Academic Division

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    Internal Quality Assurance (IQA) Mechanism: Awareness and Involvement of Staff and Students: A case of Marist International University College (MIUC).
    (The Agakhan University, 2019) Okello, Jacklyne Alari
    Between October 2015 and April 2017, the School of Education, Kenyatta University in collaboration with the Commonwealth of Learning (COL) organized three capacity building workshops for its lecturers on Integration of ICT in teaching and learning. During the 3rd workshop held in March 2017 and whose focus was on online Assessment it was noted that despite the university’s investment in a Learning Management System (LMS) for online teaching and learning, lecturers had not utilized it for formative learner assessment. Consequently, even students enrolled in the distance learning mode would come to campus for their Continuous Assessment Tests (CATs). Therefore, it was agreed that after the training, the departments of Educational Psychology and Educational Management would play the role of trailblazers in giving online Continuous Assessments Tests (CATs) in the School of Education. In the 2nd semester of 2016/2017 academic year and the 1st semester of the 2017/2018 academic year, the two departments gave a total of four online CATS in four different units to over 9,000 undergraduate students. This innovation in assessment informed this study whose purpose was to document the views and experiences of both students and lecturers on online CATs. The objectives of the study were to: capture the views of students and lecturers about the online CATs; identify challenges hindering effectiveness of on-line CATs; document the lessons learnt from administering on-line CATs. The study embraced a mixed methods design that enabled collection and triangulation of quantitative data from students and qualitative data from lecturers. Quantitative data was collected from students through an online questionnaire while qualitative data was collected from lecturers through a Focus Group Discussion Guide. The results indicated that the students were initially apprehensive before the on-line CAT but after they were done a majority stated that they enjoyed the experience and would opt for such assessments in future. A majority of the students also praised the technical support given during the CAT, the immediate feedback and the sense of control of their marks. Results from the lecturers also showed that that they were at first skeptical about mounting an on-line CAT. However, after the on-line CATs were given, their perception changed and they appreciated there was less work afterwards in terms of marking and grading. Lecturers also noted that on-line CATs enhanced the objectivity of the scores as they reduced human error. Challenges that hindered effectiveness of the on-line CATs were identified, namely: missing students’ registration numbers in the LMS making it difficult for lecturers to collate marks, slow internet during on-line CAT, faulty passwords for students, interruption from other students in computer lab and strict marking in the short answer items. The key lesson learnt is that online assessment confers benefits to the university, lecturers and students. The study concludes that the university has the resources (technical and human) to conduct online formative assessment. However, there is need for more capacity building of staff and students on online formative assessment. The University also needs to review its examination policy to embrace online assessment so as to cover possible malpracticessuch as cheating.
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    Teachers’ and students’ perceptions about form one placement of students in public secondary schools in Mumias Division, Kakamega County, Kenya
    (General Studies, 2013) Okello, Jacklyne Alari; Migosi, j.; Evusa, Z.
    The study was geared towards establishing teachers and students perceptions about Form One placement of students in public secondary schools in Mumias Division, Kakamega County, Kenya. The study targeted all teachers, students, guidance and counseling teachers and principals from public secondary schools in Mumias division. The literature revealed that quality student placement at all levels is very critical. The study employed a descriptive survey and phenomenological research designs and was conducted in 4 sampled public secondary schools in Mumias Division. Stratified and simple random sampling procedures were used to select the schools. A sample of 170 Form One and Form Two students, 20 teachers, 4 guidance and counseling teachers and 4 principals from the 4 public secondary schools participated in the study. Data was collected using questionnaires for students and teachers and semi structured interview guides for guidance and counseling teachers and principals. Quantitative data were analyzed using SPSS version 17.0 and presented using frequencies and percentages. Qualitative data were analyzed, discussed in accordance with research questions and reported in narrative form. The findings revealed that both teachers and students concurred that public secondary school placement of students is affected by other factors such as family background and parental involvement in education. The study recommended that the Ministry of Education (MoE) should review the new form one selection criteria so that the selection and admission of students should be fair and just based on merit in consideration of the students choices of schools. The study suggested that a comparative study be carried out on the student involvement in secondary school placement of students in private and public secondary schools.
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    SURVEY OF UNDERGRADUATE STUDENTS PERCEPTION OF LEADERSHIP, GOVERNANCE AND INTEGRITY IN UNIVERSITIES IN KENYA
    (International Journal of Management and Leadership Studies, 2020) O Kello, Jacklyne Alari
    When the New Constitution was promulgated in 2010, the hope among Kenyans was that it would promote integrity,responsibility and accountability among State and public officers, and especially leaders at all levels. Despite the provisions of the Constitution on leadership, the number of questionable leaders seems to be on the rise. Kenya like manyother African states is at a point the citizens are feeling the effects of unethical practices like, corruption at various levels,abuse of office, murder, theft and misuse of public resources among others. It seems as though the moral fabric of societyis not only torn but rather nonexistent. At such times we are forced to ask retrogressively though, what is the values of oureducation system? Education is meant to be transformative in nature. Often, those who engage in unethical practices insociety are not the least educated, or uneducated. They are people with the best education, no wonder they employ the besttactics in siphoning and finding sophisticated means to hide the vice. The paper was guided by the following researchquestions: What is the undergraduate student understanding of leadership, governance and integrity? Does the universityleadership impart values in students by their way of operation? Does the student experience at university model themtowards being ethical leaders, good governors and persons of integrity? The core mandate of universities is not only toteach, conduct research and community service but also to impart sound social and moral values on the students. It is paramount to note that developing young leaders is an investment for the future. Helping students develop as ethicalleaders involves more than just helping them acquire skills. It is a process that involves helping them develop theirleadership identity, practice the process of leadership, and advance their intellectual and skill development. Mixedresearch methods were used. A survey was conducted using digital questionnaire with both open ended and closed endedquestions to collect data. Quantitative data collection and analysis was done using the digital google forms applicationwhile qualitative data analysis was summarized, themes generated and a narration developed that was integrated in thewrite up of the paper to enrich the quantitative findings. The findings indicate that majority of respondents have a goodunderstanding of leadership, governance and integrity. Although the findings revealed that for a vast majority ofrespondents the university experience is modelling them to persons of integrity. A good number of respondents hadconcerns on leadership and integrity in the University. The researcher recommends that universities to consider anchoringand laying emphasis on key aspects of ethical leadership, good governance and integrity in the curriculum as they trainstudents. They are to uphold and maintain best quality practices in their service delivery. This is because sustainabledevelopment is not only anchored on academic excellence but also on ethical values and the society's moral development
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    Training and Development of the Human Resource in Institutes of Consecrated Life: A Case of Tangaza University College (TUC) and Marist International University College (MIUC)
    (International Journal of Scientific Research and Management (IJSRM), 2015) Okello, Jacklyne Alari
    This study focuses on training and development of the human resource in institutes of consecrated life; a case of Tangaza University College (TUC) and Marist International University College (MIUC). Institutions and organizations exist to achieve certain goals and objectives. These goals and objectives can be successfully achieved through the human resource. However, the human resource must have the right skills and continuously polish their skills. The human resource that is the centre of interest in this study is the consecrated men and women who are members of the institutes of consecrated life in TUC and MIUC and their leadership. Njino (2009) strongly argues that the Church has enormous human resource but at times this resource is underutilized and its abilities and potential are unexploited or unrecognized. This was the motivation and driving factor for this study. The researcher carried out a survey. The specific method employed was descriptive survey design. The target population for the study was all professed members of institutes of consecrated life both men and women with their leadership. The study was developed by integrating interactive shared experiences of men and women religious. These are presented as cases within the different chapters. As a result the researcher only used questionnaires that contained both closed ended and open ended questions in data collection. A total of 242 individual members and 20 members of the different leadership categories of institutes of consecrated life participated in the study. The findings reveal that availability of training policies is dependent on the category of institutes of consecrated life. Majority of the respondents indicated that professional training of members was not a priority for the leadership of the institutes of consecrated life. Work allotment entirely depends on the needs of the individual institute of consecrated life. The researcher recommends that more emphasis is to be put in the training and development of the human resource in institutes of consecrated life. This is because it shall ensure sustainability of the institute. Key words: training, development, human resource, institut