Abstract. The purpose of the study was to establish which of (i) age (ii) gender and (iii) organizational culture is a correlate of use of knowledge management systems (KMS) among teachers, senior administrators and postgraduate students in Makerere University. The study was a co-relational and cross-sectional survey biased to the quantitative approach, involving 444 respondents from the University, from whom primary data were collected using a self-administered questionnaire, and analysed using summary statistics (e.g. means, standard deviations), t-test, Correlation and Multiple Regression Analyses. The study found that while age and gender were unimportant, organizational culture significantly correlated with KMS use among teachers, senior administrators and postgraduate students in the University. The study thus concluded that organizational culture must be improved if KMS use in Makerere University is to improve, leading to the recommendation that all stakeholders look into the possibility of improving organizational culture in the respective units in the University as a measure of enhancing KMS use.

This paper reports on African Higher Education Research Online (AHERO), an innovative web based open access project that facilitates the communication of research on African higher education that is otherwise invisible. In addition, the paper demonstrates the functionality of the AHERO website, to show how and why authors may deposit their papers; and provides a report of the methods used to populate the archive, how AHERO deals with copyright and the progress that has been made thus far. Some experiences are shared. It ends with the conclusions and recommendations drawn from an assessment survey.

The purpose of this study was to establish the relati onship between: qualifi cati on in using ICT, age and level of income; and use of computers among postgraduate students in Makerere University School of Educati on. The study was carried out following a cross-secti onal survey design and involved 69 students. Primary data, which were collected using a self-administered questi onnaire, were analysed using summary stati sti cs, t-test, analysis of variance, correlati on and multi ple regression analyses. The study found an insignifi cant relati onship between possession of qualifi cati ons in using ICT and the use of computers; a signifi cantly negati ve relati onship between age and the use of computers; and a signifi cantly positi ve relati onship between level of income and the use of computers. It was, therefore, concluded that possession of qualifi cati ons in using ICT is not suffi cient to enhance the use of computers; age can negati vely aff ect the uti lisati on of computers; and income enhances the uti lisati on of computers. Thus, it is recommended that, to enhance the use of computers among the said students, relevant managers should give special ICT training to the older students; and provide access to computers, to ensure that students whose incomes do not enable them to acquire personal computers have access.

The Paper reports findings of a study on the factors affecting Makerere University graduate students as adult learners in the process of acquiring ICT skills for their meaningful and individualized learning. We had three objectives, namely, to establish the effect of adult learner-characteristics on ICT learning of graduate students; to determine the extent to which graduate students' prior experience in operating computers affected their ICT learning; and to investigate the effect of graduate students' attitudes towards use of computers in their learning. The study was non-experimental and employed a cross-sectional survey design on 235 graduate students from faculties of Arts, Social Sciences and Education. The findings indicated that adult-learner characteristics and prior computer experiences of graduate students affected their ICT learning significantly. However, graduate students' attitudes towards computers, did not significantly affect their ICT learning. We concluded that adult-learner characteristics and computer experiences significantly affect their ICT learning, while attitudes towards use of computers were not significant. The paper ends with a number of recommendations for the way forward.

This study was carried out to establish whether students' involvement in sports activities affected their involvement in academic activities. Data were collected using a self-administered questionnaire and analysed using percentages and means. Spearman's correlation coefficient was used to test the hypotheses that guided the study. The findings showed that there is no significant relationship between students' involvement in outdoor sports activities and their involvement in academic activities. However, there was a significant negative relationship between students' involvement in indoor sports activities and their involvement in academic activities.