Current research interests and projects: Doctoral Education Current project: Capability Enhancement Project for Innovative Doctoral Education in Ugandan Universities Research and Innovations Current projects: Institutionalization of Responsible Conduct of Research in Graduate Education and Training; University-Industry Collaboration in Universities in Uganda
Selected publication 1: Etomaru, I., Bisaso R., Nakayiwa-Mayega, F. (2021). Fostering Knowledge Translation in Africa’s Flagship Universities: The Enablers and Disenablers. Higher Education Research & Development. https://doi.org/10.1080/07294360.2021.1887093
Selected publication 2: Etomaru, I. & Kasule, G. W. (2018). Towards building impact literate research culture in African universities: A case of Makerere University, Uganda. International Journal of Education and Research, 6(4), 69-82.
Selected publication 3: Etomaru, I., Ujeyo, M. S., Luyamya, A. & Kimoga, J. (2016). Institutional autonomy: Implications for teaching and research in public universities in Uganda. International Research in Higher Education, 1(2), 133-142. doi: 10.5430/irhe.v1n2p133
Selected publication 4: Etomaru, I., Bakkabulindi, F. E. K. & Balojja, T. D. (2022). Trajectory of doctoral education and training in Uganda: Implications of equity and through-put trends to national development. Higher Education (In Press).
Capstone assignment abstract: This paper interrogates and offers insight into the use of doctoral-level learning outcomes frameworks in doctoral education. More than ever before, doctoral education has become an important contributor to countries competitive advantage in the knowledge economy through the production, dissemination and application of high level knowledge and skills. Coupled to the traditional role of doctoral education as the provider of future supply of academics, countries increasingly view doctoral education as an avenue of strengthening the innovative capacity of their economies and as a means of social innovation. At the institutional level, doctoral education has gained importance as an indicator of efficiency and status for universities world over. How responsive is doctoral education at African universities to these increasing expectations? Basing on review of literature through a constructivist lens, this paper postulates that a greater emphasis on relevant learning outcomes of degrees and graduate attributes of doctoral graduates is a prerequisite for responsiveness to these growing expectations. This will have far reaching implications for structuring doctoral education, the process of supervising doctoral candidates and doctoral assessment and examinations, pointing to the need for re-engineering doctoral education at African universities.
