School of Computing and Information Sciencehttps://hdl.handle.net/20.500.12504/2062024-03-29T10:17:01Z2024-03-29T10:17:01ZTacit knowledge management system practices in higher education institutions (HEIs) in developing economies: a systematic literature reviewGodfrey, LuyimbaziAnnabella, Habinka Ejirihttps://hdl.handle.net/20.500.12504/15932024-02-06T00:17:06Z2022-01-01T00:00:00ZTacit knowledge management system practices in higher education institutions (HEIs) in developing economies: a systematic literature review
Godfrey, Luyimbazi; Annabella, Habinka Ejiri
This study sought to investigate the factors that
influenced tacit knowledge retention and
management in higher education institutions in
developing economies as well as the extant tacit
knowledge management systems applied/used in
higher education institutions in developing
economies. The penultimate aim of this research
was to serve as an affirmative study whose
findings shall serve as input to developing a
model for tacit knowledge management in HEIs.
Papers were searched from Elsevier, Emerald
Insight, and ProQuest databases. The systematic
protocol combined ideas presented by Jesson,
Matheson and Lacey; as well as ideas
by Nunes, McPherson, Annansingh, Bashir and
Patterson. The latter suggested the following
steps: 1. Identification of keywords; 2.
Production of search queries; 3. Definition of
inclusion and exclusion criteria 4. Identification
of relevant databases; 5. Query of databases and
selection of relevant documents; 6. Analysis of
the dataset selected. The term ‘tacit knowledge’
generated 41,810 articles. 23 articles fitted the
inclusion criteria. Causes for tacit knowledge loss
from HEIs in low-developed economies included:
death, burnout, uncertainty, mistrust in the
institution, early retirement, and flaws in extant
tacit knowledge management systems and
processes. Various TKM frameworks in various
contexts have been tried. Few were found to
specifically address TKM in HEIs. Essential
factors were: individual/personal factors,
institutional environment factors, institutional
management practice factors; and factors
relating to institutional culture. Systems that
were employed to manage tacit knowledge in
HEIs were found to be piecemeal. The study thus
highlights the status of TKM in HEIs in
developing economies.
2022-01-01T00:00:00ZOntology of plagiarism: the non-academic perspectivesOngaya, KizitoAgatha, AlidriEmily, BagarukayoBenedict, OyoCharles, Bazibu M.Godfrey, Luyimbazihttps://hdl.handle.net/20.500.12504/15922024-02-06T00:17:41Z2024-01-01T00:00:00ZOntology of plagiarism: the non-academic perspectives
Ongaya, Kizito; Agatha, Alidri; Emily, Bagarukayo; Benedict, Oyo; Charles, Bazibu M.; Godfrey, Luyimbazi
Existence of plagiarism is an occupation of education in two dimensions: for
learning and a mental process construct of lack of acknowledgement of
innovations in learning. Unfortunately, the common concepts of plagiarism
has not been clarified in learning process. This paper argues that plagiarism is
an inherent natural process of learning. With the objectives; to examine the
intrinsic nature of plagiarism and to explore the trans-disciplinary existence of
plagiarism in human knowledge as categorised by Dewey Classification
scheme 000-999. The study applied positivist paradigm and investigated the
existence in relationship between learning processes and plagiarism. The study
quantitatively measured opinions of 28 participants in these processes using
the Likert scale. Dewey Decimal Classification Systems was used to examine
epistemic harnessing of plagiarism in the advancement of different disciplines.
The findings were that plagiarism is a natural, intrinsic process of learning
through which research, innovations and evolution builds on. The paper
concludes by putting a case that acknowledgement and development of
referencing and citation technologies are evidence of ontological realities of
plagiarism and evidence of the learning process.
2024-01-01T00:00:00ZA system dynamics approach to support strategic planning for sustainable paved-road infrastructure management in UgandaGodfrey, LuyimbaziChristopher, Ntwatwahttps://hdl.handle.net/20.500.12504/15912024-02-06T00:16:27Z2022-01-01T00:00:00ZA system dynamics approach to support strategic planning for sustainable paved-road infrastructure management in Uganda
Godfrey, Luyimbazi; Christopher, Ntwatwa
Sustainable transport infrastructure and services contribute significantly to the rate of economic growth and
improvement of a country's standard of living; and also critical to a country’s competitiveness and ability to harness its
regional and globalization potential. However, unlike in the developed economies where a holistic approach is applied for
strategic planning and management for sustainable construction and maintenance of the paved-road network, a good number
of developing economies where this approach is not applied are challenged on sustainable transport infrastructure
development and management. This study aimed at providing a system dynamics model to support holistic strategic planning
for sustainable paved-road infrastructure construction and maintenance management with Uganda as a case study. Using
secondary data, the study developed a model capable of predicting the behaviour of such a system. The study suggested a
number of recommendations most importantly the need to experiment the envisaged system beforehand and base on lessons
learnt to make informed decisions and formulate appropriate policies and legislation before actual strategy implem
2022-01-01T00:00:00ZFostering a Culture of Quality Research at a Young Institution: Insights from Kyambogo University.Mukiibi, EdwardBuwule, Robert StaloneState, Eliz Nassalihttps://hdl.handle.net/20.500.12504/15582024-01-20T00:17:15Z2023-12-01T00:00:00ZFostering a Culture of Quality Research at a Young Institution: Insights from Kyambogo University.
Mukiibi, Edward; Buwule, Robert Stalone; State, Eliz Nassali
The study explored the trends and quality of research output of academic staff at Kyambogo University, Uganda for the period 2003 to 2020. Using desk research content analysis, the findings showed 199 (47%) out of 425 staff had published 440 articles of which 266 (60%) were credible. The three most productive Faculties were: Science 110, Education, 106, and Arts and Social Sciences with 90 publications. The most prolific author produced 35 articles 6 of which were the first author. This productivity was attributed to factors commended for leveraging the identified niche in science, education, and humanities. The study is instrumental in advancing strategies that could foster a culture of quality research through deliberate policy actions.
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2023-12-01T00:00:00Z