Library and other Administrative Departments
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Item eResearch Support: An Exploratory Study of Private University Libraries in Nairobi County, Kenya(University of KwaZulu-Natal, 2019-06) Anduvare, Everlyn M'mboneThis exploratory study was carried out in Nairobi County, Kenya to investigate the role of private university libraries in supporting eResearch. The study used a multiple-case study design involving six private chartered universities that included Africa International University, Africa Nazarene University, the Catholic University of Eastern Africa, Daystar University, Pan Africa Christian University, and the United States International University. The following research questions were addressed: How do the organisation structures of the university libraries support eResearch? What positions in the organisation structure and competencies are available for coordinating eResearch? How is curation, analysis, and provenance (Metadata) of both basic data and information produced by research achieved? What problems of data management, organisation, dissemination, and preservation exist and how can they be addressed? What procedures, tools, and policies are used to promote eResearch? What is the inclination of library and academic staff towards eResearch? The study was underpinned by two theoretical frameworks namely: The Purdue University Libraries (PUL) model and the eResearch Capability Model (eRCM) respectively. A pragmatic paradigm was adopted, which provided a basis for the use of mixed methods encompassing qualitative and quantitative approaches. The unit of analysis consisted of PhD students, Faculty, University Librarians, Reference Librarians, and Institutional Repository Managers. PhD students and Faculty are the most active group in research in the universities. Librarians on the other hand, are involved in providing eResearch support. Self-administered questionnaires were used to collect data from 306 PhD students, 462 Faculty members, 13 Reference Librarians, and 7 IR Managers, while interviews were used to collect data from the University Librarians. Quantitative data were analysed using SPSS version 21 to generate descriptive and inferential statistics, while qualitative data were analysed using content analysis. Validity was enhanced through deriving questions from the set objectives, reviewing and adopting methodologies from previous studies and application of a multiple-case design to enhance generalisabilty of the results. Reliability was ascertained through pre-testing of the survey questionnaires and subjecting it to Cronbach’s Alpha where a coefficient Alpha of 0.895 was achieved indicating a high reliability. The study complied with research ethical protocols of the UKZN and permissionItem Technological capability of the Marist International University College to support a knowledge management initiative(University of KwaZulu-Natal, 2014-12-14) Anduvare, Everlyn M'mbone; Minishi-Majanja, MabelThis article is based on a Master’s degree study which aimed to conduct a knowledge management (KM) assessment at the Marist International University College (MIUC), Nairobi-Kenya. Adopting the technology aspect of the Arthur Andersen’s Knowledge Management Assessment Tool (KMAT) model, one objective focused on taking inventory of the technologies at the MIUC that support KM. The mixed method approach was employed to collect data from the MIUC staff using a questionnaire and interviews. A purposive sampling technique ensured that respondents included key role players in KM activities at the MIUC. Using data transformation analysis, qualitative data from open-ended questions and interviews were quantified using content analysis. Quantitative data in the questionnaires were descriptively analysed using SPSS. The study found that the MIUC’s ICT infrastructure was inadequate in bandwidth and tools to support KM. The study recommends that the MIUC should invest in a systems upgrade of its ICT infrastructure to support KM adequately, and additionally develop policies and procedures to guide in the proper utilisation of ICT tools to enhance KMItem Developing a knowledge management strategy for the Marist International University College, Nairobi-Kenya(University of South Africa, 2015-02) Anduvare, Everlyn M'mboneMarist 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 study employed a concurrent triangulation mixed methodology approach which encompassed a questionnaire and an interview schedule to collect data from 33 academic staff and 9 members of the MIUC management respectively. These two groups were purposively selected as the target population for the study as they play the key role in knowledge creation at MIUC. All 33 copies of the questionnaires that were distributed to the teaching staff were returned by respondents and all the 9 MIUC members of management were successfully interviewed. Data transformation analysis was applied during which qualitative data from open-ended questions and interviews were quantified using content analysis. Quantitative data in the questionnaires was descriptively analysed using SPSS. The study revealed a variety of informal knowledge management structures and resources at MIUC and the challenges of managing knowledge at Marist. The main challenge was that there was no uniformity and consistency in the management of knowledge. The study hence, formulated a KM strategy for MIUC that would help leverage its knowledge assets.Item Innovative use of technologies to enhance knowledge management(Emerald, 2020-06-03) Anduvare, Everlyn M'mbone; Holmner, MarlenePurpose – The purpose of this paper is to propose a new model to show how continuous joint learning of participant organisations improves project performance. Performance heterogeneity between collaborative infrastructure projects is typically examined by considering procurement systems and their governance mechanisms at static points in time. The literature neglects to consider the impact of dynamic learning capability, which is thought to reconfigure governance mechanisms over time in response to evolving market conditions. Design/methodology/approach – There are two stages of conceptual development. In the first stage, the management literature is analysed to explain the standard model of dynamic learning capability that emphasises three learning phases for organisations. This standard model is extended to derive a novel circular model of dynamic learning capability that shows a new feedback loop between performance and learning. In the second stage, the construction management literature is consulted, adding project lifecycle, stakeholder diversity and three organisational levels to the analysis to arrive at the collaborative model of dynamic learning capability. Findings – The collaborative model should enable construction organisations to successfully adapt and perform under changing market conditions. The complexity of learning cycles result in capabilities that are imperfectly imitable between organisations, explaining performance heterogeneity on projects. Originality/value – The collaborative model provides a theoretically substantiated description of project performance, driven by the evolution of procurement systems and governance mechanisms. The model’s empirical value will be tested in future research