Journal Articles

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Browsing Journal Articles by Author "Abuya, Joshua Olang’o"

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    Doctoral Liminality and Responsible Conduct Practices in Doctoral Research
    (American Journal of Education and Information Technology, 2022-10-31) Abuya, Joshua Olang’o; Obino Paul Ong'anyi; Owoche, Patrick Oduor
    The complexities of doctoral experiences in many postgraduate schools have become insurmountable. Many doctoral students are facing numerous challenges in crossing the concept thresholds along the path towards achieving doctorate degree. With the experience of doctoral studies compared to rite of passage, many doctoral students face periods of confusion and disorientation hence the liminal period in pursuit of doctoral degree. Many doctoral students may find themselves engrained in ethical doctoral research challenges, issues, and dilemmas on a regular basis This paper looks at how doctoral liminality influences responsible conduct practices in doctoral research at Kibabii University, Kenya. The research engaged 13 doctoral candidates and 7 faculty members to evaluate the influence of doctoral liminality on responsible conduct practices in doctoral research. Data collection tools were validated at a content validity index of 0.83 while reliability index was 0.896. Descriptive (mean, frequency percentage and standard deviation) and inferential (in particular, regression) analyses were used. Findings indicate that doctoral liminality has statistically significant influence on responsible conduct practices in doctoral research. This should help higher education stakeholders to reassess the existing ethical research policies and execution frameworks. University managements are advised to pursue exemptional awareness and scrutiny on implementation of ethical practice in doctoral studies.
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    Doctoral Virtual Supervisory Meeting: Engagement Optimization Strategies
    (American Journal of Education and Information Technology, 2022-11-16) Owoche, Patrick Oduor; Abuya, Joshua Olang’o; Ong’anyi, Paul Obino
    The emergence of COVID-19 has seen widespread adoption and use of virtual interaction in business, academic, and other areas where hitherto their use was not imaginable just a few years ago. The adoption of virtual interactions has also seen growth in a number of service providers as well as enhancement of the quality of interactions. However, this advancement in virtual technologies does not guarantee their optimal use. This qualitative study’s main purpose was to explore discursive practices that impact virtual meeting experiences as they take place during the course of the doctoral supervisory process in Kenyan universities. The study used media richness theory and channel expansion theory to analyze the affordances of computer-mediated communication presented to the user to conduct virtual meetings. Drawing upon survey and interview transcripts, it was found that the choice of virtual meeting channel was based on the availability of technology and past experience enhanced the perception of the effectiveness of virtual meetings. This study proposes strategies for enhancing the virtual supervisory process based on the media richness theory, channel expansion theory, and research data. The strategy addresses the aspects of management of risks, virtual meeting etiquettes, supervisory relationship, and confidentiality as well as after the meeting follow-up. The proposed strategies will enhance academic interaction and can be used in similar interactions in other fields.
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    Knowledge and Practice of Responsible Research Ethics among Doctoral Students and Alumni: A Case Study of Kibabii University, Kenya
    (IOSR Journal of Research & Method in Education, 2022-10-12) Ong’anyi, Paul Obino; Owoche, Patrick Oduor; Abuya, Joshua Olang’o
    Adherence to principles of responsible conduct in research is at the heart of doctoral supervision, and lack of it severely affects the quality and credibility of such study outcomes. Very few studies have investigated the level of knowledge and practice of responsible research ethics in institutions of higher learning in Kenya, a gap this study sought to address. The objective of this study was to investigate the knowledge and practice of responsible research ethics among doctoral students and Alumni at Kibabii University, Kenya. To realize its objective, the study conducted a cross sectional survey using a structured questionnaire to gather relevant information from 25 doctoral students and Alumni of the University. Data obtained was analyzed descriptively. Results indicate 48% of respondents were not knowledgeable about University’s Research Ethics Committee. The majority (54.2%) of the respondents lacked prior training in responsible conduct in research. The study recommends the need for the University to regularly sensitize doctoral students on the existence and roles of the various established institutions in the research process. Training for doctoral students in all areas of responsible conduct in research is critically necessary.