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State of Doctoral Education and Training in Uganda

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State of Doctoral Education and Training in Uganda State of Doctoral Education and Training in Uganda GOVERNMENT OF UGANDA STATE OF DOCTORAL EDUCATION AND TRAINING IN UGANDA RESEARCH REPORT Irene Etomaru, Fred E.K. Bakkabulindi and Tom D. Balojja East African School of Higher Education Studies and Development College of Education and External Studies Makerere University Email: [email protected]/[email protected]/[email protected] MARCH 2021 This work was funded by Government of Uganda through Makerere University Research and Innovations Fund. Grant Number: MAK-RIF-RIF1/CEES/004) 1 State of Doctoral Education and Training in Uganda This work was funded by Government of Uganda through Makerere University 2 Research and Innovations Fund. Grant Number: MAK-RIF-RIF1/CEES/004) State of Doctoral Education and Training in Uganda Table of CONTENTS Table of Contents i List of Tables v List of figures vi Acknowledgement vii Project Team xi List of Abbreviations and Acronyms xiii Executive Summary xiv CHAPTER ONE: Introduction 1 1.0 Introduction 1 1.1 About the Project 1 1.2 Specific Objectives of CEPIDE 1 1.3 Envisaged Outputs, Outcomes and Impact of CEPIDE 2 1.4 Implementation of CEPIDE 3 1.5 Structure of the Report 3 CHAPTER TWO: Baseline Study of the State of Doctoral Education and Training in Uganda 4 2.0 Introduction 4 2.1 Background to the Study 4 2.2 Statement of the Problem 6 2.3 Purpose of the Study 6 2.4 Research Questions 6 2.5 Analytical Framework for the Baseline Study 7 CHAPTER THREE: Methodology for the Baseline Study 10 3.0 Introduction 10 3.1 Paradigm and Design 10 3.2 Unit of Analysis 11 3.3 Data Sources and Data Collection Methods 11 3.4 Data Collection Instruments 12 This work was funded by Government of Uganda through Makerere University Research and Innovations Fund. Grant Number: MAK-RIF-RIF1/CEES/004) i State of Doctoral Education and Training in Uganda 3.5 Procedure 13 3.6 Data Management 13 3.7 Ethical Considerations 15 CHAPTER FOUR: Global Context of Doctoral Education and Training: Emerging Trends 16 4.0 Introduction 16 4.1 Need for the Doctorate: Global and African Contexts 16 4.1.1 Need for the Doctorate: Global Context. 16 4.1.2 Need for the Doctorate: The African Context. 18 4.2 International Frameworks and Declarations guiding Doctoral Education and Training 20 4.2.1 Sorbonne Declaration (1998) 20 4.2.2 Bologna Declaration (1999) 20 4.2.3 Prague Declaration (2001) 21 4.2.4 Berlin Communique (2003) 21 4.2.5 Salzburg Recommendations 21 4.2.6 Salzburg II Recommendations 23 4.2.7 The Seven Principles of Innovative Doctoral Training 23 4.2.8 Other Communiques 23 4.3 Overview of Changes in Doctoral Education and Training over the Last Decades 24 4.3.1 The Rise of the Professional Doctorate 24 4.3.2 Part-time Study/Enrolment for the Doctorate 25 4.3.3 The New-Route Taught Doctorate 25 4.3.4 The Doctorate by Publication 26 4.4 Current Research on Doctoral Education and Training: Global and African Contexts 27 4.4.1 Current Research on Doctoral Education and Training: The Global Context 27 4.4.2 Current Research on Doctoral Training and Education: The African Context 29 CHAPTER FIVE: Context of Doctoral Education and Training in Uganda 31 5.0 Introduction 31 5.1 Current Research on Doctoral Education and Training in Uganda 31 5.2 Context of the Higher Education System in Uganda 36 5.2.1 Regional Distribution of Public Universities in Uganda 36 5.2.2 Regional Distribution of Private Universities in Uganda 38 5.3 Historical Developments in Doctoral Education and Training in Uganda 39 5.3.1 Makerere University College: Prior to 1970 39 5.3.2 Makerere University: From 1970 to 1998 39 This work was funded by Government of Uganda through Makerere University ii Research and Innovations Fund. Grant Number: MAK-RIF-RIF1/CEES/004) State of Doctoral Education and Training in Uganda 5.3.3 Makerere University: From 1999 to 2008 41 5.3.4 Makerere University: From 2009 to Date 43 5.3.5 Other Public Universities: From 1989 to Date 44 5.3.6 Private Universities: From 1988 to Date 47 5.3.7 Conclusion 51 5.4 National-Level Structures to Support Doctoral Education and Training in Uganda 52 5.6 Institutional Level Structures to Support Doctoral Education and Training in Uganda 57 5.6.1 The Graduate School 57 5.6.2 The Directorate of Quality Assurance. 58 5.7 Alignment between Doctoral Education and Training and the National Development 59 Agenda CHAPTER SIX: Findings of the Baseline Study of the State of Doctoral Education and 62 Training in Uganda 6.0 Introduction 62 6.1 Research Excellence 62 6.1.1 Academic Standards for the program and its curriculum 62 6.1.2 Originality, creativity, autonomy and critical thinking 69 6.1.3 Critical mass of academic staff 70 6.2 Attractiveness of the Institutional Environment 71 6.2.1 Infrastructure 72 6.2.2 Academic staffing 73 6.2.3 Instructional facilities 75 6.2.4 Financial health 76 6.2.5 Facilities for people with disabilities (PWDs) 78 6.2.6 Organisational issues 78 6.3 Interdisciplinary Research Options 80 6.4 Exposure to Industry 86 6.4.1 Industry placements during research training 88 6.4.2 Co-funding with industry. 88 6.4.3 Co-teaching and Co-supervision with industry partners 88 6.4.5 Alumni/Alumnae networks 88 6.4.6 Knowledge sharing with industry 88 6.5 International Networking 90 6.5.1 Internationalization at home 90 6.5.2 International partnership programs 91 This work was funded by Government of Uganda through Makerere University Research and Innovations Fund. Grant Number: MAK-RIF-RIF1/CEES/004) iii State of Doctoral Education and Training in Uganda 6.5.3 Diversity management 93 6.6 Transferrable Skills Training 95 6.7 Quality Assurance 100 6.7.1 Quality assurance of inputs into doctoral programs 101 6.7.2 Quality Assurance of Processes 104 6.7.3 Quality Assurance of Out-puts 109 6.7.4 Feedback 110 6.8 Summary of Findings 111 CHAPTER SEVEN: Discussions, Conclusions and Recommendations 116 7.0 Introduction 116 7.1 Discussions 116 7.1.1 Research Excellence 117 7.1.2 Attractiveness of the Institutional Environment 119 7.1.3 Interdicsplinary Research Options 122 7.1.4 Exposure to Industry and other Relevant Employment Sectors 123 7.1.5 International Networking 124 7.1.6 Transferable Skills Training 127 7.1.7 Quality Assurance 129 7.2 Conclusions 131 7.3 Recommendations 133 7.4 Limitations 137 REFERENCES 139 APPENDICES 153 Appendix 1 - Some of the Major Documents We Considered at Systems/National 153 Level (Latest First in a Given Category) Appendix 2 - Some of the Major Documents We Considered at Institutional Level 154 (Latest First in a Given Category) Appendix 3 - Chronology of the Regional Distribution of Private Universities in 156 Uganda 1988-2019 Appendix 4 - Chronology of the Adoption of the Taught Doctorate in Makerere 159 University 2002 to date Appendix 5 - Instrument for Focus Group Discussions with National Council for 161 Higher Education (NCHE) Appendix 6 - Instrument for Interviews with Coordinators of Doctoral Programmes 164 Appendix 7 - Consent Form 164 This work was funded by Government of Uganda through Makerere University iv Research and Innovations Fund. Grant Number: MAK-RIF-RIF1/CEES/004) State of Doctoral Education and Training in Uganda List of TABLES Table 2.1 The Seven Principles of Innovative Doctoral Training 7 Table 2.2 Analytical Framework for the Baseline Study of the 8 State of Doctoral Education and Training in Uganda Table 3.1 Distribution of Participants by Category 12 Table 3.2 Steps we followed in Data Management Using 14 Thematic Framework Analysis Table 4.1 Salzburg Recommendations 22 Table 4.2 Salzburg II Recommendations 23 Table 5.1 Chronology of the Regional Distribution of Public 37 Universities in Uganda, 1922-2015 Table 5.2 Numbers of PhDs Awarded Annually by Makerere 39 University, 1970-1998 Table 5.3 Numbers of PhDs Awarded Annually by Makerere 40 University, 1970-1998 by Sex Table 5.4 Numbers of PhDs Awarded Annually by Makerere 40 University, 1970-1998 by the Sciences vs Arts Dichotomy Table 5.5 Numbers of PhDs Awarded Annually by Makerere 42 University, 1999-2008 Table 5.6 Numbers of PhDs Awarded Annually by Makerere 42 University, 1999-2008 by Sex- Table 5.7 Numbers of PhDs Awarded Annually by Makerere 43 University, 1999-2008 by the Sciences vs Arts Dichotomy Table 5.8 Numbers of PhDs Awarded Annually by Makerere 43 University, 2009-2020 Table 5.9 Numbers of PhDs Awarded Annually by Makerere 43 University, 2009-2020 by Sex Table 5.10 Numbers of PhDs Awarded Annually by Makerere 44 University, 2009-2020 by the Sciences vs Arts Dichotomy Table 5.11 Numbers of PhDs Awarded Annually by MUST, 2004 - 2019 45 Table 5.12 Numbers of PhDs Awarded Annually by MUST, 2004 - 2019 by Sex 45 Table 5.13 Numbers of PhDs Awarded Annually by MUST, 2004 - 2019 46 by the Sciences vs Arts Dichotomy This work was funded by Government of Uganda through Makerere University Research and Innovations Fund. Grant Number: MAK-RIF-RIF1/CEES/004) v State of Doctoral Education and Training in Uganda Table 5.14 Numbers of PhDs Awarded Annually by Gulu University, 2013 - 2020 46 Table 5.15 Numbers of PhDs Awarded Annually by Gulu University, 2013 - 2020 by Sex 46 Table 5.16 Numbers of PhDs Awarded Annually by Gulu University, 46 2013 - 2020 by the Sciences vs Arts Dichotomy Table 5.17 Total Numbers of PhDs Awarded Annually by Public 47 Universities in Uganda Table 5.18 Total Numbers of PhDs Awarded Annually by Public 47 Universities in Uganda by Sex Table 5.19 Total Numbers of PhDs Awarded Annually by Public 47 Universities in Uganda by the Science vs Non-sciences Dichotomy Table 5.20 Numbers of PhDs
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