Browsing by Author "Namuleme, Robinah Kalemeera"

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Challenges and opportunities in scholarly writing for female academics at Kyambogo University in Uganda
(Journal of Research and Academic Writing, 2025-07-22) Namuleme, Robinah Kalemeera; Kyazike, Elizabeth
Research productivity remains a key indicator of academic success in higher education, yet female academics publish significantly fewer scholarly works than their male peers, despite holding advanced qualifications and having access to government-supported research funding. This qualitative descriptive study investigated factors influencing research productivity among 29 female academics at Kyambogo University between May 2023 and August 2024. Ethical protocols were strictly followed, including informed consent, confidentiality, and anonymisation of participants’ identities. This research uniquely applied an intersectionality-informed framework to demonstrate how personal challenges—such as time constraints, self-doubt, and limited research skills—interact with structural impediments including excessive workloads, inadequate mentorship, insufficient research infrastructure, limited funding, and systemic gender biases to undermine female academics involvement in scholarly writing findings reveal that while enablers—such as PhDs, research grants, co-supervision opportunities, journal access, and diverse fields—form a solid foundation for productivity, female academics continue to encounter systemic and personal barriers that inhibit full engagement. The study proposes strategic, intersectionality-based institutional interventions such as establishing a research support, Writing Centre, and creating communities of practice to address the barriers identified and leverages the intrinsic strengths of female academics. Together, these will improve female academics’ scholarly output and ultimately foster more inclusive and sustained academic growth.
Evaluation of Information literacy training for enhanced teaching, learning, and research competence for academic staff and students at the University of Rwanda: A descriptive mixed-method study
(Qualitative and Quantitative Methods in Libraries, 2024-07-09) Namuleme, Robinah Kalemeera; Umutesi, Annonciatte
This study evaluates the effectiveness of Information Literacy Training (ILT) for academic staff and postgraduate students in the digital era. A descriptive mixed-method approach was used, with data collected from 87 postgraduate students, academic staff, and librarians from nine Campuses across the University of Rwanda. The results showed that providing ILT at the beginning of student’s study program significantly enhanced their capacity to identify, access, evaluate, and use information effectively. It also improved students’ competencies in research and scholarly publishing. The study highlights the importance of ILT evaluation in training, providing critical insights into program effectiveness, efficiency, and long-term impact. It recommends ILT as a mandatory component in the curriculum for all students. Keywords: Information Literacy, Critical thinking, Reference Management, Digital literacy, Literacy proficiency.