University of Eldoret

Although Clarias species are increasingly important in East Africa for aquaculture and biodiversity, their species biodiversity is poorly documented and therefore natural populations suffer overexploitation, with few conservation measures. Genetic diversity is critical in identifying such populations, to inform the formulation of suitable conservation measures. Mitochondrial DNA sequences of 402 base pairs from the D-loop region were used to assess genetic diversity and population structure of the smooth-head catfish, Clarias liocephalus, the most widely distributed small-sized clariid catfish species of the Lake Victoria Basin of Kenya. A total of 27 haplotypes were identified from sequences of 237 fish. Lake Kanyaboli exhibited the highest number of haplotypes, while Yala River and the University of Eldoret reservoir had the fewest, with one each. Haplotype diversity was greatest in Lake Kanyaboli and lowest in the Yala River samples. Samples from the nine sites grouped into eight clusters. F-ST pairwise comparisons indicated fish from eight sites were distinct populations, whereas the University of Eldoret reservoir and the Nzoia River Basin were similar (p > 0.05). Controlled fishing effort, especially for riverine populations, to address overexploitation, as well as controlled sand harvesting and deforestation to minimize habitat destruction may improve the conservation of C. liocephalus of Lake Victoria basin, Kenya.

This study examines how organizational culture (OC) impacts academic staff's commitment (COM) and turnover intentions (TI), taking into account individual self-efficacy (SE). Using a cross-sectional survey, we collected data from 574 academic staff from universities in Uganda. Analyses were conducted through Hayes's PROCESS technique. Results show that COM partially explains the effect of OC on TI (beta = -0.141, SE = 032, CI = -0.205, -0.077), with the strength of this mediation increasing alongside higher SE. Particular importance should be placed on those staff with high SE (beta = -0.165, SE = 0.036, CI = -0.240, -0.094). We urge institutions to promote SE through customized training, mentoring, and coaching initiatives that aim to reinforce COM and reduce turnover. This study pioneers an integrated examination of both the direct and indirect effects of OC on TI via COM, as well as the moderating function of SE, within the less-explored organizational landscape of a developing country, Uganda.

PurposeThis study sought to interrogate the role of university partnerships and campus diversity in enhancing the relevance and competitiveness of Kenya’s higher education. Design/Methodology/ApproachThe study adopts a systematic review guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Framework, examining published research from 2000 to 2025. A total of 43 peer-reviewed manuscripts met the inclusion criteria. The analysis focused on staff and student diversity, the push-and-pull factors influencing staff and student mobility, the underlying rationales for campus diversity and the role of university diversity in fostering multicultural global competencies. FindingsThe systematic review found that university diversity served as a hallmark of pluralism and a symbol of prestige within Kenyan higher education institutions. The systematic review also highlighted that partnerships are central to internationalization, often serving as channels for accessing limited local funding, strengthening faculty capacity and enhancing institutional competitiveness. Despite these benefits, most partnerships remain dominated by the Global North in terms of agenda setting, decision-making and funding which limits their impact. This underscores the need for more inclusive, context-sensitive collaborations that address local priorities. Additionally, the study found that both partnerships and diverse campus communities play a significant role in fostering multicultural global competencies. Originality/ValueThis study provides a critical examination of university partnerships and campus diversity in advancing multicultural awareness as a pathway to global competencies. While diversity within the university community is essential for cultivating globally competent leaders, effective partnerships require careful evaluation of the resources involved and the extent to which such collaborations align with institutional priorities and needs.

The Western Indian Ocean (WIO) is known for its high diversity of chondrichthyans (sharks, rays, and chimaeras). However, intense fishing pressure has led to severe population declines and local extinctions of several species. The Important Shark and Ray Area (ISRA) process is a collaborative, evidence-based approach used to identify critical habitat for chondrichthyans. We analysed ISRAs across the WIO to quantify the diversity of research methods used to identify them, evaluate spatial overlap with designated marine protected areas (MPAs), model the influence of several species- and jurisdiction-specific variables on ISRA delineation, and explore the importance of incorporating unpublished data into the delineation process. In total, 125 ISRAs (covering > 2.8 million km2; ~10% of total regional surface area) were identified within the WIO from surface waters to ~2000 m depth. These ISRAs contain over one-third (n = 104, 39%) of the 270 chondrichthyan species reported from the region, with 76% being threatened with extinction according to the IUCN Red List of Threatened Species. The underlying evidence supporting ISRA identification was primarily drawn from relatively inexpensive research methods, such as visual census (25%) or fish-market/landing site surveys (22.6%), as well as citizen science (9.5%). Incorporating unpublished records substantially increased the frequency of ISRA delineation, leading to expanded taxonomic and geographic coverage. Still, the full dataset was influenced by the same biases as the published record, tending to favour large-bodied, wide-ranging, and shallow-dwelling species. Only 7.1% of ISRAs are within designated MPAs, with just 1.2% in fully protected no-take areas. The highest no-take overlap occurs in the Seychelles and Chagos Archipelago. These findings highlight the shortfalls in spatial protection of chondrichthyan habitats, but also present a strategic opportunity for policy-makers and resource managers to improve current MPA coverage and meet their commitments under international agreements, such as the Global Biodiversity Framework.

This study examined the influence of principals' leadership practices on the quality and relevance of training in public Technical and Vocational Colleges (TVCs), with a specific focus on collaboration. As chief executive officers, principals are responsible for the day-to-day management of their institutions and are expected to provide effective leadership in implementing stakeholders' decisions and addressing institutional challenges. Technical and Vocational Education and Training (TVET) institutions, however, continue to face numerous challenges, including a lack of modern practical equipment, deteriorating tools, inadequate institutional capacity, weak industrial linkages, failure to assess trainees during industrial attachment, poor-quality training, low staff motivation, and declining enrolment. These challenges and disparities have largely been attributed to ineffective leadership approaches and practices. The study adopted a mixed-methods research design and targeted principals, heads of department (academic), heads of section (non-academic), and trainees' council representatives in the Rift Valley region of Kenya. The sample was drawn using cluster, random, stratified, and purposive sampling techniques. Quantitative data were collected using questionnaires administered to 56 respondents, while qualitative data were obtained through interviews and analysed thematically. Quantitative data were analysed descriptively using the Statistical Package for Social Sciences (SPSS), and inferential tests (Kruskal-Wallis H, Friedman, and chi-square) were subsequently applied to determine whether perceptions of collaborative leadership differed significantly across respondent groups. The descriptive findings revealed broadly positive but uneven perceptions of principals' collaborative leadership practices, and the inferential analysis confirmed that respondent groups converged in their overall assessment, differing significantly on only one item — principals' support for staff-initiated decisions. The study recommends that principals undergo further training in collaborative leadership and that performance contracts be more closely aligned with institutional strategic plans. The findings are of value to policymakers, development partners, capacity-building agencies, managers and administrators, Boards of Governors (BOG), educators, researchers, and other stakeholders seeking to strengthen leadership practices that enhance the quality and relevance of TVET training.