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:
General
Makerere University Set to Develop Curriculum to Transform Graduate Supervision and Mentorship
By Moses Lutaaya
KAMPALA – Makerere University is set to develop a curriculum for a specialized Certificate Course in Supervision and Mentoring for Graduate Training and Higher Education Management, in a move aimed at professionalizing graduate supervision and strengthening the capacity of academic staff to deliver quality postgraduate education.
The proposed programme will equip academic staff with advanced competencies in graduate-level teaching, research supervision, mentorship, and higher education management, while supporting the University’s agenda of improving the quality and relevance of graduate training.
The curriculum development process was discussed during a Stakeholders’ Curriculum Development Consultation Workshop held on Thursday, 18th June 2026 at the Senate Building Telepresence Hall, Makerere University.
The workshop, organized by the Directorate of Graduate Training in collaboration with the Centre for Teaching and Learning Support (CTLS), brought together curriculum specialists, academic staff, and higher education stakeholders to review and enrich the proposed curriculum before it proceeds through the University approval processes.
Participants included 11 lecturers from the College of Engineering, Design, Art and Technology (CEDAT), 3 from the College of Agricultural and Environmental Sciences (CAES), 2 from the College of Veterinary Medicine, Animal Resources and Bio-security (CoVAB), 1 from the College of Humanities and Social Sciences (CHUSS), 4 from the College of Education and External Studies (CEES), among others.
The National Curriculum Development Centre (NCDC) was represented by Dr. Patrice Ssembirige, Deputy Executive Director in charge of Curriculum Review and Instructional Materials Development. The Centre for Teaching and Learning team was led by Dr. Dorothy Ssebowa, while Dr. Stephen Wandera coordinated the workshop.
Addressing participants, Prof. Julius Kikooma, Director Graduate Training at Makerere University, said the curriculum development initiative is central to strengthening graduate education and ensuring that academic staff are adequately prepared to support postgraduate learners.
Prof. Kikooma noted that Makerere University is targeting an increase in graduate student enrolment to 50 percent of the total student population, but emphasized that this ambition must be matched with investment in the capacity of academic staff who supervise and mentor students.
“We can get many graduate students, but if the people supporting them do not have the right tools and preparation, we will still have challenges,” Prof. Kikooma said.
He explained that the initiative responds to University policies requiring academic staff teaching graduate students to undergo pedagogical training, while those supervising graduate research must undergo specialized preparation in supervision and mentoring.
Prof. Kikooma said graduate supervision requires deliberate preparation because supervisors play a central role in shaping research quality, student success, and the overall effectiveness of postgraduate programmes.
He further emphasized Makerere University’s responsibility as a leading institution in the region.
“We have a double expectation. We must support the country to achieve its aspirations in national development, but we also have an expectation from other institutions to support them in building graduate training capacity. In that sense, we are a trainer of trainers,” he said.
Speaking on behalf of the National Curriculum Development Centre (NCDC), Dr. Patrice Ssembirige commended Makerere University for adopting a consultative and inclusive approach to curriculum development.
He noted that education systems globally are undergoing significant transformation, requiring continuous curriculum review and alignment with emerging needs.
“Education systems globally are undergoing significant transformation, and in Uganda, NCDC has been leading and spearheading the implementation of the competency-based curriculum,” Dr. Ssembirige said.
He explained that NCDC has developed competency-based curriculum frameworks at primary and lower secondary levels and is currently advancing reforms at upper secondary level, which feeds into higher education institutions.
Dr. Ssembirige said the new curriculum presents an opportunity to align graduate training with global trends, Sustainable Development Goals (SDGs), international best practices, and national development priorities.
“As we develop this curriculum, we need to align with global trends, SDGs and international best practices. We also need to undertake comparative analysis because curriculum reforms are taking place across East African Community states,” he noted.
He encouraged developers to ensure that the programme follows competency-based principles and equips participants with relevant 21st-century skills.
“Since we are talking about competency-based curriculum, we must be cognizant of the principles of competency-based education and ensure that we develop skills that fit the demands of the 21st century,” he added.
Dr. Dorothy Ssebowa, Director of the Centre for Teaching and Learning Support at Makerere University, said the initiative marks an important step in strengthening professional development for academic staff involved in graduate education.
She noted that effective supervision requires more than disciplinary expertise, but also skills in mentorship, communication, research guidance, ethics, assessment, and student support.
“The quality of graduate education depends on the quality of mentorship and supervision we provide. This curriculum will strengthen the capacity of academic staff to guide graduate students effectively, improve research outcomes, and uphold the standards expected of a leading university,” Dr. Ssebowa said.
She added that the Centre for Teaching and Learning will continue working with the Directorate of Graduate Training, academic colleges, curriculum specialists, and regulators to ensure the programme remains relevant and impactful.
During the workshop, stakeholders reviewed the proposed curriculum structure, course content, competency areas, assessment strategies, quality assurance mechanisms, and alignment with national and international standards.
Once finalized, the programme is expected to strengthen graduate supervision at Makerere University and serve as a model for professional development across higher education institutions in Uganda and beyond.
General
Revised Advertisement for Positions of Principal and Deputy Principal at Makerere University
The Vice Chancellor, Prof. Barnabas Nawangwe, has called for strengthened graduate training and research systems, urging a significant scale-up in the production of Masters and PhD graduates to meet Uganda’s and Africa’s growing knowledge and development needs.
The call was made during an engagement with the College of Health Sciences leadership, where the Vice Chancellor underscored the strategic importance of research-intensive colleges in advancing the university’s mission and contributing to national transformation.
The Vice Chancellor noted that while the College of Health Sciences continues to make a substantial contribution to the university’s research output and remains one of the most productive units, there is need to further strengthen systems that support graduate training, supervision, and timely completion of studies.
He emphasized the need to increase postgraduate enrolment, with a target of raising graduate participation to 40 percent. According to him, expanding graduate training is essential for building a critical mass of highly skilled researchers capable of addressing Uganda’s and Africa’s development challenges.
Improving Completion Rates and Supervision
The Vice Chancellor highlighted concerns over graduate completion rates, noting that delays in supervision and academic support continue to affect timely graduation across many institutions.
He called for stronger supervision systems, improved mentorship, and more structured academic support to ensure that students complete their programmes within the stipulated timeframes.
“Completion of graduate programmes must be prioritized through effective supervision and structured academic support systems,” the Vice Chancellor emphasized.
Strengthening Research Output
The Vice Chancellor also stressed the need to enhance research productivity and visibility through increased publications, improved citation impact, and expanded access to competitive research funding.
He encouraged deeper collaboration among researchers, including co-supervision arrangements with international scholars and strengthened partnerships with other universities to enhance research quality and global competitiveness.
Investment in Infrastructure
The College Deputy Principal, Prof. Richard Iwa Idro, shared with the VC some of the college’s challenges which included low staffing levels at both academic and administrative levels, inadequate infrastructure and high staff turnover among others.
The Vice Chancellor reaffirmed the University’s commitment to improving infrastructure for teaching and research within the College of Health Sciences. He noted that ongoing and planned developments are aimed at strengthening PhD training environments and supporting advanced research activities.
He further emphasized the importance of expanding academic staffing and leveraging expertise from both active and retired scholars, including the appointment of honorary professors to support mentorship and research development.
Academic Accountability and Innovation
The Vice Chancellor reminded professors and associate professors of their responsibility to deliver inaugural lectures within stipulated timelines as part of academic accountability and recognition of scholarly contribution.
He also encouraged researchers to translate their work into innovation and practical solutions that contribute to Uganda’s socio-economic transformation, noting that research must go beyond publication to deliver real-world impact.
The Vice Chancellor reiterated that strengthening graduate training and research is central to achieving national development goals and enhancing Uganda’s competitiveness in the global knowledge economy.
He emphasized that sustained investment in Masters and PhD training, combined with stronger research systems, will be critical in producing the next generation of scholars, innovators, and leaders required to drive sustainable development.
The Vice Chancellor was accompanied by the Academic Registrar, Prof. Buyinza Mukadasi, the Director DRIP, Prof. Robert Wamala, Prof. Edward Bbaale, who represented the Deputy VC in charge of Academic Affairs, Prof. Fredrick Muyodi, the Director of the Writing Centre, Dr. Margaret Nagwovuma, the Deputy Director of Makerere University Technology and Innovation Centre, Prof. William Tayeebwa, the Manager of Makerere Press and Prof. Kikooma Julius, the Director of Graduate Training. The officials shared with staff how staff can benefit from their offices.
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