Information literacy skills among university students have become a necessity rather than the norm. With the increase of information resources, the need for information skills among university students is important for their continued access to, and retrieval of, information. The purpose of this research was to investigate information literacy skills and competencies among incoming first-year undergraduate students in institutions of higher learning in Kenya, with special reference to the Catholic University of Eastern Africa. The objectives of the study were; to identify the types and formats of resources that incoming undergraduate students are aware of, to determine whether the incoming undergraduates are aware of search strategies for both print and electronic/online resources, to determine whether incoming undergraduate students possess basic information technology skills, to find out whether incoming undergraduate students know information retrieval tools and their use, and to determine whether incoming students are aware of intellectual property and copyrighted materials and their ethical use. The study adopted a quantitative approach and used the case study research method. The study targeted first year incoming undergraduate students at the Catholic University of Eastern Africa for the academic year 2013/2014. 137 incoming undergraduate students participated in the study. Data was collected by using self-administered questionnaires. Quantitative data was coded and analysed by using Statistical Package for Social Science (SPSS). Qualitative data generated form open-ended questions was presented in narrative form under respective subheadings. The finding of the study observed that: (a) Incoming first-year students have limited knowledge of strategies used to search for information. (b) The incoming first-year undergraduate students at the Catholic university of Eastern Africa do possess computer skills in applications such as the use of the internet and its applications (e.g. social networking sites and the World Wide Web) as well as the word-processing applications such as (Microsoft Office and Microsoft Word) and statistical applications such as SPSS. (c) Majority of incoming undergraduate university students are not familiar with the various retrieval tools and their applications. (d) The incoming first-year undergraduate students are familiar with both electronic and printed information resources. (e) A significant number of students were not aware what constitutes primary resources and secondary sources. (f) Incoming first-year undergraduate students exhibited little knowledge of issues relating to intellectual property rights and copyright. Several recommendations have been made based on the findings of the study. One of the recommendations is that the university library mandated with offering information literacy instruction to incoming students should adopt several incentives aimed at encouraging the students to attend library orientation. Another recommendation is to integrate the information literacy training with the normal university curriculum to become a credit-earning course for all incoming students. The university library should also carry out a needs assessment on information literacy training to help determine the existing gaps in the current information literacy programme. The programme should also be tailored to help in emerging issues such electronic plagiarism of information resources. The study further recommends a longitudinal study to determine whether students joining the university are able to gain information literacy skills over a period of time. / Information Science

Competitive advantage does not depend solely on the creation and storage of existing and new knowledge. Rather, it requires sustained exploitation and production. The challenge becomes driven towards maintaining some mechanisms to help in producing new, and sharing existing knowledge. Harnessing the power of managing and sharing knowledge enabled companies like Apple and IBM to gain competitive advantage over their competitors. While such challenges have been closely examined in the extant literature, the context of knowledge management and sharing in higher education institutions (HEI) has only been lightly considered. However, considering the highly unique features of HEIs context in terms of autonomy, climate, distinct leadership and role of academics as knowledge workers, it can be argued that examining knowledge-sharing in the context of higher education is greatly needed. The literature has shown fragmented nature of examining academics' KS determinants in contemporary research. Thus, the need to comprehensively examine those influencers is essential. This thesis seeks to address the research gaps and contribute to the literature by asking What antecedents influence the process of knowledge-sharing (KS) between academics in HEIs, and how can the process of KS in HEIs be improved? Through the use of a quantitative research methodology, the research has developed eleven hypotheses to investigate the above-mentioned question. The findings in this study revealed to a very great extent that academics themselves can contribute towards influencing knowledge production and management, and determine the levels to which the universities will be able to share knowledge internally. The research reveals that organizational factors (affiliation, innovativeness, fairness represented by organizational climate and HEI leadership) were stronger predictors of academics' knowledge-sharing than individual (perceived loss of knowledge power, knowledge self-efficacy, perceived reciprocal benefits and trust) or technological ones.

It is vital for knowledge workers to utilise social media tools to enhance knowledge sharing practices and the adoption of these collaborative tools in higher learning institutions. This study investigated the extent to which social media tools are utilised to enhance knowledge sharing practices among knowledge workers at Nelson Mandela African Institution of Science and Technology (NM-AIST) in Arusha, United Republic of Tanzania. The study conducted semi-structured interview with the NM-AIST library staff and Information and Communication Technology Resource Centre (ICT-RC) personnel in 2014. The study found that, the utilisation of social media tools to enhance knowledge sharing among knowledge workers is still in its early stages in higher learning institutions in Tanzania. However, there was much interest amongst respondents for integrating and utilising social media tools to support knowledge sharing in higher learning institutions. The findings indicated that: social media tools can be used to enhance knowledge sharing practices; however, face to face mechanism, Google Mail, and Google Drive were indicated as main mechanisms to enhance knowledge sharing practices in higher learning institutions. Knowledge workers at the NM-AIST shared knowledge to facilitate teaching and learning activities, research and innovation; however knowledge sharing practices occur when needs arise. The study revealed the lack of knowledge sharing culture documented at the NM-AIST. The study has recommended the following: proper training for knowledge workers, employment of skilled and experienced knowledge workers, provision of full support (motivation), provide support to individual users. Application of social media tools which are very familiar and simple to use, establishment of a good relationship between knowledge workers and the management, as well as with schools and departments in higher learning institutions. Additionally, the study recommends the provision of adequate social media tools to facilitate knowledge diffusion within institutions. / Mini Dissertation (MIT)--University of Pretoria, 2013. / Information Science / MIT / Unrestricted

Information literacy skills among university students have become a necessity rather than the norm. With the increase of information resources, the need for information skills among university students is important for their continued access to, and retrieval of, information. The purpose of this research was to investigate information literacy skills and competencies among incoming first-year undergraduate students in institutions of higher learning in Kenya, with special reference to the Catholic University of Eastern Africa. The objectives of the study were; to identify the types and formats of resources that incoming undergraduate students are aware of, to determine whether the incoming undergraduates are aware of search strategies for both print and electronic/online resources, to determine whether incoming undergraduate students possess basic information technology skills, to find out whether incoming undergraduate students know information retrieval tools and their use, and to determine whether incoming students are aware of intellectual property and copyrighted materials and their ethical use. The study adopted a quantitative approach and used the case study research method. The study targeted first year incoming undergraduate students at the Catholic University of Eastern Africa for the academic year 2013/2014. 137 incoming undergraduate students participated in the study. Data was collected by using self-administered questionnaires. Quantitative data was coded and analysed by using Statistical Package for Social Science (SPSS). Qualitative data generated form open-ended questions was presented in narrative form under respective subheadings. The finding of the study observed that: (a) Incoming first-year students have limited knowledge of strategies used to search for information. (b) The incoming first-year undergraduate students at the Catholic university of Eastern Africa do possess computer skills in applications such as the use of the internet and its applications (e.g. social networking sites and the World Wide Web) as well as the word-processing applications such as (Microsoft Office and Microsoft Word) and statistical applications such as SPSS. (c) Majority of incoming undergraduate university students are not familiar with the various retrieval tools and their applications. (d) The incoming first-year undergraduate students are familiar with both electronic and printed information resources. (e) A significant number of students were not aware what constitutes primary resources and secondary sources. (f) Incoming first-year undergraduate students exhibited little knowledge of issues relating to intellectual property rights and copyright. Several recommendations have been made based on the findings of the study. One of the recommendations is that the university library mandated with offering information literacy instruction to incoming students should adopt several incentives aimed at encouraging the students to attend library orientation. Another recommendation is to integrate the information literacy training with the normal university curriculum to become a credit-earning course for all incoming students. The university library should also carry out a needs assessment on information literacy training to help determine the existing gaps in the current information literacy programme. The programme should also be tailored to help in emerging issues such electronic plagiarism of information resources. The study further recommends a longitudinal study to determine whether students joining the university are able to gain information literacy skills over a period of time. / Information Science

Thesis advisor: Rebecca Schendel / Thesis advisor: Geraldo R. Blanco / Internationalization, understood as the strategic integration of intercultural and international aspects into the function and process of higher education, has been of interest to nations and higher learning institutions worldwide for the past two decades. One area of particular focus within such efforts is regionalization, as exemplified by the European Bologna Process. However, regionalization is not simply a part of internationalization. There are significant differences between regionalization and internationalization in terms of objective, approach, and implications. These differences are arguably particularly salient in post-colonial contexts, yet few studies have examined the two phenomena within any African system of higher education. To address this gap, this thesis examined the factors affecting the internationalization and regionalization initiatives adopted by universities in Rwanda, paying particular attention to how the two phenomena intersect and how stakeholders perceive the potential benefits. The findings reveal that institutional representatives strongly recognize the benefits of both approaches but also experience tensions between the two. The study also highlights a number of challenges affecting the ability of Rwanda universities to adequately take advantage of the potential benefits of regionalization. / Thesis (MA) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Marist 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. / Information Science / MA (Information Science)

Marist 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. / Information Science / MA (Information Science)

Kenya Methodist University (KeMU) is facing challenges like duplication of work due to lack of a central repository for knowledge retention, loss of knowledge through expertise leaving the institution without knowledge being captured and over reliance on a few known subject matter experts as others have not been identified. Utilising the Knowledge Retention Strategy framework, this study sought to assess knowledge retention practices at KeMU, with a view to entrench the culture of sharing knowledge. The ultimate aim of this study was to develop a model for knowledge retention at institutions of higher learning which KeMU could adopt. The study relied on mixed method research (MMR) with qualitative and quantitative data mixed at collection, analysis, discussion and reporting levels. The study triangulated data collection tools which encompassed a questionnaire, interview, observation and review of documents to collect data from 106 respondents and 11 heads of departments respectively. These two groups were purposively selected as they play a key role in knowledge retention at KeMU. The study disclosed a variety of informal knowledge retention practices but formal practices like: documented work processes; training and development for specific job tasks; orientation for general and job specific; knowledge repositories; communities of practice; knowledge retention policies; knowledge recovery initiatives; and human resources processes and practices for knowledge retention were lacking. Considering the value placed on the above list of lacking essential practices for knowledge retention, KeMU is indeed in dire need for a solution to help retain operational relevant knowledge. The study formulated a KR model for institutions of higher learning that would help KeMU leverage its knowledge assets. The study recommends that KeMU should work out a knowledge retention policy on how to implement the best knowledge retention practices. A further study on measuring KM in an academic institution is recommended. / Information Science / M. Inf.

MCom / Department of Business Management / See the attached abstract below

The primary aim of the study was to explore positive experiences of academic employees working in an academic environment with specific reference to an Open Distance Learning (ODL) institution. The study was further envisaged as serving as the foundation for future studies which aim to develop a measuring tool for understanding positive experiences of working in academia. A qualitative approach was used to answer the research question by adopting a case study method that allowed for an in-depth study of understanding positive behaviour. A total of 12 academics were selected purposively to participate in the study. In-depth face-to-face interviews were used to gather information about the positive experiences of working in academia. In line with Seligman‘s (2000) integrated model of happiness, a happy academic was described through the adoption of (sometimes contradictory) metaphoric themes. The main themes identified were: the mother hen role, creating positive spaces, it is not a bed of roses, the just and unjust world and us versus them.In a meta-reflection on the research, contradictions were revealed in the theoretical approach adopted in this study, the literature reviewed, the empirical research and pragmatic considerations. As a result, a deconstruction of understanding positive experiences of working in academia by applying Lekgotla as an indigenous South African model was conducted. Healey‘s (2011) notion of transformative dialogue and Bujo‘s (1998) model of palaver were used as part of the framework within which Lekgotla was contextualised to understand positive experiences of working in academia. In conclusion, as an alternative, higher learning institutions (HLI) could adopt other ways that are different from Western ways of understanding the authentic experiences of diverse people in an African university. This could be done through a process of what Smith (2012) described as ―considering carefully and critically the methodologies and methods of research, the theories that inform them, the questions which they generate and the writing styles they employ‖ (p. 41). She refers to this process as decolonisation. According to her, decolonisation offers an alternative way out of colonialism since it exists as a different, oppositional way of knowing. / Psychology / D. Litt. et Phil. (Consulting Psychology)