Computing and Information Science

Permanent URI for this communityhttps://ir.sun.ac.ug/handle/123456789/166

Browse

Browsing Computing and Information Science by Author "Stephen Econyu"

Filter results by typing the first few letters
Now showing 1 - 4 of 4
  • Thumbnail Image
    Item
    Collaborative approaches to open knowledge in Africa: A Systematic review of present realities and innovation
    (African Journal of Library and Information Innovations (AJLII), 2026-07-31) Christine Mayende; Stephen Econyu; Hellen Amunga; Mbathi Musyimi
    Background: Open Knowledge (OK) initiatives have the potential to democratize access to research, educational resources, and public data, thereby promoting innovation, evidence-based decision-making, and sustainable development in Africa. However, fragmented knowledge systems, unequal information access, and weak intra-African collaboration continue to limit their impact. Purpose: This study examined how collaborative approaches to OK contribute to addressing Africa’s development challenges and fostering sustainable innovation. Methodology: A PRISMA-guided Systematic Literature Review synthesized studies published between 2014 and 2025. The reviewed literature was analysed thematically to identify collaborative approaches, implementation challenges, and strategic directions for strengthening Open Knowledge initiatives. Results: Five interrelated themes emerged: foundational principles of OK, key actors, partnership mechanisms, implementation gaps and challenges, and strategies for strengthening practice. Multi-stakeholder partnerships involving governments, universities and research institutions, civil society organizations, and the private sector were found to enhance knowledge sharing, innovation, and equitable access to information. However, institutional fragmentation, inadequate infrastructure, and policy inconsistencies continue to hamper the scalability and sustainability of OK initiatives across Africa. Conclusion: Collaborative, multi-actor engagement is fundamental to developing inclusive, resilient, and innovation-driven knowledge ecosystems capable of advancing Africa’s sustainable development agenda. Implications: This review provides a structured synthesis of collaborative OK practices in Africa and offers evidence-based insights for strengthening partnerships, harmonizing policy frameworks, improving digital infrastructure, and enhancing institutional coordination. The findings inform policymakers, researchers, and development partners seeking to scale OK initiatives for sustainable development and innovation across the continent.
  • Thumbnail Image
    Item
    Impact of information literacy on the utilization of LMS in Uganda: A Case study of Soroti University
    (African Journal of Library and Information Innovations (AJLII), 2026-07-31) Stephen Econyu; Lujja A. Azizi; Hellen Flavia Atai; Barbra Apolot; Ibrahim Kabi; Emmanuel Emwos Opio
    Background: Learning Management Systems (LMS) are essential tools in higher education for supporting teaching, learning, and access to digital resources. However, effective utilization depends on users’ information literacy competencies.. Purpose: This study examined impact of information literacy on LMS utilization at Soroti University. Specifically, it assessed the status of LMS, examined users’ information literacy levels, identified challenges affecting LMS usage, and proposed strategies for improving utilization. Methodology: A cross-sectional descriptive research design using quantitative and qualitative approaches was adopted. Data were collected from 45 respondents, including academic, administrative and support staff, and students selected through stratified random and purposive sampling. Data were collected using closed-ended questionnaires and interview schedules. Quantitative data were analyzed using SPSS, while qualitative data were analyzed thematically using ATLAS.ti. Results: The findings revealed that LMS at Soroti University is operational and accessible, although utilization differs across departments. A strong positive and statistically significant relationship existed between information literacy and LMS utilization (r = .729, p = .000). Regression analysis showed that information literacy explained 53.1% of the variation in LMS utilization (R² = .531). Challenges included limited awareness of LMS functionalities, poor internet connectivity, inadequate technical support, insufficient ICT infrastructure, and continued preference for traditional teaching methods. Conclusion: The study concluded that information literacy significantly influences effective LMS utilization in higher education institutions.. Implications: The findings contribute to understanding factors affecting technology adoption in higher education and highlight the need for continuous digital literacy trainings, improved ICT infrastructure, technical support, and institutional awareness programs to strengthen LMS utilization..
  • Thumbnail Image
    Item
    Modelling impact of knowledge asymmetry on organizational performance in academic information institutions
    (African Journal of Library and Information Innovations (AJLII), 2026-07-31) Stephen Econyu; Elisha Ondieki Makori; Christine Nasimiyu Mayende; Dorothy M. Njiraine; Emmanuel Emwos Opio; J.R. Ikoja Odongo
    Background: Academic information institutions operate in knowledge-driven environments where effective knowledge sharing is essential for organizational performance. However, knowledge asymmetry (KA), the unequal distribution of knowledge among departments, units, and individuals, undermines collaboration, innovation, decision-making, and service delivery. Purpose: The study examined the impact of KA on organizational performance in academic information institutions, focusing on its causes, manifestations, and consequences. Methodology: Explanatory sequential mixed-methods design was adopted, combining quantitative and qualitative approaches. Data were collected from selected academic information institutions targeting 100 respondents, of whom 83 participated. The study explored knowledge gaps between library staff and administrators, their influence on decision-making, service delivery, and strategic planning. Quantitative data were analyzed using correlation analysis, while qualitative findings supported interpretation of results. Results: The findings revealed that high levels of KA reduce institutional preparedness, hinder knowledge-based decision-making, and negatively affect service quality and operational efficiency. A strong positive and statistically significant relationship was established between KA and organizational performance (r =.956, p =.001). The findings support the Communication and Knowledge Management Theory (CoNPAKT) by showing that effective communication, knowledge sharing, and capacity building help reduce knowledge gaps. Conclusion: The study concluded that KA significantly limits institutional effectiveness, innovation, and performance in academic information institutions. Addressing KA is, therefore, essential for improving collaboration, planning, and service delivery. Implications: The study contributes to knowledge management and organizational performance literature by emphasizing the need for open knowledge sharing, intentional collaboration, and accessible institutional knowledge systems, to minimize KA in academic institutions.
  • Thumbnail Image
    Item
    Open knowledge, stress management, and job performance: A Study of library and information science Professionals in Ugandan academic libraries
    (African Journal of Library and Information Innovations (AJLII), 2026-07-31) Stephen Econyu; Elisha Ondieki Makori; Christine Nasimiyu Mayende; Dorothy M. Njiraine; Ibrahim Kabi; Emmanuel Emwos Opio; J.R. Ikoja Odongo
    Background: Library and Information Science (LIS) professionals in Ugandan academic libraries experience increasing workplace stress caused by heavy workloads, limited institutional support, and rapid technological changes. These challenges negatively affect productivity, job satisfaction, and overall well-being. Open knowledge practices such as open access, open educational resources (OER), and open data have emerged as potential strategies for improving professional collaboration and reducing workplace stress. Purpose: The study examined the relationship between open knowledge practices, stress management, and job performance among LIS professionals in Ugandan academic libraries. Specifically, it explored how stress affects job performance and how engagement in open knowledge practices can help mitigate workplace challenges. Methodology: A quantitative descriptive survey design was adopted, involving 100 LIS professionals, with a 70% response rate. Data were collected using a self-administered semi-structured online questionnaire and analyzed using SPSS. Results: The findings revealed that workplace stress significantly reduces job performance and contributes to burnout among LIS professionals. However, participation in open knowledge practices enhanced collaboration, strengthened professional confidence, improved coping mechanisms, and increased productivity and job satisfaction. Conclusion: The study concluded that open knowledge practices and stress management are closely interconnected in influencing employee performance in academic libraries. Strengthening engagement in open knowledge initiatives can support both staff well-being and professional effectiveness. Implications: The study recommends that academic library management invest in open access infrastructure, continuous professional development, supportive leadership, and mental health support services, to enhance staff well-being, retention, and service delivery in Ugandan academic libraries.