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STRATEGIC PLAN

University of Nairobi Strategic Plan 2018-2023

The University of Nairobi is the oldest university in Kenya, and the largest in the east and central African region. From its humble beginnings with 215 students 62 years ago in 1956 as the Royal Technical College, it has an enrolment of over 65,000 students today. It offers a wide range of academic programmes in its seven colleges spread over 10 campuses in which there are 29 faculties, schools, and institutes.

The programmes fall under the broad areas of humanities and social sciences, natural sciences and mathematics, engineering and built environment, arts and design, computing and informatics, law and business, medicine and health sciences, agriculture and food sciences, veterinary and animal sciences, and education. The diversity of programmes, promoting multidisciplinary teaching, research and community service, are backed up by the newly established Open, Distance Education and e-Learning centre (the ODeL Campus).

The university has the largest concentration of scholars and about 50% of all the professors       in the country. It has continued to be a centre of intellectual life, a locus of research activity extending the frontiers of knowledge, a resource for professional development, and a  key  player in the growing global network of scholarship. In 2017, for greater attention and proper management of postgraduate programmes, the university operationalised the Graduate School to replace the Board of Postgraduate Studies.

The overall performance of the university has been good. On the whole, the university has maintained a leadership position nationally and regionally. Its score in the government performance contract evaluation has been consistently rated as excellent, and its position in the global Webometrics ranking in July 2018 was 621, making it the number one university in the country and taking position five in Africa.

The operational environment for the higher education sector in the country is dynamic such that the university needs to understand and align itself to changes taking place in the university sub- sector for it to adequately cope with new environmental realities. These changes are captured  in the national legal framework with the implementation of the Constitution of Kenya 2010,    the enactment of the Universities Act. No. 42 in 2012, the establishment of the Commission for University Education and the award of charters to 75 private and public universities, which have led to increased competition among universities.

Even as it operates in this environment, the university has a duty to not only maintain its leadership position but also improve on it. Consequently, it has to continue to be the best        and retain its leadership position in the higher education sector in the country. Further, it has    to embrace quality, retain the best staff and mobilize additional resources to maintain this leadership position. At the same time, the university will have to be more responsive to its internal and external stakeholders. Prudent management of resources, global competitiveness and an enabling governance framework will be given great prominence in this university strategy.

This strategic plan will guide the university’s operations for the next five years. It is fully synchronised with the Kenya’s Vision 2030; the Big Four, the Medium Term Plan III, the Strategic Plan of the Ministry of Education; the Sector Performance Standards; other higher education sector strategies, the Constitution of Kenya, and the Kenya Universities Act No. 42 (2012). In developing the Strategic Plan, the University took cognizance of the following:

  • the significant achievements of the 2013-2018 Strategic Plan and the short-term implementation plan and priorities for FY 2016/17 and FY 2017/18, set to expire in June 2018,
  • the changes that have taken place in the university’s operating environment to warrant changes in the priorities for the FY 2018-2023,
  • what the university needs to do differently to achieve the planned activities and targets for the FY 2018-2023, and
  • the immediate priorities that the university should focus on in the FY 2018-2019.

The development of the Strategic Plan 2018-2023, underscored the need for the University to:

  • maintain its leadership as the leading university in Kenya and the region,
  • sustain its capability to attract top students and competent staff,
  • upscale its mentorship role among public universities and in the higher education sector in Kenya,
  • work towards having a financially self-sustaining and self-reliant institution,
  • have a working and teaching environment that conforms to world-class standards, and
  • create a new and enabling culture among its students and staff.

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STRATEGIC PLAN

University of Nairobi Strategic Plan 2018-2023

The University of Nairobi is the oldest university in Kenya, and the largest in the east and central African region. From its humble beginnings with 215 students 62 years ago in 1956 as the Royal Technical College, it has an enrolment of over 65,000 students today. It offers a wide range of academic programmes in its seven colleges spread over 10 campuses in which there are 29 faculties, schools, and institutes.

The programmes fall under the broad areas of humanities and social sciences, natural sciences and mathematics, engineering and built environment, arts and design, computing and informatics, law and business, medicine and health sciences, agriculture and food sciences, veterinary and animal sciences, and education. The diversity of programmes, promoting multidisciplinary teaching, research and community service, are backed up by the newly established Open, Distance Education and e-Learning centre (the ODeL Campus).

The university has the largest concentration of scholars and about 50% of all the professors       in the country. It has continued to be a centre of intellectual life, a locus of research activity extending the frontiers of knowledge, a resource for professional development, and a  key  player in the growing global network of scholarship. In 2017, for greater attention and proper management of postgraduate programmes, the university operationalised the Graduate School to replace the Board of Postgraduate Studies.

The overall performance of the university has been good. On the whole, the university has maintained a leadership position nationally and regionally. Its score in the government performance contract evaluation has been consistently rated as excellent, and its position in the global Webometrics ranking in July 2018 was 621, making it the number one university in the country and taking position five in Africa.

The operational environment for the higher education sector in the country is dynamic such that the university needs to understand and align itself to changes taking place in the university sub- sector for it to adequately cope with new environmental realities. These changes are captured  in the national legal framework with the implementation of the Constitution of Kenya 2010,    the enactment of the Universities Act. No. 42 in 2012, the establishment of the Commission for University Education and the award of charters to 75 private and public universities, which have led to increased competition among universities.

Even as it operates in this environment, the university has a duty to not only maintain its leadership position but also improve on it. Consequently, it has to continue to be the best        and retain its leadership position in the higher education sector in the country. Further, it has    to embrace quality, retain the best staff and mobilize additional resources to maintain this leadership position. At the same time, the university will have to be more responsive to its internal and external stakeholders. Prudent management of resources, global competitiveness and an enabling governance framework will be given great prominence in this university strategy.

This strategic plan will guide the university’s operations for the next five years. It is fully synchronised with the Kenya’s Vision 2030; the Big Four, the Medium Term Plan III, the Strategic Plan of the Ministry of Education; the Sector Performance Standards; other higher education sector strategies, the Constitution of Kenya, and the Kenya Universities Act No. 42 (2012). In developing the Strategic Plan, the University took cognizance of the following:

  • the significant achievements of the 2013-2018 Strategic Plan and the short-term implementation plan and priorities for FY 2016/17 and FY 2017/18, set to expire in June 2018,
  • the changes that have taken place in the university’s operating environment to warrant changes in the priorities for the FY 2018-2023,
  • what the university needs to do differently to achieve the planned activities and targets for the FY 2018-2023, and
  • the immediate priorities that the university should focus on in the FY 2018-2019.

The development of the Strategic Plan 2018-2023, underscored the need for the University to:

  • maintain its leadership as the leading university in Kenya and the region,
  • sustain its capability to attract top students and competent staff,
  • upscale its mentorship role among public universities and in the higher education sector in Kenya,
  • work towards having a financially self-sustaining and self-reliant institution,
  • have a working and teaching environment that conforms to world-class standards, and
  • create a new and enabling culture among its students and staff.

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 The Department of Business Administration (DBA) will host the  8 th  Virtual DBA-Africa Management Review (DBA-AMR) Conference on Tuesday 24th October  2023. The Conference   aims to bring together academic scientists; leading

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The UoN Faculty of Business and Management Sciences, had the distinct honour to host the 3rd African Research Universities Alliance- Centre of Excellence for Unemployment and Skills Development (ARUA, CoE-USD 2022) International Conference themed “

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About School of Business

Historical back ground.

The School of Business formally Faculty of Commerce came into existence in the academic year 1956/57 as part of the former Royal Technical College which was inaugurated in 1956. The Faculty had special academic and professional relationship with the University of London between 1961 and 1965.

During the foregoing period, Commerce subjects were taught under the Faculty of Special Professional Studies, which largely prepared students for the Intermediate Examinations of the Chartered Institute of Secretaries (UK), Association of Chartered and Corporate Accountants (UK) as well as other professional courses. Most of these courses were provided on part-time basis, particularly for students preparing for the Association of Certified and Corporate Accountants at both Intermediate and Final Levels. The conduct of these professional courses marked the beginning of the School of Business’s academic history.

In 1964 when the University of East Africa was formally constituted, the Faculty became one of the first few faculties to be established with four departments namely, Accounting, Business Administration, Law and Home Economics with a student population of 50. In 1970, however when the University of Nairobi was formally established, the Department of Law became a fully-fledged Faculty of Law and the Department of Home Economics moved into the Faculty of Science. 

Up to 1972, the Faculty offered only the Bachelor of Commerce degree program with two options namely, Accounting and Business Administration. From 1972/3 academic year, the Faculty started offering the Master of Business and Administration program and subsequently the PhD studies in 1992 and 1999 respectively.

In 1998 the School pioneered Module II programmes for self-sponsored students in public universities at both undergraduate and postgraduate levels. In keeping with market trends, the School recently launched Master of Science in Finance in 2011, and Master of Science Entrepreneurship & Innovations Management, Human Resource Management and Marketing in 2012.

In 2006, the Faculty of Commerce was renamed School of Business of the University of Nairobi.  It has now grown to the current student population of over 13,000 with two satellite campuses in Mombasa starting in 2004 and Kisumu 2008. It is the leading Business School in the Eastern African region attracting students from neighboring countries with large Alumni found at both public and private sectors of Kenya, the region and in Africa.

Since inception the School has had 10  deans as listed below;

  • Prof. N.D.Nzomo:1978 – 1980
  • Prof. Ngotho wa Kariuki:1981-1982
  • Prof. Francis N. Kibera:1983 – 1986
  • Prof. Joseph H. Kimura:1987 – 1990
  • Prof. Peter Gufwoli:1990- 1992
  • Prof. Peter K’Obonyo:1991 – 1997
  • Mr. John K. Kenduiwo:1998 – 2002
  • Prof. Evans Aosa:2002 – 2004
  • Mr. John K. Kenduiwo:2004 – 2009
  • Dr Stephen N M Nzuve  :2009 –2013
  • Prof  Aduda O. Josia h 2014 -2015
  • Prof James Njihia 2016 to 2019
  • Prof Jackson Maalu 2020 to date

© University of Nairobi 2019.  All rights Reserved.

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BUSINESS PLAN SUPERVISED BY : COLLEGE OF HUMAN REOURCE MANAGEMENT PRESENTED TO : KENYA NATIONAL EXAMINATION COUNCIL IN PARTIAL FULFULLMENT OF THE REQUIREMENT FOR THE AWARD OF DIPLOMA IN HUMAN RESOURCE

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I hereby declare that this business plan is my original work. I also affirm that it has not been presented to this institution or any other college for academic purposes, or for any other purpose.

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This report describes an ongoing project aimed at improving the lives and living conditions of slum dwellers in Nairobi through a partnership between Muungano Support Trust, Slum Dwellers International (SDI), the University of Nairobi, and the University of California, Berkeley. The project started in 2008, produced a report for slum upgrading for select villages in the Mathare Valley in 2009, and this report presents !ndings and recommendations for upgrading infrastructure across the entire Mathare Valley informal settlement. The Mathare Valley - one of the largest informal settlements in Nairobi and East Africa - lacks basic services, including water, sanitation and electricity for a majority of its residents. Infrastructure improvements rank as the top priority of Mathare residents and our report aims to help ensure improved services are delivered to all villages in a timely and e"cient manner. Despite recent national slumfocused planning policies, no comprehensive development plans currently exist that integrate physical and social planning for Nairobi’s large slums, including Mathare. This report is also timely, since Kenya’s new Constitution decentralizes governance and will require new processes and plan making by local authorities that include slum dwellers, community-based organizations and universities. This report aims to act as a !rst draft of a community-led, comprehensive development plan for Mathare. This report recommends speci!c strategies, including: 1. Investing in comprehensive valley-wide trunk and household-level connections for water and sanitary infrastructure; 2. Improving roads, pathways and drainage at the same time as pipe infrastructure; 3. Ensuring each household can connect to electricity and the valley has adequate lighting for streets and public areas at night; 4. Organizing a Mathare civil society network that includes the many community-based and non-governmental organizations working in the settlement to improve cooperation, political accountability and ensure infrastructure investments are implemented by and for community members, and; 5. Ongoing, participatory monitoring of the physical, social, economic and public health impacts of infrastructure upgrading. As with many planning documents, this report is intended to contribute to an on-going process. A more detailed review by residents and others is necessary before more speci!c proposals are made. Mathare residents deserve improved services and living conditions and this plan aims to contribute to this outcome.

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College of Nursing

Driving change: a case study of a dnp leader in residence program in a gerontological center of excellence.

View as pdf A later version of this article appeared in Nurse Leader , Volume 21, Issue 6 , December 2023 . 

The American Association of Colleges of Nursing (AACN) published the Essentials of Doctoral Education for Advanced Practice Nursing in 2004 identifying the essential curriculum needed for preparing advanced practice nurse leaders to effectively assess organizations, identify systemic issues, and facilitate organizational changes. 1 In 2021, AACN updated the curriculum by issuing The Essentials: Core Competencies for Professional Nursing Education to guide the development of competency-based education for nursing students. 1 In addition to AACN’s competency-based approach to curriculum, in 2015 the American Organization of Nurse Leaders (AONL) released Nurse Leader Core Competencies (updated in 2023) to help provide a competency based model to follow in developing nurse leaders. 2

Despite AACN and AONL competency-based curriculum and model, it is still common for nurse leaders to be promoted to management positions based solely on their work experience or exceptional clinical skills, rather than demonstration of management and leadership competencies. 3 The importance of identifying, training, and assessing executive leaders through formal leadership development programs, within supportive organizational cultures has been discussed by national leaders. As well as the need for nurturing emerging leaders through fostering interprofessional collaboration, mentorship, and continuous development of leadership skills has been identified. 4 As Doctor of Nursing Practice (DNP) nurse leaders assume executive roles within healthcare organizations, they play a vital role within complex systems. Demonstration of leadership competence and participation in formal leadership development programs has become imperative for their success. However, models of competency-based executive leadership development programs can be hard to find, particularly programs outside of health care systems.

The implementation of a DNP Leader in Residence program, such as the one designed for The Barbara and Richard Csomay Center for Gerontological Excellence, addresses many of the challenges facing new DNP leaders and ensures mastery of executive leadership competencies and readiness to practice through exposure to varied experiences and close mentoring. The Csomay Center , based at The University of Iowa, was established in 2000 as one of the five original Hartford Centers of Geriatric Nursing Excellence in the country. Later funding by the Csomay family established an endowment that supports the Center's ongoing work. The current Csomay Center strategic plan and mission aims to develop future healthcare leaders while promoting optimal aging and quality of life for older adults. The Csomay Center Director created the innovative DNP Leader in Residence program to foster the growth of future nurse leaders in non-healthcare systems. The purpose of this paper is to present a case study of the development and implementation of the Leader in Residence program, followed by suggested evaluation strategies, and discussion of future innovation of leadership opportunities in non-traditional health care settings.

Development of the DNP Leader in Residence Program

The Plan-Do-Study-Act (PDSA) cycle has garnered substantial recognition as a valuable tool for fostering development and driving improvement initiatives. 5 The PDSA cycle can function as an independent methodology and as an integral component of broader quality enhancement approaches with notable efficacy in its ability to facilitate the rapid creation, testing, and evaluation of transformative interventions within healthcare. 6 Consequently, the PDSA cycle model was deemed fitting to guide the development and implementation of the DNP Leader in Residence Program at the Csomay Center.

PDSA Cycle: Plan

Existing resources. The DNP Health Systems: Administration/Executive Leadership Program offered by the University of Iowa is comprised of comprehensive nursing administration and leadership curriculum, led by distinguished faculty composed of national leaders in the realms of innovation, health policy, leadership, clinical education, and evidence-based practice. The curriculum is designed to cultivate the next generation of nursing executive leaders, with emphasis on personalized career planning and tailored practicum placements. The DNP Health Systems: Administration/Executive Leadership curriculum includes a range of courses focused on leadership and management with diverse topics such as policy an law, infrastructure and informatics, finance and economics, marketing and communication, quality and safety, evidence-based practice, and social determinants of health. The curriculum is complemented by an extensive practicum component and culminates in a DNP project with additional hours of practicum.

New program. The DNP Leader in Residence program at the Csomay Center is designed to encompass communication and relationship building, systems thinking, change management, transformation and innovation, knowledge of clinical principles in the community, professionalism, and business skills including financial, strategic, and human resource management. The program fully immerses students in the objectives of the DNP Health Systems: Administration/Executive Leadership curriculum and enables them to progressively demonstrate competencies outlined by AONL. The Leader in Residence program also includes career development coaching, reflective practice, and personal and professional accountability. The program is integrated throughout the entire duration of the Leader in Residence’s coursework, fulfilling the required practicum hours for both the DNP coursework and DNP project.

The DNP Leader in Residence program begins with the first semester of practicum being focused on completing an onboarding process to the Center including understanding the center's strategic plan, mission, vision, and history. Onboarding for the Leader in Residence provides access to all relevant Center information and resources and integration into the leadership team, community partnerships, and other University of Iowa College of Nursing Centers associated with the Csomay Center. During this first semester, observation and identification of the Csomay Center Director's various roles including being a leader, manager, innovator, socializer, and mentor is facilitated. In collaboration with the Center Director (a faculty position) and Center Coordinator (a staff position), specific competencies to be measured and mastered along with learning opportunities desired throughout the program are established to ensure a well-planned and thorough immersion experience.

Following the initial semester of practicum, the Leader in Residence has weekly check-ins with the Center Director and Center Coordinator to continue to identify learning opportunities and progression through executive leadership competencies to enrich the experience. The Leader in Residence also undertakes an administrative project for the Center this semester, while concurrently continuing observations of the Center Director's activities in local, regional, and national executive leadership settings. The student has ongoing participation and advancement in executive leadership roles and activities throughout the practicum, creating a well-prepared future nurse executive leader.

After completing practicum hours related to the Health Systems: Administration/Executive Leadership coursework, the Leader in Residence engages in dedicated residency hours to continue to experience domains within nursing leadership competencies like communication, professionalism, and relationship building. During residency hours, time is spent with the completion of a small quality improvement project for the Csomay Center, along with any other administrative projects identified by the Center Director and Center Coordinator. The Leader in Residence is fully integrated into the Csomay Center's Leadership Team during this phase, assisting the Center Coordinator in creating agendas and leading meetings. Additional participation includes active involvement in community engagement activities and presenting at or attending a national conference as a representative of the Csomay Center. The Leader in Residence must mentor a master’s in nursing student during the final year of the DNP Residency.

Implementation of the DNP Leader in Residence Program

PDSA Cycle: Do

Immersive experience. In this case study, the DNP Leader in Residence was fully immersed in a wide range of center activities, providing valuable opportunities to engage in administrative projects and observe executive leadership roles and skills during practicum hours spent at the Csomay Center. Throughout the program, the Leader in Residence observed and learned from multidisciplinary leaders at the national, regional, and university levels who engaged with the Center. By shadowing the Csomay Center Director, the Leader in Residence had the opportunity to observe executive leadership objectives such as fostering innovation, facilitating multidisciplinary collaboration, and nurturing meaningful relationships. The immersive experience within the center’s activities also allowed the Leader in Residence to gain a deep understanding of crucial facets such as philanthropy and community engagement. Active involvement in administrative processes such as strategic planning, budgeting, human resources management, and the development of standard operating procedures provided valuable exposure to strategies that are needed to be an effective nurse leader in the future.

Active participation. The DNP Leader in Residence also played a key role in advancing specific actions outlined in the center's strategic plan during the program including: 1) the creation of a membership structure for the Csomay Center and 2) successfully completing a state Board of Regents application for official recognition as a distinguished center. The Csomay Center sponsored membership for the Leader in Residence in the Midwest Nurse Research Society (MNRS), which opened doors to attend the annual MNRS conference and engage with regional nursing leadership, while fostering socialization, promotion of the Csomay Center and Leader in Residence program, and observation of current nursing research. Furthermore, the Leader in Residence participated in the strategic planning committee and engagement subcommittee for MNRS, collaborating directly with the MNRS president. Additional active participation by the Leader in Residence included attendance in planning sessions and completion of the annual report for GeriatricPain.org , an initiative falling under the umbrella of the Csomay Center. Finally, the Leader in Residence was involved in archiving research and curriculum for distinguished nursing leader and researcher, Dr. Kitty Buckwalter, for the Benjamin Rose Institute on Aging, the University of Pennsylvania Barbara Bates Center for the Study of the History of Nursing, and the University of Iowa library archives.

Suggested Evaluation Strategies of the DNP Leader in Residence Program

PDSA Cycle: Study

Assessment and benchmarking. To effectively assess the outcomes and success of the DNP Leader in Residence Program, a comprehensive evaluation framework should be used throughout the program. Key measures should include the collection and review of executive leadership opportunities experienced, leadership roles observed, and competencies mastered. The Leader in Residence is responsible for maintaining detailed logs of their participation in center activities and initiatives on a semester basis. These logs serve to track the progression of mastery of AONL competencies by benchmarking activities and identifying areas for future growth for the Leader in Residence.

Evaluation. In addition to assessment and benchmarking, evaluations need to be completed by Csomay Center stakeholders (leadership, staff, and community partners involved) and the individual Leader in Residence both during and upon completion of the program. Feedback from stakeholders will identify the contributions made by the Leader in Residence and provide valuable insights into their growth. Self-reflection on experiences by the individual Leader in Residence throughout the program will serve as an important measure of personal successes and identify gaps in the program. Factors such as career advancement during the program, application of curriculum objectives in the workplace, and prospects for future career progression for the Leader in Residence should be considered as additional indicators of the success of the program.

The evaluation should also encompass a thorough review of the opportunities experienced during the residency, with the aim of identifying areas for potential expansion and enrichment of the DNP Leader in Residence program. By carefully examining the logs, reflecting on the acquired executive leadership competencies, and studying stakeholder evaluations, additional experiences and opportunities can be identified to further enhance the program's efficacy. The evaluation process should be utilized to identify specific executive leadership competencies that require further immersion and exploration throughout the program.

Future Innovation of DNP Leader in Residence Programs in Non-traditional Healthcare Settings

PDSA Cycle: Act

As subsequent residents complete the program and their experiences are thoroughly evaluated, it is essential to identify new opportunities for DNP Leader in Residence programs to be implemented in other non-health care system settings. When feasible, expansion into clinical healthcare settings, including long-term care and acute care environments, should be pursued. By leveraging the insights gained from previous Leaders in Residence and their respective experiences, the program can be refined to better align with desired outcomes and competencies. These expansions will broaden the scope and impact of the program and provide a wider array of experiences and challenges for future Leaders in Residency to navigate, enriching their development as dynamic nurse executive leaders within diverse healthcare landscapes.

This case study presented a comprehensive overview of the development and implementation of the DNP Leader in Residence program developed by the Barbara and Richard Csomay Center for Gerontological Excellence. The Leader in Residence program provided a transformative experience by integrating key curriculum objectives, competency-based learning, and mentorship by esteemed nursing leaders and researchers through successful integration into the Center. With ongoing innovation and application of the PDSA cycle, the DNP Leader in Residence program presented in this case study holds immense potential to help better prepare 21 st century nurse leaders capable of driving positive change within complex healthcare systems.

Acknowledgements

         The author would like to express gratitude to the Barbara and Richard Csomay Center for Gerontological Excellence for the fostering environment to provide an immersion experience and the ongoing support for development of the DNP Leader in Residence program. This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

  • American Association of Colleges of Nursing. The essentials: core competencies for professional nursing education. https://www.aacnnursing.org/Portals/42/AcademicNursing/pdf/Essentials-2021.pdf . Accessed June 26, 2023.
  • American Organization for Nursing Leadership. Nurse leader core competencies. https://www.aonl.org/resources/nurse-leader-competencies . Accessed July 10, 2023.
  • Warshawsky, N, Cramer, E. Describing nurse manager role preparation and competency: findings from a national study. J Nurs Adm . 2019;49(5):249-255. DOI:  10.1097/NNA.0000000000000746
  • Van Diggel, C, Burgess, A, Roberts, C, Mellis, C. Leadership in healthcare education. BMC Med. Educ . 2020;20(465). doi: 10.1186/s12909-020-02288-x
  • Institute for Healthcare Improvement. Plan-do-study-act (PDSA) worksheet. https://www.ihi.org/resources/Pages/Tools/PlanDoStudyActWorksheet.aspx . Accessed July 4, 2023.
  • Taylor, M, McNicolas, C, Nicolay, C, Darzi, A, Bell, D, Reed, J. Systemic review of the application of the plan-do-study-act method to improve quality in healthcare. BMJ Quality & Safety. 2014:23:290-298. doi: 10.1136/bmjqs-2013-002703

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  1. University of Nairobi Kenya overview: courses, admissions and fees Tuko

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  1. PDF Strategic Plan

    The University of Nairobi is the oldest university in Kenya, and the largest in the east and central African region. From its humble beginnings with 215 students 62 years ago in 1956 as the Royal Technical College, it has an enrolment of over 65,000 students today. It offers a wide range of

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  5. University of Nairobi

    Tuesday, January 30, 2024 - 14:42 The University of Nairobi Chancellor, Prof. Patrick Verkooijen, outlined his ambition ; to help the University of Nairobi become the best in the African continent. His roles will include ; smart resource mobilization since little money will be coming from the government, work with Read more

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  7. STRATEGIC PLAN

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  9. STRATEGIC PLAN

    University of Nairobi Strategic Plan 2018-2023 The University of Nairobi is the oldest university in Kenya, and the largest in the east and central African region. From its humble beginnings with 215 students 62 years ago in 1956 as the Royal Technical College, it has an enrolment of over 65,000 students today.

  10. Master of Business Administration

    Support Staff: Tel. 020-4919012, 020-4918249 | Emails: [email protected] or [email protected]. Rationale. The Master of Business Administration (MBA) programme of the University of Nairobi seeks to equip participants with skills, techniques and understanding required for successful managerial careers in the public and private ...

  11. Business Plan Format and Guidelines.docx 2

    You are expected to write the business plan in the order in which it is presented to you. Do not interchange chapters or rearrange the sub-topics within chapters. Preliminary pages The preliminary pages of the business plan that come before chapter 1 include: 1. Cover Page - The first thing the reader of the document sees. The information ...

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    University of Nairobi and World Data Lab Launch strategic partnership Thursday, March 9, 2023 - 08:22 The Faculty of Business & Management Sciences and the World Data Lab have launched a strategic partnership that is expected to provide data-driven insights and solutions to one of the country's most pressing problems of youth unemployment.

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    In 1970, however when the University of Nairobi was formally established, the Department of Law became a fully-fledged Faculty of Law and the Department of Home Economics moved into the Faculty of Science. Up to 1972, the Faculty offered only the Bachelor of Commerce degree program with two options namely, Accounting and Business Administration.

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    Council Strategic Plan 2019-2024 Launched. The Chancellor, Dr. Vijoo Rattansi, the Cabinet Secretary, Public Service, Youth and Gender Affairs, Prof. Margaret Kobia, and the Chair of Council, Prof. Julia Ojiambo. celebrate the launch of the startegic plan. The University of Nairobi Council launched its strategic Plan of governance 2019-2024 ...

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    There is no strict format when it comes to making a university business plan. A business plan has to be flexible enough to be able to meet the needs or demands of a university. To make the planning successful, the following elements should be included in a university business plan. 1. Executive Summary. The executive summary provides an ...

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    The Penn State Board of Trustees Committee on Finance, Business and Capital Planning advanced a proposal today (Feb. 15) to renovate a portion of Osmond Laboratory at the University Park campus, constructing a 48,000-square-foot addition in support of the physics department.

  23. PDF School of Business and Education

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    The Penn State Board of Trustees Committee on Finance, Business and Capital Planning today (Feb. 15) advanced a proposal to rename the Chemistry Building at the University Park campus in honor of the careerlong scholarly impact of Stephen Benkovic, Atherton Professor of Chemistry.

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  28. Call for Applications: 2024 Global Korea Scholarship Program for

    he Embassy of the Republic of Korea in the Republic of Kenya has the pleasure of announcing that it will receive applications for the "2024 Global Korea Scholarship Program for Graduate Degrees (GKS-G)" by the National Institute for International Education(NIIED) under the Korean Ministry of Education.