Student assessment of the Master Of Philosophy In Information Sciences (records and archives management) degree programme at Moi University, Kenya

Abstract

The aim of the study was to determine student assessment of the Master of Philosophy (Mphil) and Master of Science (MSc) in Information Sciences Records and Archives Management (RAM) programmes and propose recommendations to enhance the course content and structure to meet the education and market needs of Kenya. The specific objectives of the study were to: find out the status and characteristics of the students, establish students‟ perceptions regarding adequacy of curriculum in relation to market needs, establish the adequacy of resources availed to students, find out the students research thesis themes and titles, determine the challenges faced by students while undertaking the programme and provide recommendations to improve curriculum content and delivery and meet market needs. The study population comprised of 21 students admitted into the MPhil and MSc RAM programmes from the academic year 2007/2008 to 2009/2010. Purposive sampling was used to select all the cases for study. Data was collected through the use of open-ended interview schedules. Data collected was subjected to qualitative data analysis techniques. The study findings revealed that the programme has strengths and weaknesses, some courses needed revision to meet marketdemands, the resources offered to students were inadequate, some lecturers took longer periods of time to read and return students work and do not offer the much needed supervisory support and lecturers were overworked and at times missed classes since they had many students to supervise in addition to other responsibilities. The study recommended the need to revise the courses and particularly those that require a practical orientation and an introduction of new courses, acquisition of more information materials including books, journals, and computers and improve on Internet connectivity and the strict adherence to the University policy on postgraduate thesis supervision that stipulates a maximum of six to seven candidates per supervisor within one academic.