredient toward enhanced students’ enrolment into doctorate programmes. The purpose of this paper was, therefore, to establish the influence of institutional resources on doctorate degree enrolment and completion rates from selected Kenyan public universities. The study sought to analyse institutional resources influence on doctorate degree programmes enrolment and completion rates from selected public universities in Kenya for the last fifteen years. The study employed the mixed methods research design. Data was collected from four purposively sampled universities using questionnaires, analysis of documents (on enrolment, completion and staff enrolments) and interview schedules. Qualitative data was coded and then thematically analysed guided by the study objectives while quantitative data was analysed using percentages and graphs. The study revealed that institutional resources influence enrolment and completion rates at doctorate level. Availability of qualified and sufficient academic staff, funding, mentorship programmes, well equipped libraries, reliable internet connections and ambient social environment to be critical in determining where one enrolls for a doctorate programme and how long it will take to complete. The study furthermore established that between 2003 and 2017, there was low doctorate programmes enrolment and completion rates at the selected public Universities Kenya. This was demonstrated from trends in the numbers of those who enrolled and those who graduated. The trends revealed that more males than females enrolled and completed their studies with the highest being between 2008 and 2013. The findings of this research would be resourceful to university policy makers, administrators and lecturers to improve on institutional policy framework with regard to institutional resources which could be used to enhance doctorate programme enrolment and completion in Kenyan public universities
  • Thumbnail Image
    Item
    Assessment of Student Leaders’ Skills Critical in Managing Student Affairs in Public Universities in Kenya
    (Australian International Academic Centre PTY.LTD, 2018) Murage, Lucy Muthoni; Njoka, Johannes Njagi; Gachahi, Michael Wambugu
    The need to prevent eruption of unrests among students in universities continues to exercise the minds of higher education managers and policy makers in the world. Innovative approaches in the management of higher education designed to preclude students’ riots continue to face immense challenges and ineffectiveness in universities in Kenya. One of the widely adopted approaches is that of involving democratically elected student leaders in the management of students’ affairs in universities in Kenya. Despite the involvement of student leaders in the management of students’ affairs in public universities, students’ protests and riots continue to characterize higher education in Kenya. Consequently, there is need to examine the leadership skills that student leaders are expected to possess in order to perform their functions effectively so as to avert upsurge of strikes. This study sought to assess the student leaders’ skills that are critical in managing student affairs in selected public universities in Kenya. The study adopted the descriptive survey research design. Stratified random sampling was used to select student leaders from four public universities. The sample comprised 19 members of student governing councils, 50 class representatives and 79 clubs and society leaders, making a total of 142 respondents. Data was collected using questionnaires. Data was analysed using both descriptive and inferential statistics. The results revealed that 66.3% of student leaders had leadership competence to organize welfare activities to address students’ concerns in their institutions while 33.7% lacked capability. Further, the study established that leadership skills significantly contributed to effective provision of student affairs services. It is concluded that institutions of higher learning have not fully empowered student leaders to effectively perform their leadership tasks. The study recommends that student leaders should be exposed to regular leadership trainings during their tenure designed to equip them with necessary leadership competencies which would promote their effectiveness in enhancing university stability, peace and mutually accepted governance.
©Karatina University