Faculty of Arts and Humanities

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Browsing Faculty of Arts and Humanities by Author "Abola, Benard"

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    Modelling transformation of communities by public universities in post conflict northern Uganda using economic and demographic factors
    (East African Journal of Education Studies, 2024-07-02) Adebua, Asaf; Oriang, George; Abola, Benard; Amone, Charles; Ezati, Betty Akullu
    Scarcity of knowledge exists on how economic and demographic factors of surrounding communities influence the capacity of universities to transform them. This study examines the dimensions that contribute to community transformation in the context of the community surrounding Gulu University in post-conflict northern Uganda and the economic and demographic factors of the surrounding community that influence their transformation by Gulu University. The study employed a cross-sectional research design with a sample of 390 households. Self-administered questionnaires were used to collect data on household economic and demographic factors and data on dimensions of community transformation. Principal component analysis (PCA) was used to determine the contributions of the dimensions of community transformation, while logistic regression model was employed to determine economic and demographic factors that influence community transformation by Gulu University. The independent variables tested in the economic and demographic categories included age, gender, household size, occupation, alternative income, savings, credit, remittances, and education, while transformation formed the dependent variable. Findings revealed that the economic, physical, political and spiritual dimensions contribute more to the transformation of the community surrounding Gulu University, while the economic and demographic factors that had a significant influence on community transformation included occupation in civil service, business, and commercial farming (P=.004); and the level of education (P=0.044). The study concludes that the economic, physical, political and spiritual dimensions with their associated variables contributed more to community transformation. These can be used by other related studies to measure community transformation by universities in the context of developing countries. Furthermore, policies need to focus more on supporting the improvement of the business environment to promote commercial farming and university education since they have a higher multiplier effect on community transformation. Consequently, community members need to focus on business, harness commercial farming and achieve university level of education
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    Perspectives from the local community on strategies for community transformation in Uganda’s public universities
    (East African Journal of Education Studies, 2024-07-01) Adebua, Asaf; Oriangi, George; Abola, Benard; Malinga, Geoffrey M.; Ezati, Betty Akullu; Amone, Charles
    Several Universities in Sub-Saharan Africa (SSA) rarely have a clearly defined strategy for transforming communities. This is partly because some are still built on colonial models, which place a strong focus on theory, rote learning, and memorisation, where learners duplicate the content during examinations with little or no impact on the community. As a result, the surrounding communities continue to grapple with high levels of poverty, illiteracy, poor housing, disease, and poorquality health and hygiene. This study explores the strategies Gulu University is using to transform the post-conflict community of Gulu City, northern Uganda. A cross-sectional research design was used involving 390 households. Selfadministered questionnaires were employed to collect data on community perceptions of the operationalisation of the different strategies employed by Gulu University to transform the community. Descriptive statistics was used to determine the most outstanding strategies and their associated variables, while chisquare test was performed to assess the relationship between community perception of the existence of Gulu University and the strategies of community transformation. Findings revealed that, first, Gulu University’s strategy of knowledge application has been perceived by the surrounding community to have worked well by increasing employment opportunities, providing young people with opportunities for meaningful livelihood activities, reducing crime, and fostering enterprise development in the surrounding community. Second, the strategy of partnerships and community projects has paid off by providing scholarships to help community members further their education. However, there is still more to be done in terms of knowledge generation strategy through skill training, knowledge transmission strategy through technology transfer, primary health care, better farming engagements, and innovative business services, as well as partnerships and community projects strategy via enterprise development. Furthermore, findings indicated that there was a significant association between community perceptions of transformation and the existence of Gulu University. The findings highlight potential areas of focus for Gulu University and other Ugandan universities for formulating policies that higher institutions of learning can employ to transform communities. Besides, future research should explore the dimensions of community transformation that influence the role of higher institutions of learning in transforming communities.