Education
School of Education Holds Workshop on Reporting Research Findings for PhD Students
Kampala, August 30, 2024—
The School of Education, Department of Languages at Makerere University, recently organized a highly impactful workshop aimed at enhancing the research skills of PhD students. The workshop, titled “Moving from Raw Data to Reporting Findings in Educational Research,” attracted over 40 doctoral candidates who are currently navigating the challenging terrain of academic research.
The event was graced by a distinguished panel of senior researchers who brought a wealth of knowledge and experience to the discussion. The panel included Dr. Leah Sikoyo, Dr. Reymick Oketch, Dr. Nambi Rebecca, Dr. Badru Musisi, Dr. Nicholas Itaaga, and Dr. Michael Gallagher, a Senior Lecturer in Digital Education from the University of Edinburgh.
Theoretical Foundations in Research
A key point emphasized during the workshop was the importance of grounding research in a strong theoretical framework. The facilitators urged the PhD students to ensure that every piece of research draws from a relevant theory, which serves as a foundation for their study. “A theory is not just an academic requirement; it’s a lens through which you interpret your data and understand your findings,” said Dr. Leah Sikoyo, setting the tone for the day.
Navigating Research Methodologies
The workshop also delved deeply into the ongoing debate between quantitative and qualitative research methods. Dr. Sikoyo argued passionately that qualitative data collection is often more rigorous than its quantitative counterpart, as it requires a deep understanding of the context and the researcher’s ontological views must be clearly represented in the thesis. This approach ensures that the subjective nature of qualitative research is not lost, and that the findings truly reflect the nuanced realities of the study subjects.
On the other hand, Dr. Badru Musisi contributed to the discussion by distinguishing between mixed methods and multi-methods research. He explained that while mixed methods research combines qualitative and quantitative approaches in a single study, multi-methods research involves using multiple methods within the same research paradigm. “Understanding the distinction is crucial,” Dr. Musisi noted, “as it influences how you design your study and interpret your findings.”
Adding to the discussion, Dr. Reymick Oketch emphasized the critical role of statistical methods in data analysis, particularly within quantitative research. He highlighted that statistical tools enable researchers to uncover patterns, test hypotheses, and draw conclusions with a high degree of precision. “Incorporating statistical methods into your research allows for a more rigorous analysis of data, providing results that are both reliable and valid,” Dr. Oketch explained. He encouraged students to develop a strong foundation in statistical analysis to enhance the quality of their research outcomes.
Reporting Research Findings
One of the workshop’s highlights was a session led by Dr. Michael Gallagher, who provided practical guidance on presenting research findings effectively. Dr. Gallagher emphasized that research findings should directly answer the research questions posed at the outset of the study. He advised students to draw clear connections between their findings and the themes that emerged during the data analysis, ensuring that their conclusions are firmly grounded in both their data and the existing literature.
Dr. Gallagher also underscored the importance of transparency in reporting research methods. “Be sure to mention all the methods you used to collect data,” he advised. “This not only adds credibility to your research but also provides a roadmap for others who may wish to replicate your study.” He further encouraged PhD students to be reflexive in their analysis, emphasizing the importance of critically examining their own assumptions, biases, and perspectives throughout the research process. Reflexivity in research analysis involves being aware of how the researcher’s identity, experiences, and positioning might influence the interpretation of data and the outcomes of the study.
In a practical session, Dr. Nambi Rebecca introduced the students to a presentation model she code-named PEE—Point, Evidence, and Explanation. She explained that this model helps in structuring arguments logically and effectively. “Start with your Point, back it up with Evidence from your research, and then provide an Explanation that ties it all together,” Dr. Nambi advised. This approach, she noted, is especially useful when presenting complex research findings, as it ensures clarity and coherence in the delivery.
A Valuable Learning Experience
The workshop was lauded by participants for its practical focus and the opportunity to learn directly from seasoned researchers. “It was an eye-opening experience,” said one of the PhD students in attendance. “The insights shared will definitely shape how I approach my own research, especially in terms of grounding my work in theory and being more reflective in my analysis.”
As the event concluded, there was a palpable sense of empowerment among the PhD students, who left with a clearer understanding of how to navigate the complex journey from raw data to meaningful, well-reported research findings. The Department of Languages plans to continue offering such workshops to support the academic growth of its doctoral candidates, ensuring they are well-equipped to contribute to the field of educational research.
The School of Education’s commitment to fostering academic excellence and research rigor is evident through such initiatives. As the doctoral candidates move forward in their research endeavors, the lessons learned from this workshop will undoubtedly serve as a valuable guide, helping them to produce high-quality research that not only advances their academic careers but also contributes to the broader field of education.
Over 240 students graduated with certificates and diplomas from the College of Education and External Studies (CEES) under the Love Binti Program, which offers training in fashion design and hairdressing.
Speaking at the graduation ceremony on December 13, 2024, Mr. Joseph Watuleke, the program coordinator at Makerere University, noted that while the program has provided free training for seven years, this year’s graduates were required to co-fund 50% of their tuition to ensure sustainability. Due to rising demand, the college introduced diploma-level training and plans to expand into other vocational courses.
Preparing Job Creators, Not Job Seekers
As the global focus shifts from creating job seekers to fostering job creators, graduates from the Love Binti Program expressed interest in pursuing higher education to enhance their qualifications. They called for universities to prioritize vocational courses at the degree level, citing the growing youth unemployment crisis.
“Universities are still producing job seekers, leaving many graduates unemployed due to a lack of practical skills,” said Mr. Moses Conrad Yesuanjagala, a fashion and design graduate. “If more students were enrolled in vocational training, they would be job-ready upon graduation.”
The students made this plea during the Love Binti International graduation ceremony held at Makerere University’s Rugby Grounds, where 244 students were conferred ordinary and advanced certificates in fashion and design.
Transforming Dreams into Reality
Since its founding in 2018, Love Binti International has graduated 1,930 students in Uganda in hairdressing and fashion design. Mr. Yesuanjagala, 53, expressed gratitude for the opportunity, sharing how his lifelong dream of becoming a fashion designer came true through the program.
“I’m a father of grown children, but I still pursued this knowledge because the skills are practical and marketable,” he said, urging universities to embrace vocational skilling.
Similarly, Ms. Sarah Apio, a fellow fashion and design graduate, called on her peers to pursue their passions fearlessly. “The world needs your unique perspective, talent, and passion. Don’t be afraid to challenge the status quo and pursue your dreams,” she advised.
Institutional Support and Future Prospects
Dr. Jimmy Tibs Tumwesigye, representing the Department of Adult and Community Education at Makerere, emphasized the need for continuous skilling beyond formal education. He encouraged graduates to form groups and apply for government programs like the Parish Development Model and Emyooga for startup capital.
“Be our ambassadors and train at least five more people. That is how we build a skilled and self-reliant society,” he urged.
Dr. Harriet Nabushawo, Dean of the School of Distance and Lifelong Learning, served as the guest of honor. She encouraged graduates to remain proactive, collaborate, and seek out new knowledge and designs online.
On behalf of Makerere University, Dr. Nabushawo pledged continued support for the program, which has been hosted at the university for seven years.
Founder’s Vision and Sustainability Plans
Ms. Elle Yang, founder and executive director of Love Binti International, shared her vision of empowering African men and women through vocational training to combat unemployment. Initially offering fully sponsored programs, she introduced a co-funding model this year due to rising enrollment.
“Instead of giving you fish, I wanted to teach you how to catch it. These skills, if used well, can change your life,” she affirmed.
December 11, 2024
Makerere University has embarked on a comprehensive training program aimed at enhancing the pedagogical and professional competencies of its academic staff. The inaugural training, organized by the Office of the Deputy Vice Chancellor (Academic Affairs), was officially launched by Prof. Mukadasi Buyinza at Fairway Hotel. The training is facilitated by a team from the Centre for Teaching and Learning Support (CTLS) at the College of Education and External Studies (CEES).
In his opening remarks, Prof. Buyinza emphasized the urgent need for retooling academic staff in light of emerging challenges such as artificial intelligence (AI) and evolving teaching technologies. “The digital era has reshaped how we teach and learn. We must equip our staff with the necessary pedagogical skills and ethical professionalism to remain at the forefront of higher education,” he said.
Prof. Anthony Muwagga Mugagga, one of the lead facilitators, highlighted that the training goes beyond teaching techniques, focusing on developing reflective and adaptive educators. “University teaching today demands more than subject expertise. It requires an intentional blend of pedagogical knowledge, ethical standards, and technological competence,” he remarked.
The University Pedagogy and Professionalism Course was designed in response to gaps identified in higher education teaching. According to the course guidelines, many academic staff possess deep subject-matter expertise but lack structured training in pedagogy and andragogy, essential for effective knowledge transfer.
Participants will engage in an intensive curriculum covering themes such as educational theory, professional ethics, teaching models, assessment strategies, and the integration of emerging technologies. The course, guided by the National Council for Higher Education’s strategic plan, aims to foster continuous professional development among university educators.
Prof. Buyinza concluded by reiterating Makerere University’s commitment to nurturing competent and ethically grounded educators. “This initiative reflects our dedication to academic excellence and our role in shaping the future of higher education in Uganda and beyond.”
The training is expected to run in phases, ensuring that all academic staff receive the essential skills needed to enhance the university’s teaching and learning environment.
The U.S Ambassador to Uganda William W. Popp, has called on institutions of higher learning to groom and shape active citizens. The ambassador was delivering a keynote address at the Annual Prof. William Senteza Kajubi Fulbright Memorial Lecture, held on Thursday October 3, 2024 at Makerere University’s Yusuf Lule Auditorium.
“Higher education is not just about earning degrees; it is about cultivating the skills and values that create active, engaged citizens who can contribute to a better world,” H.E. William W. Popp said.
Ambassador Popp emphasized the crucial role universities play in nurturing responsible citizens. By fostering debate, advocacy and governance participation, universities equip students with the tools needed for leadership in their communities and beyond. “Universities are essential for promoting civic participation, critical thinking, and informed citizenship—key components of a healthy democracy. A vibrant democracy relies on citizens who can engage constructively and peacefully with each other and their leaders,” he explained.
He elaborated on how universities contribute to civic education by offering courses in disciplines like political science, history, and sociology. These programs inform students about democratic systems, civil rights, and global issues, while also providing platforms for interaction with current and former political leaders, he said.
Ambassador Popp highlighted the importance of fostering critical thinking and debate. “By engaging in discussions around complex issues, students learn to form informed opinions and engage in responsible democratic discourse.” He noted that universities empower individuals through education, internships, and student councils, laying the groundwork for active and informed citizenship. “History shows that universities are incubators of social movements, where students challenge the status quo and advocate for policies that benefit society.”
Panel discussants
Dr. Pamela Tibihikirra-Kalyegira, Director of the Law Development Centre, reinforced these points by outlining three core roles of universities: teaching, applied research, and community engagement. “We must reflect on how well we are fulfilling these responsibilities,” she urged, encouraging students to adopt a lifelong learning mindset and recognize that no one can know everything.
Dr. Ruth Biyinzika, Coordinator of the GROW Project at the Private Sector Foundation Uganda (PSFU), shared insights on various opportunities available to students that can help them navigate their career paths. She also called on parents to actively engage in shaping their children’s educational journeys before they transition to higher education institutions.
In honoring the legacy of Prof. Senteza Kajubi, Makerere University Vice Chancellor Prof. Barnabas Nawangwe praised him as one of Uganda’s most influential educationists. A two-time Vice Chancellor and the first Fulbright from Uganda, Prof. Kajubi opened doors for many African students to benefit from the Fulbright scholarship. Prof. Nawangwe recalled his personal friendship with Kajubi, highlighting the wisdom he gained from him.
During Uganda’s struggle with the HIV/AIDS epidemic, Prof. Kajubi played a pivotal role in establishing a partnership between Makerere University and Case Western Reserve University in the U.S., which helped train staff to manage the crisis. “The first COVID-19 testing kits we received at Mulago Hospital were donated by Case Western Reserve University—400,000 free kits,” noted Prof. Nawangwe, emphasizing the enduring impact of Prof. Kajubi’s contributions to Makerere University and Uganda.
Through these discussions, the lecture underscored the vital role of higher education in not only developing individual capabilities but also fostering a more engaged and informed citizenry, ultimately contributing to a stronger democracy.
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