Scientific research culture for sustainable development from a gender perspective: A case study of the University of Nairobi, Kenya

Abstract

Scientific research culture, the process of sharing knowledge, values, and skills, has become a powerful buzzword in the vision and mission statements of African universities. A vibrant scientific research culture in universities is a major contributor to national transformation and sustainable development. Africa has been disadvantaged due to the fact that it has continued to import and consume knowledge from the Global North, which, to some extent, is ineffective in addressing Africa’s unique problems. Therefore, African universities need to foster a vibrant scientific research culture in order to increase relevant research output and productivity. An effective, efficient, and relevant postgraduate program is likely to contribute to a vibrant scientific research productivity and output in the universities. The aim of this desktop study was to explore the status of postgraduate programs in the Faculty of Education, University of Nairobi. The current desk study is anchored on Kolb's Experiential Learning Theory (ELT). Using a simple documentary analysis guide and online graduation booklets for the 2020, 2021, and 2022 academic years, the author collected data on the number of men and women postgraduate students in five departments in the Faculty of Education. Data collected was analyzed using descriptive statistics. Study findings show an increase of men graduates, 36 (52.9%) in 2020 and 33 (54%) in 2022, while in 2021 there was a reverse, with 44 (70.9%) women as compared to 18 (29%) men graduates. Although there were 87 men and 104 women who graduated with master’s degrees in 2020, 2021, and 2022, more men (61) than women (46) graduated with PhD degrees. Out of the five departments in the Faculty of Education, the Department of Management, Policy, and Curriculum Studies (DEMPCS) had the highest number of PhD graduates, partly because the department has two PhD programs, Doctor of Education, usually done through coursework and thesis, and Doctor of Philosophy, done by thesis, whereas the other four departments have one Doctor of Philosophy degree program. More students in DEMPCS graduated with a doctor of education; for instance, in 2022, there were 15 students (8 men and 7 women) as compared to 4 (2 men and 2 women) graduates with a doctor of philosophy. The low research output and productivity, which affects scientific research culture, can partly be attributed to the few PhD graduates. Thus, there is a need for the Faculty of Education to devise ways of increasing research output and productivity by using appropriate strategies, with the aim of encouraging master's students to enroll and complete their PhD degrees while continuing to disseminate their findings by attending conferences, seminars, and workshops and, above all, publishing.