Browsing by Author "Njoroge, Rose Wambui"

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    An investigation on disaster preparedness and mitigation for computer based information systems in selected University libraries in Kenya
    (2014) Njoroge, Rose Wambui
    This study was carried out at a time when the introduction of Information and Communication Technology (ICT) in higher institutions of learning had become a key issue for service delivery. The introduction of e-learning and hence the need to provide access to information for learning, teaching and research had necessitated academic libraries to incorporate Information Technology (IT) to facilitate efficient and effective operations of the library. IT has seen the introduction of computerbased information systems (CBIS) in the libraries. The study aimed to investigate the status of disaster preparedness and mitigation for CBIS in libraries. To achieve this, it sought to find out threats affecting CBIS, established disaster preparedness and mitigation measures, find out personnel involved in disaster preparedness and mitigation, assess policies and programmes on issues addressed on disaster preparedness and mitigation and finally the challenges faced by university libraries which may CBIS. The study was carried out in selected academic libraries in Kenya. These included two public and two chartered private universities within Nairobi County and its neighbouring counties (Kiambu, Machakos and Kajiado). The study respondents included university librarians, deputy university librarians, ICT directors, information systems librarians, ICT technicians working in the libraries and circulation librarians. A total of 26 participants were expected to participate in the study. However, only 19 were eventually interviewed. Relevant data was collected from the respondents using several methods which included observation, interviews, document reviews and audio-visual aids. The collected data was coded, analyzed, interpreted and presented using qualitative methods. This entailed coming up with themes, coding the themes and writing narratives for the findings and drawing conclusions. Data was presented using tables, graphs, charts and plates. The findings revealed that libraries had taken several measures to protect their CBIS. The researcher noted that only basic measures had been incorporated and the personnel in charge of CBIS had varied levels of training which influenced the methods used to secure CBIS. Top management of the institutions studied were not fully aware of the dangers CBIS were exposed to and relied heavily on the advice given to them by ICT personnel. Three of the institutions studied had not developed policies and programmes pertaining to disaster management for CBIS. There were a myriad of challenges experienced in a bid to mitigate and prepare for disaster that could affect CBIS such as vandalism, lack of cooperation by various departments, lack of funding, inadequate qualified staff to deal with CBIS, among many others. The study came up with several recommendations on education and training, disaster management policy development, training programmes and plans development, establishment of data recovery centres for CBIS, cooperation and partnership with other stakeholders, provision of adequate funding for CBIS infrastructure among many others. Further research was recommended on CBIS business continuity planning in universities in Kenya.
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    Navigating Academic Integrity: Postgraduate Students' Awareness of Plagiarism and the Library's Preventive Role
    (Eastern Africa Journal of Contemporary Research, 2025-06) Odongo, Stephen Odera; Njoroge, George Gitau; Njoroge, Rose Wambui
    Academic integrity forms the cornerstone of ethical scholarship, ensuring the credibility and trustworthiness of the academic endeavor. Academic dishonesty encompasses a range of behaviors, including plagiarism, cheating, fabricating data, and unauthorized collaboration. The study therefore focused on plagiarism as a form of academic dishonesty. Plagiarism takes various forms, ranging from verbatim copying without proper citation to subtle paraphrasing without acknowledging the original source. The study examines the relationship between postgraduate students' awareness of plagiarism and academic integrity and investigates the role of academic libraries in deterring plagiarism and promoting academic integrity among postgraduate students in Kenyan universities. The study adopted a convergent mixed-methods design with both quantitative and qualitative data. It targeted postgraduate students (n=678) and library staff (n=3) in three public universities selected based on their postgraduate enrollment figures. The study found a significant disconnect between students' self-perceived understanding of plagiarism and their actual application of academic integrity principles. The library plays a crucial role in generating research trust and academic integrity among postgraduate students, though challenges persist in reaching all students effectively. The study concludes that comprehensive, skill-based interventions integrated throughout the curriculum are needed to bridge the gap between theoretical knowledge and practical application of academic integrity principles.
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    Plagiarism Awareness and Practice by Postgraduate Students in Public Universities in Kenya: From an Academic Integrity Standpoint
    (egional Journal of Information and Knowledge Managemen, 2025-06) Odongo, Stephen Odera; Njoroge, Rose Wambui; Njoroge, George Gitau
    Rationale of study-The study assesses plagiarism awareness and practice as a means of academic integrity among postgraduate students. Methodology -The study adopted a descriptive design with a mixed-methods design utilising both questionnaires and interviews to collect data. The population consisted of 711 postgraduate students from three public universities in Kenya. Findings -The study obtainedresponses from a sample of 499 participants.The findings revealed a significant discrepancy between the theoretical knowledge possessed by postgraduate students regarding plagiarism and their actual writing practices. The doctoral students' understanding of academic integrity was significantly shaped by their awareness of plagiarism and university policies, their engagement with plagiarism practices, and their use of library resources. However, the emergence of new challenges, such as AI-generated content and paraphrased plagiarism, adds to this complexity.Implications -It recommends that the focus should shift from theoretical knowledge about plagiarism to developing comprehensive, practically oriented programs that build real skills. A multi-faceted intervention is required, involving postgraduate students, the library,and various departments.Originality -This study examines plagiarism awareness and practices among postgraduate students in public universities in Kenya.