St. Paul's University, Kenya

African Multidisciplinary Journal of Research

This is a collection of scholarly papers focusing on the implementation of quality assurance initiatives in higher education institutions in East Africa. The paper on Collaboration in quality assurance in Rwandan higher education: Realities, issues, approaches and challenges attempts to highlight the main features of the quality assurance process in Rwanda, with emphasis on how national quality assurance agencies and higher education institutions adapt to their structure and use the instruments that support the quality standards. The findings of the paper on the Ten years of teaching law through open and distance learning at the Open University of Tanzania highlight the experience of teaching law with particular emphasis on the mode of teaching law, involvement of students in education delivery mode, supervision of undergraduate research projects, delivery of face to face programmes, and assessment. It corroborates the emergent issues encountered with those of the next paper on Obstacles to successful uptake of open, distance and e-learning (ODEL) programmes: A case study of Kenyatta University.

The paper on Information and Communication Technology in Ugandan Higher Education focuses on the use of Information and Communications Technology (ICT) as a strategy for delivering effective management of educational services in a cross-section of institutions of higher learning, with a case study of Makerere University. This study discusses the concept of ICT, perceptions of stakeholders in the effectiveness of ICT adoption, educational services management and ICT, as well as strategies for effective ICT use in educational services management. The next chapter is a paper on Enhancing quality of University records management using multi-tier integrated management system which describes how academic institutions can integrate the autonomous management information systems for easy management of all university records in a single location.

The paper on Perceptions of lecturers on student-course evaluations in universities in Kenya: A case study of Kibabii University focuses on assessing lecturers’ perceptions on student-lecturer evaluations in universities. The study revealed that feedback on students’ evaluation helps lecturers to improve their teaching and interaction. Stakeholders’ voices about quality of university services analyses mechanisms adopted by the University of Dodoma to obtain feedback from stakeholders for quality enhancement purposes while the study on Student involvement in quality assurance in higher education institutions: Practice and experiences in United States International University-Africa describes the engagement of students and alumni in USIU-Africa’s QA processes using the stakeholder theory. The paper on Student evaluation as an impetus for quality teaching and learning in higher education institutions: The experience of Bishop Stuart University investigates the quality of teaching in Bishop Stuart University in Uganda with the aim of encouraging practices that could enhance the quality of teaching and thereby check on the quality of graduates. Using a cross sectional comparative study design, the study made a comparison of the teaching and learning process of students in the recess or distance learning sessions and the regular sessions.

The intriguing paper on; Does university education produce “half-baked” graduates? Perspective from graduates of a Kenyan University is a study that addresses concerns that have been raised among educational stakeholders as to whether the exponential growth in quantity in university education matches with the production of quality graduates to meet current and future industrial needs of the country. This study uses a graduate tracer survey (GTS) to investigate the perceptions of graduates regarding the status of university education. Finally, the paper on Methodological experiences and important graduate tracer study results for quality enhancement at Uganda Christian University aims to describe the methodological experiences of conducting the first GTS at the University. It presents selected results that attest to how GTS results can be utilised to enhance academic programmes and learning environments at an East African university.

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