n Mousaion - Strategies for managing scholarly content at universities in Kenya

Volume 34, Issue 1
  • ISSN : 0027-2639



This study investigated strategies employed by universities in Kenya for managing scholarly content. The study was underpinned by the Conversation Theory and the Knowledge Management Process Model and was based on the post-positivist paradigm. A survey was conducted within a multiple case study design. The population of the study consisted of academic staff, postgraduate students, university librarians and representatives of university research units from six universities in Kenya. Self-administered questionnaires were used to collect data from academic staff and postgraduate students while key informants were interviewed. The results revealed that while the respondents generated theses, journal articles and conference papers, the majority did not participate in knowledge generation in the period from 2010 to 2014. The results further revealed that most respondents documented research procedures, backed up information, and used printouts to preserve scholarly content; however, they hardly used digital archives and university servers. The results suggested heavy reliance on modern technology-enabled communication techniques and faceto- face interactions for communication amongst scholars, whereas institutional repositories (IRs) were hardly used. The results revealed inadequate institutional support for research and scholarly communication including funding, material and physical infrastructure, mentorship, and information and communications technology (ICT) facilities. The study concluded that strategies for managing scholarly content at universities in Kenya are weak, impacting negatively on the quality, quantity and visibility of scholarly content; and that a policy framework encompassing the different facets of managing scholarly content is necessary. The study recommended developing specific strategies and policies to enhance scholarly content management; institutionalising mentorship programmes; increasing funding to strengthen universities' research capacity; and strengthening research niches.

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