http://repository.anu.ac.ke/handle/123456789/1002 2026-10-26T13:45:21Z 2026-10-26T13:45:21Z Kahenya, Paul, N. Williams, Florence W. http://repository.anu.ac.ke/handle/123456789/1237 2026-10-16T11:32:41Z 2026-02-10T00:00:00Z

Enhancing online teaching practice through universal design for learning: A faculty professional development case study in adult learning contexts Kahenya, Paul, N.; Williams, Florence W. This qualitative case study examines how faculty engaged with and applied Universal Design for Learning (UDL) principles through a professional development workshop series at Africa Nazarene University, Kenya. Fifty-two faculty members participated in the initiative, and data were generated through reflective feedback and focus-group dialogue, complemented by a small set of descriptive survey indicators. Using an inductive approach, the study collected data through open-ended survey questions, analysing responses through descriptive statistics (frequency and percentage analyses) and thematic analysis using Kirkpatrick's Four-Level Training Evaluation Model. The findings reveal that collaborative peer feedback cycles increased faculty confidence in implementing UDL principles and demonstrate how a systematic analysis of participant feedback can inform targeted professional development initiatives. The study provides a framework for using evidence-based continuous improvement strategies to enhance workshop design and learning outcomes in higher education settings. These insights contribute to the growing research on data-driven approaches to faculty development and inclusive learning design. A journal article published in Journal of Adult Education in Tanzania (JAET).

2026-02-10T00:00:00Z Kahenya, Paul N. http://repository.anu.ac.ke/handle/123456789/1003 2026-03-11T12:58:55Z 2025-08-29T00:00:00Z

Assessing the impact of startup bootcamps on entrepreneurial skills development: Insights from student participants Kahenya, Paul N. The study aimed at assessing the impact of bootcamps on self-reported entrepreneurial skills development among selected undergraduate students at Africa Nazarene university, Kenya. The students had participated in three different bootcamps facilitated by diverse teams from Handong Global university, Korea. The study adopted an action research approach, where a semi-structured survey was administered to 71 students, with 14 responses analysed using descriptive statistics and thematic analysis. Findings indicated a high satisfaction (92.9%), with students acquiring critical skills such as pitching, prototyping, and business planning (85%). However, challenges such as time constraints, technical difficulties, and lack of mentorship were noted as a hinderance to project continuity. The participants emphasized the need for financial support (35.7%), networking (28.6%), and mentorship (21.4%) as essential in sustaining their projects post-camp. Peer-led ESG camp was noted for its interactivity, while the professor-led camps were valued for structural support. The study contributes to theory building and decision-making process on the importance of innovation camps in fostering entrepreneurial mindsets. It informs future role of institutional mechanisms such as incubation hubs, extended mentorship, and funding; to enhance startups sustainability. Recommendations include integrating the camps program into the university curriculum and fostering partnerships to bolster the startup ecosystem. Limitations included a small sample size and unassessed entrepreneurial intentions amongst the students. Paul N. Kahenya (Africa Nazarene university) [pkahenya@anu.ac.ke] Journal of Social Innovation Education and Research / Journal of Social Innovation Education and Research, (E)3091-8960 2025, v.1 no.1, pp.44-60 https://doi.org/10.23375/JOSIER.1.1.56594

2025-08-29T00:00:00Z