1,720,960 research outputs found
Makerere University’s Research-Led Agenda through the Lens of the Service Marketing Triangle
Full text linkUsing the Service Marketing Triangle framework, this study analysed Makerere University’s external, internal, and interactive marketing of its research-led agenda to identify key misalignments. A narrative literature review design was employed to synthesize theoretical and empirical studies, policy documents, institutional repositories, and reports accessed through major online databases. The findings show that externally, Makerere University deploys its strategic plan, research policy, branding initiatives, and communication strategies to articulate a research-led value proposition. Internally, the university invests in staff training, motivation, and a research-enabling environment. Interactively, academic staff provide graduate supervision and mentorship, generate research outputs, and engage in knowledge creation and collaboration. However, significant misalignments persist, including overloaded, under-resourced, and demoralized staff operating within research-inefficient systems as they supervise graduate students, manage research grants, and collaborate with partners. These gaps weaken the university’s impact on students, government, policymakers, donors, and communities. The study recommends that Makerere University improves recalibration of its external, internal, and interactive marketing efforts to align the research-led agenda with stakeholder expectations
A Conceptual-Pedagogical Framework for Integrating Employability Skills in Uganda’s Teacher and TVET Education
Full text linkThis study developed a Conceptual-Pedagogical Framework for integrating Employability Skills in teacher and Technical and Vocational Education and Training (TVET) programs in Uganda. Guided by the principles of the Competency-Based Education model and the Human Capital Theory, the study is a desk review of national policies, institutional reports, and peer-reviewed literature published between 2012 and 2025. Analysis revealed persistent gaps between classroom instruction and labour market demands, thereby emphasising the need for systematic integration of ES in teacher and TVET education. A framework was proposed connecting theory, pedagogy, curriculum, assessment, and policy, to guide the integration by engaging transformative teacher and TVET education practice. It also underscores experiential, project-based, and industry-linked pedagogies as avenues for enhancing hard skills, communication skills, problem-solving, innovation, and entrepreneurship. The study concludes that embedding ES in teacher and TVET curricula is essential for achieving Uganda’s Vision 2040 and Sustainable Development Goals 4 and 8
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Assessment of Employability Skills in Uganda’s Schools: Challenges and the Way Forward
Full text linkIn today’s volatile labour market, employers look beyond academic achievement when considering job applicants. However, since Uganda’s school curriculum is configured to cater for the academic achievements of learners, many graduates fall short of employers’ expectations. The issue that graduates lack Employability Skills (ES) pertinent in the contemporary labour market is hardly new, and stakeholders are incessantly advocating for mainstreaming ES in the national curriculum. While this advocacy is timely, the matter of how ES can be assessed and measured is muted. Yet the effectiveness of teaching and learning of ES is best inferred from the effectiveness of their assessment. This paper draws stakeholders’ attention to such obtrusive but muffled matter that is key to the successful mainstreaming of ES in the national curriculum. We conclude that to meet today’s labour market demands, Uganda’s schools need to shift the assessment strategies towards measuring ES, now prized in a complex global environment. Since the outcomes of assessing cognitive skills have had an important influence on policy, the assessment of and for learning ES will attract attention and support of policymakers in developing ES in the school system
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Educational Marginalization of Muslims in Uganda: Historical Perspective, Legal Implications & Challenges
Full text linkEducational marginalization is the major factor for the social, cultural, economic, and political marginalization of any community in any country. Literacy and educational levels of Muslims in Uganda are far below that of their Christian counterparts. Muslims in Africa have been marginalized in formal education since the colonial days. Anecdotal evidence suggests a nearly ubiquitous gap in Muslim educational attainment across Uganda. While the magnitude of inequality in Muslim educational attainment in Uganda has been changing over time, limited scholarly attention has been given to this issue. Against this backdrop, this position paper analyses the historical and current perspective of educational marginalization of Muslims in Uganda, its legal implications & measures to mitigate this marginalization, and challenges to mitigating the marginalization. The paper advocates for the need to take affirmative action in favour of Muslims to address past and present educational injustices
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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