Eric Douglas Kalanda – School of Education, Kyambogo University

Berna Lutaaya – School of Education, Kampala International University

Email: dkalanda@kyu.ac.ug

Abstract: Female lecturers in in public Higher Education Institutions (HEIs) experience slow academic career progression. This qualitative study therefore explored the institutional and individual support that facilitates their advancement. Guided by the objective of examining how such support enables career progression, the study was anchored in Social Cognitive Career Theory (SCCT) and informed by liberal feminist philosophy. A multiple case study design was adopted, with the two universities purposively selected. Participants were drawn from different academic disciplines categorized using Becher and Biglan’s typology, with two female lecturers selected from each category, making a total of 16 participants. Data were collected through semi-structured interviews and complemented by document analysis, and were analyzed using thematic analysis. The findings revealed that Institutional and individual support were found to help female lecturers set realistic career goals, make informed career decisions, and reduce work-related stress, thereby enhancing their academic progression. The study recommends that university support systems should be bottom-up, gender-responsive, and context-specific. It also emphasizes the importance of early mentoring by senior faculty, the formation of peer support groups among female academics, and the strengthening and effective implementation of existing institutional support mechanisms.

Abstract: The main objective of this paper is to assess the possible uses of artificial intelligence (AI) tools and applications for information professionals employed by Tanzania’s higher education institutions (HEIs), particularly in the areas of end-user services and information technology where AI tools and applications may be employed. To find out what they thought about the use and adoption of AI techniques by information professionals of HEIs in Tanzanian, ten information officers were surveyed using a qualitative method. The results’ descriptive tabulation demonstrates that information professionals are knowledgeable about AI tools and applications. Information professionals use Natural Language Processing (NLP)-based applications like Google Assistant, Voice Search, and Google Translate. Pattern recognition methods, such as text data mining, are also used for online searching and information retrieval. OneDrive, Google Drive, cloud computing, and other services can all provide access to Big Data (BD). The population has very little knowledge of chatbots and robotics. The study guides how to use AI technologies and tools for information professionals who have not yet embraced or deployed them or wish to employ more advanced solutions. To establish AI laboratories for information professionals and information science in general, Tanzanian HEIs should collaborate with departments, computing units, and subject matter specialists. Lack of funding and technological know-how is one the biggest challenges facing information professionals in HEIs when implementing AI technologies and solutions.

Abstract: The study explored the key employability skills sought by employers of graduate teachers in Uganda, examining how these competencies can be integrated more effectively into pre-service teacher training programs. Guided by an interpretivist philosophical orientation, this qualitative single-case study was conducted at Kyambogo University. Purposive sampling included 2 heads of department, 8 lecturers, 22 final-year pre-service teacher trainees, and 8 head teachers from both public and private secondary schools. Data collection encompassed key informant interviews and focus group discussions. Thematic analysis was used to derive key themes. Trustworthiness was reinforced through peer debriefing, triangulation, and member checking. Findings revealed that employers consistently emphasized a set of ten core employability skills communication, collaboration, critical thinking, creativity, leadership, emotional intelligence, adaptability, problem-solving, time management, and self-sufficiency. These competencies were deemed vital for newly hired teachers to manage dynamic classroom environments, innovate within resource constraints, and contribute effectively to school communities. The study recommended that pre-service teacher training programmes should systematically embed these employability skills and assess them through practical experiences and mentorship. Stakeholders, including policymakers and educational leaders, must also offer institutional support such as professional development and structured collaborative opportunities to foster ongoing skill enhancement.