Browsing by Author "Kayusi, Fredrick"

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    Bibliometric Insights into Advances in Nondestructive Testing Techniques for Delamination Detection
    (Mesopotamian Journal of Civil Engineering, 2025-04-11) Abdulwahd, Abdulrazaq. K.; Mugisha, Simon; Chavula, Petros; Kayusi, Fredrick
    This study presents a comprehensive bibliometric analysis of advances in nondestructive testing (NDT) techniques for delamination detection, based on 4,382 publications indexed in Scopus from 2021 to 2025. Using advanced bibliometric methods and the biblioshiny package in R, the analysis evaluates annual scientific production, citation trends, thematic focus, and collaboration patterns. The results reveal a peak in research output in 2024, followed by a marked decline in 2025, alongside a steady decrease in average citations per article. “Delamination,” “composite,” “ultrasonic,” and “infrared thermography” are identified as core research themes. The field is dominated by a few prolific journals, authors, and institutions most notably in China which account for the majority of scientific output and impact. These findings illuminate evolving research priorities, highlight central contributors, and offer critical perspectives on the development, concentration, and future directions of NDT for delamination detection.
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    Transforming Higher Education in Sub-Saharan Africa: Overcoming 21st- Century Challenges with Practical Remedies
    (2025-01-23) Edoru, John Michael; Turyasingura, Benson; Kayusi, Fredrick; Juma, Linety; Mishra, Rashmi; Vallejo, Rubén González
    The aim of the study was to document the 21st-century challenges faced by Higher Education practitioners and to propose practical solutions. Section 62(3) of the Act (UOTIA) prohibits public universities from spending funds not approved by Parliament. This provision hampers universities’ progress in diversifying revenue streams and proactively raising funds, which ultimately impacts higher education. Furthermore, Section 59(5) of the Act (UOTIA) does not give universities the right to invest their funds without the approval of the line ministries. This requirement hinders researchers and other external funders, who may not be fully aware of the role of line ministries in approving the use of donor, grant, or research funds. Other challenges included: weak leadership and governance, financial constraints, curriculum relevance, and the digital divide. However, practical remedies such as leadership development programmes, modernizing curricula, investing in digital infrastructure, and promoting equity and inclusivity can help address these issues. This study supports the World Education 2030 Agenda, which advocates for inclusive and equitable education. The EU Education Agenda prioritizes lifelong learning, digital transformation, and research collaboration to address global challenges and promotes SDG 4 (Access to Quality Education) as well as promoting innovation, gender equality, and a sustainable economy. Therefore, governments and higher education institutions should invest in leadership development programmes aimed at strengthening governance structures.
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    ItemOpen Access
    Transforming Higher Education in Sub-Saharan Africa: Overcoming 21st- Century Challenges with Practical Remedies
    (Region Cientifica, 2025-07-31) Edoru, John Michael; Turyasingura, Benson; Kayusi, Fredrick; Juma, Linety; Mishra, Rashmi; Vallejo, Rubén González
    The aim of the study was to document the 21st-century challenges faced by Higher Education practitioners and to propose practical solutions. Section 62(3) of the Act (UOTIA) prohibits public universities from spending funds not approved by Parliament. This provision hampers universities’ progress in diversifying revenue streams and proactively raising funds, which ultimately impacts higher education. Furthermore, Section 59(5) of the Act (UOTIA) does not give universities the right to invest their funds without the approval of the line ministries. This requirement hinders researchers and other external funders, who may not be fully aware of the role of line ministries in approving the use of donor, grant, or research funds. Other challenges included: weak leadership and governance, financial constraints, curriculum relevance, and the digital divide. However, practical remedies such as leadership development programmes, modernizing curricula, investing in digital infrastructure, and promoting equity and inclusivity can help address these issues. This study supports the World Education 2030 Agenda, which advocates for inclusive and equitable education. The EU Education Agenda prioritizes lifelong learning, digital transformation, and research collaboration to address global challenges and promotes SDG 4 (Access to Quality Education) as well as promoting innovation, gender equality, and a sustainable economy. Therefore, governments and higher education institutions should invest in leadership development programmes aimed at strengthening governance structures.