General
Guidelines for Online Research Proposal and Thesis Defence
The higher education landscape is rapidly changing, the technological rise of the 21st-century and widespread integration of those technologies into our society, combined with access to the internet has integrally changed graduate research proposal and thesis examination/defence approaches. The rapidly changing landscapes call for a review of the research proposal/thesis examination methods in order to keep up with the times and incorporate integrated technologies into the learning modal, these technologies aren’t going to go away, they’ll continue to be integrated into our society and it’s time to embrace them for the advantages they bring. With the heavy integration of online technologies, the University will be able to improve the teaching and learning processes, information retention, engagement, responsibility and academic integrity.
Virtual and blended approaches have become important because they help to break down the traditional walls of examination, and now with access to present day technologies and resources we can tailor the examination experience to the prevailing conditions.
The Makerere University policy and regulations for the examination of research dissertations and theses provide for three forms of defense, namely, face-to-face; blended; and/or online technology. Traditionally, the Makerere University’s thesis examination policy required that all participants be physically present in the room where the thesis defense is taking place, however, under exceptional circumstances, videoconferencing is permitted provided that the following conditions are met:
- The general University regulations governing graduate research proposal and thesis examination/defence will apply (ref. Mak Graduate Hand book available at www.rgt.mak.ac.ug)
- A suitable space and technology for the videoconference should be designated before the proposal and thesis defense. The technology should ensure system stability and quality of sound and image during the examination.
- Contact the Directorate of Information and Communication Technical Services (DICTs) for audio and videoconference technical support for the duration of the defense.
- Inform the Director, Directorate of Research and Graduate Training in advance of an upcoming online research proposal or thesis examination. In this notification letter, the Principal/Dean/Chair should indicate in writing he/she has read and understands the regulations and rules for online examination/defence.
- Videoconference software must be used that allows all participants to see and hear each other during the entire examination/defense.
- Online participants must connect using hardware and network connections that ensure that all participants are visible and audible and that the connection is stable and available throughout the scheduled time of the defense.
- Examination by ordinary cellular telephone (Audio only) is not permitted under any circumstances.
- Conducting a practice run one week prior to the defense to ensure that participants are comfortable using the technology is highly recommended.
- Maintain a good balance between web-conference security (to avoid disruptions, i.e. ‘web-bombing’) and allowing for an open public participation in the defense.
General Considerations
- It is the responsibility of the Department to facilitate the web/teleconference-based defense;
- To ensure that the candidate knows how to use the software platform, the Chair and candidate should conduct a test meeting prior to the defense.
- Virtual research proposal and thesis defenses should adhere to the normal University requirements and procedures as much as possible;
- The candidate and the examiners are encouraged to use a headset to reduce audio feedback, and to use an ethernet connection to the internet instead of WiFi.
- The PhD Thesis defenses are open to the public audiences, and specific video connection instructions will be distributed to the University community in advance of the defense.
- At the discretion of the Chair of the examination committee, a defense in progress may be stopped and rescheduled, ideally within one week if technical difficulties prevent the student, Chair or examiners from participating.
Before the Examination/defense
- The Chair opens the meeting 15 minutes before the scheduled start of the defense. All participants should join the meeting at least 10 minutes before the defense begins.
- The Chair should ensure that late participant arrivals do not distract the candidate once they start their oral presentation. Alternatively, the Chair can lock the meeting after the oral presentation begins.
- At the start of the defense, the Chair will explain the format of the defense, including the time allowed for the oral presentation and set the ground rules for participation.
- It is advisable that the candidate should send their presentation materials to the Supervisor and Chairperson ahead of time in case technical difficulties prevent projecting them during the teleconference.
- To avoid distracting the candidate during their oral presentation, examiners and audience members’ microphones and camera should be turned off.
During the Examination/defense
- The Chair should reminds the candidate and examination committee of the regulations. The Chair could project the slides on behalf of the candidate.
- Audience members can either ask their question via the tool, in which case the Chair can turn on their video and microphone and invite them to interact directly with the candidate.
After the examination/defense
- At the end of the question period, the Chair will ask the audience to leave the meeting and invite the candidate to either leave the meeting or isolate them from the other participants in the “lobby” depending on the software platform used.
- Each examiner will individual assess and score the candidate’s performance. No vote will be recorded for an examiner who was not able to attend the defense. If an examiner must leave early due to technical difficulties, they can be allowed to vote via email at the Chair’s discretion.
- The Chair will ask the examiners to sign the Examination Report. More details on digital signatures shall be provided by the DRGT.
- The Chair will invite the candidate to return to the meeting and inform them of the outcome of the examination/defense.
- If the candidate passes but revision of the thesis is required, the Chair will provide written comments to the candidate. All examiners must agree on the required changes. Optional changes that the candidate should consider prior to submitting the final report to the DRGT.
- If the candidate fails, the Chair will provide written comments on the oral defense performance.
- At the committee’s discretion, the candidate may be given a second attempt to defend the proposal or thesis.
Guidelines and best practices for the Principal/Dean/Chair
In advance of the examination/defense, the Chair
- Consult with the student to select the video conference program to be used. At the time of the defense, the Chair should be the host/point person for any technology difficulties. Please do not leave this to the student, even if Chair is sure the student is more adept at technology.
- Be knowledgeable of the ICT facility especially on how to allow the student to share slides and control the presentation.
- Consider offering a “test run” with the student to ensure that the technology works and that they are comfortable using it to present their findings and answer questions.
- Ensure that the student maintain audio-video connection throughout the examination.
- Be responsible for ensuring that the requirements for online participation are met and that the online participation was uninterrupted or, if interrupted, that the defense was paused until the situation was fully restored.
At the defense
- All participants should be in the examination room at least 15 minutes before the scheduled start time.
- Don’t multitask during the research proposal or thesis defense. Many examiners often do this in the online environment, but this is not a regular online meeting, it is an examination. The student defending has spent years in anticipation of this examination/defense.
- Chair has the authority to discontinue the online defense at any time if they judge that online participation is interfering with the proper conduct of a rigorous and fair defense.
- If one or more participants is dropped from the connection, or if audio is lost, the defense must be paused until the connection is restored. If the connection cannot be restored, the Chair must suspend the defense until it can be rescheduled.
- Chair will introduce the candidate and the examination committee members; just as you would in a live defense (this is also a final check that all the audio/visuals work).
- Put a brief the agenda/rules in the chat window as a reminder of the examination rules.
- Audio-only participation by either the examination committee members and the student is not permitted.
Guidelines and best practices for the candidate/student defending
In advance of the defense
- The student should arrange to distribute all visual materials in advance of the defense
- Make sure you know how to use the chosen video conferencing site (WebEx, Zoom, Microsoft Teams).
- Share your slides with your Supervisor before the start of the defense. Ensuring someone else has them and could potentially share them if necessary is a good back up plan.
- If you have notes or a presentation, practice how you will setup and deliver that beforehand. You may want to arrange your screen so that you can see your committee
- To ensure high quality and full access to web-conference features, the candidate should participate in the defense using a laptop or desktop computer.
- Plan your physical space for the defense to ensure that there is enough light so that you can be seen without a shadow; avoid glare, shadows, or an overly cluttered backdrop, and Use headphones is encouraged, to reduce any potential background noise.
At the defense
- When delivering the presentation, sit and be sure that your webcam has a good shot of you from the shoulders up. In a live defense, you would probably be standing, but that will not work here since you will not be as clearly visible.
- Even though you are, sitting and you are communicating via videoconference, your gestures and nonverbal communication still matter. Just as in a face-to-face examination, practice to avoid all those verbal fillers that may clog your communication.
Guidelines and best Practices for the examination committee members/Panelists
- Do a test run, and consult DICTs and time to arrange the camera and lighting in advance.
- Use your video to the extent that your internet connection allows, rather than a still image or your name.
- Please mute your microphone unless you are speaking.
- The examination committee members evaluate the candidate’s presentation, the quality of the research proposal or thesis as well as the candidate’s response questions.
Guidelines and best practices for the public audience:
- After the defence, examination committee members have completed their rounds of questioning, and if time permits, the audience will have an opportunity to submit questions in writing using the chat feature.
- Please keep the microphone muted at all times.
Troubleshooting
- Ensure there is a back-up phone number for all required participants in case there is a problem with the technology. While University policy does not allow for participation via phone, being able to reach participants by phone can help troubleshoot a solution.
- If all else fails, notify the Director DICTS of the issue by other means (e.g., email, text).
Please follow these directions for planning and conducting an online/virtual proposal or thesis examination. These directions provide procedures and technical guidelines for running a virtual oral research proposal or thesis examination using videoconferencing technology. These directions do not replace the University regulations governing research proposal or thesis examination. Then Chair is responsible for understanding and conducting examination in accordance with the University regulations.
The following recommended directions explain how to set up a video-conference examination, and ensure that the defense runs smoothly and securely.
Process for planning and conducting a videoconference for Graduate Research proposal and Thesis examination/defence
Contact point in case you need further clarification of these regulations and procedures:
The Vice Chancellor, Prof. Barnabas Nawangwe on 20th April 2026 inaugurated the Second Makerere University Health User Committee (Mak-HUC). The Committee was established by the Vice Chancellor in 2022 as part of his strategic mandate to strengthen and oversee the University’s health service delivery.
Chaired by Dr. Allen Kabagenyi from the College of Business and Management Sciences (CoBAMS), Mak-HUC has as its members; Prof. Josaphat K. Byamugisha-Director Makerere University Health Services (MakHS) and Dr. Daniel Ronald Ruhweza-Department of Law and Jurisprudence, School of Law.
Other members include; Dr. Arthur Kwizera-Department of Anaesthesia and Critical Care, College of Health Sciences (CHS) and Makerere University Academic Staff Association (MUASA) Representative, Dr. Lillian Tukahirwa-Makerere University Administrative Staff Association (MASA) Representative, Mr. Godfrey Othieno- National Union of Educational Institutions (NUEI) Representative, and as Secretariat, Ms. Kevin M. Nabiryo-Directorate of Human Resources.
The 2nd Mak-HUC has been appointed for a period of four years effective 1st January 2026 with a mandate to: Guide, monitor and oversee delivery of health services by MakHS; Represent the interests and concerns of staff and students that use MakHS; Advise on alignment with sustainable health financing and insurance models; Strengthen systems for fraud prevention, digital transformation and access to specialized treatment, among other responsibilities.
The 1st Mak-HUC was chaired by Dr. Allen Kabagenyi and had as members; Prof. Josaphat Byamugisha, Dr. Fred Mayambala, Dr. Zahara Nampewo, Mr. Othieno Godfrey, Mr. Apunyo Paul Okiria and Ms. Ikiriza Racheal. Milestones during the first era included; Outpatient Department visits growth from 4,802 (2022) to 7,388 (Nov 2025) for staff and 14,641 (2022) to 19,069 (Nov 2025) for students.
Others milestones included; Commissioning of a fully equipped Operating Theatre, Establishment of a modern Imaging Hub, Development of a fully functional Audiology Unit, Expansion of the Temporal Bone Laboratory, Launch of the Olink Proteomics Platform and Enhancement of the Dental Unit with 32 dental chairs and experienced personnel.
Related article: https://news.mak.ac.ug/2025/12/three-years-of-impact-makerere-university-health-user-committee-presents-status-report/
By Gerald Ochwo
On Monday, 20th April 2026, the Academic Registrar, Prof. Buyinza Mukadasi and his Senior Management Team (SMT) convened to witness the official handover of office within the Senate Division. The ceremony, attended by representatives from the Directorate of Internal Audit, marked an important moment of transition and continuity in the University’s academic administration. The outgoing Deputy Academic Registrar in charge of the Senate Division, Mrs. Patience Mushengyezi, formally handed over office to Ms. Gladys Khamili, who assumes the role in an acting capacity.
In his remarks, Prof. Buyinza Mukadasi underscored the significance of the transition, situating it within a broader institutional context. He observed that the Department of the Academic Registrar has, over the years, experienced a steady wave of retirements, particularly among senior staff. He noted that this trend is expected to continue, with a considerable number of experienced personnel due to retire within the next two years.
While acknowledging the institutional gaps created by these departures, he reassured staff that the University is actively addressing the situation to ensure the continued efficiency of the Department.
“You will agree with me that the Department has, over the years, witnessed the retirement of many senior colleagues. Their departure leaves behind a significant institutional gap. However, the University is fully aware and will address it through targeted recruitment,” he stated.
In her detailed handover report, which she delivered verbatim, Mrs. Patience Mushengyezi reflected on her tenure with gratitude and a deep sense of fulfillment. She paid tribute to the Vice-Chancellor, in his capacity as Chairperson of the University Senate, for his steadfast guidance and support throughout her service. She also expressed sincere appreciation to the Academic Registrar, Prof. Buyinza Mukadasi, for his pragmatic and results-oriented leadership.
“I remain deeply grateful for the support from the Vice-Chancellor and all members of Senate for the trust they accorded me. I equally thank the Academic Registrar, Prof. Buyinza, for his results-oriented approach to administration. His support enabled us to achieve remarkable progress under the DARP (Digitalization of Academic Records and Processes) Project, including the successful digitalization of Senate minutes, some dating as far back as the 1990s, which are now easily retrievable,” she noted.
Her remarks painted a picture of dedication, progress, and institutional strengthening, leaving behind a legacy that will continue to benefit the University.
In her acceptance remarks, Ms. Gladys Khamili expressed heartfelt appreciation to the Academic Registrar for the confidence placed in her. She acknowledged the weight of responsibility that comes with the role and pledged her commitment to upholding the standards and gains established by her predecessor.
She paid glowing tribute to Mrs. Mushengyezi’s exceptional service, noting that her impact within the Senate Division is both profound and enduring.
“I am truly honored by the trust bestowed upon me. I am committed to building on the strong foundation laid by Mrs. Mushengyezi, whose remarkable contribution and dedication will continue to inspire us all,” she said.
The ceremony not only marked the end of a distinguished era in the Department of the Academic Registrar, but also the beginning of a new phase, underscored by continuity, renewal, and a shared commitment to excellence in academic administration at Makerere University.
Gerald Ochwo is the Liaison and Communication Officer, Office of the Academic Registrar
At a time when Africa stands at the intersection of demographic opportunity and governance uncertainty, a powerful question is emerging across the continent: what kind of leadership will define Africa’s future?
This question took centre stage at the 2026 Julius Nyerere Leadership Lecture and Youth Conversations, held on April 13, 2026, at Makerere University. Convened by the Julius Nyerere Leadership Centre in partnership with the Council for the Development of Social Science Research in Africa (CODESRIA), the event brought together policymakers, scholars, diplomats, and youth leaders from across East Africa under the theme: “Africa’s Next Generation: Youth Agency and the Leadership Africa Needs.”
Held on the birth anniversary of Mwalimu Julius Kambarage Nyerere, the gathering was not merely commemorative. It was deliberately forward-looking—an effort to reinterpret Nyerere’s legacy in light of contemporary realities and to position young people as central actors in shaping Africa’s political, economic, and social trajectory.
A Defining Moment for Leadership in Africa
Opening the event, Dr. Nansozi K. Muwanga, Executive Director of the Julius Nyerere Leadership Centre, framed the conversation within a broader continental context marked by a rapidly expanding youth population, rising political awareness, and increasing demand for accountability.
“Africa is not short of potential,” she noted. “What is at stake is whether that potential is matched by the kind of leadership required to transform it into sustainable development and inclusive progress.”
Her remarks underscored a critical shift: young Africans are no longer passive participants in governance processes. Across communities, institutions, and political spaces, they are organizing, contesting, innovating, and demanding accountability. The challenge, she argued, is to ensure that this energy is channelled into ethical, competent, and service-oriented leadership capable of transforming institutions and delivering long-term change.
Reclaiming Unity as a Strategic Imperative
The importance of unity—long championed by Mwalimu Nyerere—featured prominently throughout the discussions. Representing Tanzania, Major General Paul Kisesa Simuli emphasized that Pan-Africanism must evolve from a historical ideal into a practical framework for cooperation and development.
“Africa’s unity is not optional,” he observed. “It is a necessity for survival in an increasingly competitive and interconnected world.”
He pointed to education, language, and shared values as critical foundations for building a cohesive regional identity, highlighting the need for deliberate investment in systems that strengthen cross-border collaboration. His intervention reinforced a central theme of the lecture: that regional integration and collective action are indispensable to Africa’s long-term stability and prosperity.
Leadership in Transition: From Authority to Influence
The keynote address by Israel Laryea provided a compelling reflection on how leadership itself is evolving. Drawing from Africa’s political history, he argued that the continent has moved through distinct phases—from liberation-era “builders,” to “controllers,” and now to a generation navigating democratic transitions that remain incomplete.
Yet, despite these transitions, a fundamental gap persists.
“Africa has never lacked leaders,” he remarked. “The real question is the kind of leadership each generation chooses to tolerate.”
In today’s context, he argued, leadership is increasingly shaped not only by formal authority but by influence, credibility, and the ability to mobilize and organize. Digital platforms have expanded access to information and participation, but they have also introduced new complexities—where visibility does not necessarily translate into power.
For young Africans, this presents both an opportunity and a challenge. While they are more connected and engaged than ever before, their influence in formal decision-making spaces remains limited. Bridging this gap requires a shift from digital engagement to structured political and institutional participation.
The Knowledge Question: Leadership and Intellectual Responsibility
A recurring theme across the lecture was the centrality of knowledge in shaping effective leadership. Scholars warned against the risks of historical distortion, shallow engagement with complex issues, and leadership divorced from intellectual grounding.
Discussions emphasized that Africa’s development challenges are not simply technical—they are deeply political and ideological. Addressing them requires leaders who are not only well-intentioned but also analytically grounded, historically informed, and ethically driven.
The idea that “ignorance remains one of the greatest obstacles to progress” resonated strongly, reinforcing the need for continuous learning, humility, and critical reflection as essential components of leadership.
Youth Leadership in Practice: From Ideas to Implementation
Beyond theory, the lecture provided a platform for young leaders to demonstrate how leadership is already being exercised in practical and impactful ways.
Across panel discussions, participants shared experiences in governance, entrepreneurship, and community development. These contributions highlighted a growing shift toward solution-oriented leadership, where young people are not waiting for opportunities but actively creating them.
Key insights emerging from these engagements included:
- The importance of policy reforms that enable youth participation, particularly in economic and governance spaces
- The role of innovation and technology in addressing local challenges and expanding opportunities
- The need for community-centred approaches that prioritize inclusion and social impact
What became evident is that Africa’s youth are not merely a demographic category—they are an active force shaping new pathways for development and leadership.
Intergenerational Dialogue: Bridging Legacy and Aspiration
The Ekyooto fireside conversations provided one of the most reflective moments of the event, bringing together seasoned leaders and emerging voices in an open and candid dialogue.
These conversations explored the deeper questions of identity, purpose, and responsibility. Participants emphasized that the future of Africa will depend on a generation that understands not only the challenges it faces but also the values and principles required to address them.
Lena Nyerere, representing the Nyerere family, highlighted the enduring relevance of Pan-Africanism as a vision rooted in unity, dignity, and collective progress. Her presence served as a symbolic bridge between legacy and the future—reminding participants that leadership is both inherited and redefined across generations.
From Reflection to Action
As the day concluded, a clear consensus emerged: Africa’s transformation will depend on the ability of its young people to move beyond participation toward active leadership and institutional influence.
This transition requires:
- Strengthening leadership development pathways
- Investing in education and critical thinking
- Expanding opportunities for meaningful participation in governance and policy processes
- Building a shared sense of Pan-African identity and purpose
Equally important is the need to move beyond episodic conversations toward sustained programmes, structured mentorship, and institutional support systems that enable young leaders to grow, collaborate, and lead effectively.
Looking Ahead: Reimagining Leadership for Africa’s Future
The 2026 Julius Nyerere Leadership Lecture and Youth Conversations ultimately served as more than a platform for dialogue—it was a strategic intervention in shaping Africa’s leadership trajectory.
As the Julius Nyerere Leadership Centre continues to expand its work in youth leadership training, regional engagement, and policy dialogue, the challenge ahead is clear: to translate ideas into action, and action into lasting institutional change.
Africa’s future will not be determined by its challenges alone, but by the quality of leadership that emerges to confront them. In this regard, the legacy of Mwalimu Julius Nyerere is not a static memory—it is a living framework for leadership grounded in service, unity, and responsibility. The task for this generation is to reimagine that legacy in practical terms, and to carry it forward with clarity, courage, and purpose.
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