Lira University Institutional Repository

Preserving and sharing the scholarly, academic, research, and institutional output of Lira University for local and global access.

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The Lira University Institutional Repository is a digital platform for collecting, preserving, and disseminating the intellectual and scholarly output of the University.

It provides access to theses, dissertations, journal articles, conference papers, learning materials, reports, university publications, and other research outputs produced by the Lira University community.

Through this repository, Lira University strengthens visibility, knowledge sharing, long-term preservation, and worldwide access to its academic contributions.

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Recent Submissions

Exploring community perceptions of gender roles as a predisposing factor in schistosomiasis infection in southwestern Uganda
(Informa UK Limited, 2026) Mugabi, Faith; Anyolitho, Maxson Kenneth; Huyse, Tine; Kemigisha, Elizabeth; Nyakato, Viola Nilah
Schistosomiasis, a neglected tropical disease, affects people of all genders and ages. However, few studies have examined how communities in endemic areas perceive gender roles as factors influencing infection and control. This study explored the perceptions of farming (Kyaterekera) and fishing (Ndaiga) communities along Lake Albert in Uganda's Kagadi District regarding gender roles and their role in schistosomiasis infection. Using an ethnographic design, we conducted 10 key informant interviews and 18 focus group discussions with 150 participants. Data were analysed thematically. Participants from both settings recognised that gender roles influence infection risk differently for men and women. Societal expectations and gender stereotypes were seen as contributing factors. Farming men often perceived bilharzia as a lake-side issue. Drug side effects were a shared concern, but women in fishing communities preferred using herbs and prayers, while men favoured hospital visits. Gender roles and perceptions of schistosomiasis risk vary by gender and location. Common themes include societal expectations, stereotypes, and concerns about treatment. Gender-specific interventions, such as gender-sensitive campaigns and inclusive decision-making, could help effectively control the disease.
The Registrar's Stewardship in Contemporary Higher Education in Uganda: Navigating Policy, Politics, Challenges, and Success
(East African Journal of Education Studies, 2026) Angela, Geoffrey; Akullu, Brenda
Uganda’s higher education system is rapidly expanding under increasing regulation and expectations to support national development and global competitiveness. In this evolving context, the Registrar occupies a vital yet under-theorised role at the intersection of governance, quality assurance, and daily academic management. This paper uses a conceptual and integrative review approach, drawing on stewardship, systems, and governance theories and synthesising Ugandan and comparative African evidence on leadership, corporate governance, quality assurance, monitoring and evaluation, and registrar office operations. The analysis identifies four interconnected dimensions of the Registrar’s role. First, Registrars interpret and implement regulatory frameworks, particularly those of the National Council for Higher Education, the Universities and Other Tertiary Institutions Act, and the National Quality Assurance Guidelines into institutional policies, records systems, and assessment procedures. Second, they operate within politicised and hierarchical governance environments shaped by leadership styles, council decisions, and student politics. Third, the Registrar's work is constrained by systemic challenges, including understaffing, weak ICT infrastructure, poor policy enforcement, and shifting policy agendas. Fourth, Registrars contribute directly to student and institutional success through credible admissions, assessments, graduations, learner support, and internal quality assurance systems. The paper concludes that the Registrar is a central institutional actor whose effectiveness is critical to credible governance, regulatory compliance, and student-centred service delivery. It recommends clearer role definition in policy, better alignment between regulatory demands and resources, targeted investment in ICT and human capacity, and participatory, transparent management practices to build resilient institutions capable of advancing Uganda’s higher education and development objectives.
The Registrar's Stewardship in Contemporary Higher Education in Uganda: Navigating Policy, Politics, Challenges, and Success
(East African Journal of Education Studies, 2026) Angela, Geoffrey; Akullu, Brenda
Uganda’s higher education system is rapidly expanding under increasing regulation and expectations to support national development and global competitiveness. In this evolving context, the Registrar occupies a vital yet under-theorised role at the intersection of governance, quality assurance, and daily academic management. This paper uses a conceptual and integrative review approach, drawing on stewardship, systems, and governance theories and synthesising Ugandan and comparative African evidence on leadership, corporate governance, quality assurance, monitoring and evaluation, and registrar office operations. The analysis identifies four interconnected dimensions of the Registrar’s role. First, Registrars interpret and implement regulatory frameworks, particularly those of the National Council for Higher Education, the Universities and Other Tertiary Institutions Act, and the National Quality Assurance Guidelines into institutional policies, records systems, and assessment procedures. Second, they operate within politicised and hierarchical governance environments shaped by leadership styles, council decisions, and student politics. Third, the Registrar's work is constrained by systemic challenges, including understaffing, weak ICT infrastructure, poor policy enforcement, and shifting policy agendas. Fourth, Registrars contribute directly to student and institutional success through credible admissions, assessments, graduations, learner support, and internal quality assurance systems. The paper concludes that the Registrar is a central institutional actor whose effectiveness is critical to credible governance, regulatory compliance, and student-centred service delivery. It recommends clearer role definition in policy, better alignment between regulatory demands and resources, targeted investment in ICT and human capacity, and participatory, transparent management practices to build resilient institutions capable of advancing Uganda’s higher education and development objectives.
The Philosophy of Personal Development: Taking Ultimate Responsibility for Your Destiny
(International Journal of Research And Innovation in Social Science (IJRISS), 2026) Angela, Geoffrey; Akello, Judith Abal; Ejang, Mary; Amongi, Lydia
Humans consistently seek meaning, purpose, and a sense that their lives matter. Across philosophical, psychological, and spiritual traditions, personal development is seen as a dynamic process where individuals move from passivity and external control towards active authorship of their own lives. This manuscript explores the philosophy of personal development as the act of taking ultimate responsibility for one’s destiny. Drawing on existential humanistic philosophy, religious–spiritual thought, and modern personality theory, it examines how freedom, responsibility, self-knowledge, and moral character interact to shape a life course. A conceptual, hermeneutic analysis of key texts and frameworks was undertaken, including existential pedagogy, theories of personality as a creative act, models of self-determination, Islamic and Christian perspectives on character development and vocation, and contemporary discussions on positive thinking and quality of life. The analysis highlights several recurring themes: personality is not a fixed trait but an ongoing task and creative act; responsibility is both a prerequisite and a result of a mature personality; destiny is better understood as a vocation or mission rather than mere fate; and self-development requires active engagement with internal and external “barriers,” meaning, and values. These findings suggest that taking ultimate responsibility for one’s destiny involves assuming authorship of responses to circumstances, nurturing character and self-knowledge, and aligning one’s life with a personally and ethically meaningful sense of calling. This article concludes with practical implications for education, counselling, and spiritual guidance, and proposes research directions to empirically investigate responsibility-centred models of personal development.
Examining current landslide risk management technologies and their implications for land use planning and design of disaster resilient futures in landslide prone areas
(Academic Journals, 2026) Acanga, Alfred; Mwesigwa, David; Okuna, Victor; Nsisi, Christine
Recent decades have shown an alarming increase in disaster occurrences, especially compound and cascading events, along with significant economic losses. This situation highlights the necessity for effective disaster risk reduction and early warning systems. This study explores recent literature to understand the evolving nature of landslide disasters, identifies existing technologies, and investigates their integration into land use frameworks, particularly in areas prone to landslides, to promote sustainable futures. The study systematically reviews the literature to analyze existing landslide management technologies and their integration into land use frameworks, particularly in vulnerable regions. The findings show significant disparities in landslide research, with Asia, especially China, India, and Nepal, taking the lead in scholarship, while Africa remains under-represented despite facing severe risks. The study reveals key factors that contribute to landslide vulnerability, such as inadequate land tenure security and fragmented recovery policies. This study explores community coping mechanisms and resilience pathways, emphasizing the importance of local knowledge and participatory governance in disaster management. The study concludes that a collaborative approach integrating technological innovation, fair land-use practices, and local knowledge systems is essential for creating disaster-resilient futures. This study provides recommendations to enhance resilience in landslide-prone areas, emphasizing community-led initiatives and cross-sectoral coordination.