School of Education, Arts and Social Sciences (SEAS)

Permanent URI for this communityhttps://dlibrary.aiu.ac.ke/handle/123456789/638

Browse

Filters

20142

Settings

Subject: search.filters.subject.Faculty

Search Results

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Influences and perceptions on writing and publishing by African faculty members serving at the Nairobi Evangelical Graduate School of Theology /
    (2014-05-06) Head, Deborah Lynn
    The need for contextually relevant Christian literature in Africa is significant. Scholars experience negative and positive influences when writing and publishing that either contributes to or detracts from the production of more literature. The purpose of the research project was to identify the subjective perceptions of writing and publishing and what has influenced these experiences among the African faculty members serving at Nairobi Evangelical Graduate School of Theology (NEGST) in Kenya, in order to understand how to better facilitate the production of African literature in the future. The experience and perceptions of the occupational, social and publishing influences on the faculty members were researched using qualitative phenomenological methods. Eight African faculty participated in open-ended interviews and select members of the NEGST administration were consulted through interviews or e-mail. Research findings were that all three spheres of occupational, social and publishing influences contributed positively and negatively to the experiences. Social and publishing factors were primarily positive while occupational ones contributed the greatest discouragements. Data analysis revealed a complex interplay of all three spheres, with an emphasis on the role of motivation, accountability and initiative by both the academic institution and the faculty. Responsibilities are shared by the two groups and must be carried out in conjunction to improve the outcomes of writing and publishing in the future.
  • Thumbnail Image
    Item
    The relationship between Faculty perspectives on the role of curriculum and their instructional methods
    (2014-04-28) Momoh, Edgar James
    This study aimed at investigating the relationship between faculty perspectives on the role of curriculum and their choice of instructional methods. The approach of the study was case study that was focused on faculty members at the Nairobi Evangelical Graduate School of Theology. Data for the study was collected by three means. Firstly, through the use of a modified curriculum orientation profile which was originally designed by Pat Babin of the University of Ottawa, Canada. The instrument was redesigned to fit the context of this study. The second mode of data collection was through analysis of course syllabi that were submitted to the DVCAA' s office for the second term of the academic year 2005/2006. Lastly, fourteen out of seventeen lecturers were observed during their teaching sessions. The curriculum inventory questionnaire was intended to find out the various curriculum perspectives lecturers at NEGST held. The line of inquiry into these perspectives was along those proposed by Eisner and Vallance (1974). The syllabi analysis was to investigate into the most prevalent instructional methods used by NEGST lecturers in disseminating the content of their courses. The guided observation/evaluation instrument helped in collecting data that was cross-tabulated and statistically tested in order to determine the relationship between the variables selected in the study. The findings of the study showed that faculty members at NEGST significantly upheld all of Eisner and Vallance five perspectives on curriculum. Specifically, they all rated highly on the perspective of curriculum as cognitive processes. Moreover, lecture method of instruction proved to be the most prevalent instructional method at NEGST followed by readings, and discussions method. A statistically significant relationship was found between the view on curriculum as cognitive processes and behavior modification instructional methods. Recommendations were made to the NEGST faculty and administration on how to utilize knowledge on their various curriculum perspectives in determining the areas of emphases in disseminating the content of curriculum.