CLARKE INTERNATIONAL UNIVERSITY
ALUMNI TRACER STUDY REPORT: 2021- 2022
By Florence Githinji; Quality Assurance Officer
Arafati Batuli: Quality Assurance Intern.
Kawagga Close, off Kalungi Road, Muyenga Block 244 | Plot 8244 Bukasa, Kyadondo
P.O Box 7782 Kampala-Uganda
Tel: +256 (0) 750 000 600)
Web: www.ciu.ac.ug
FOREWORD (by the Vice Chancellor)
Dear alumni and friends,
We are thrilled to share our second Alumni Tracer Survey with you. Since 2008, over 3200 graduates have received their degrees from Clarke International University (CIU). The university is committed to cultivating a generation of graduates who can ignite and lead transformation in theirowncommunities.Theresults of this survey continueto affirm that a) oureducation approach isworking;andb)thegreatworkthatour alumni aredoingis animpressivetestamenttothequality of their education experiences (some of which were shaped right here at CIU). Our alumni now hold significant positions in a variety of fields in government, private, academia, business, and other relevant sectors.
This second Tracer Survey 2019-2022 sought to determine the impact that undertaking a CIU education has had on the academic and professional growth of the CIU alumni as well as to explore the contribution that CIU alumni are making in their respective fields. Evidence from the survey points to the remarkable impact of the healthcare and business professionals graduating from CIU in their communities, and that the quality of training provides them with superior skills to their peers. For example, findings affirm the universities’ efforts in producing graduates of the highest calibre who continue to take the CIU traditions of leadership, innovation, transformation, and excellence to their communities. In terms of impact in the community, six themes emerged to reflect how alumni are engaged: Provide Quality Health Services; Public Health Education; Knowledge and Critical Thinking; Leadership, Policy, and Advocacy; Community-Based Research; and Project Management/Initiation (Including startups).
As reflected in our previous report, the majority of the alumni also continue to report quantifiable ROI in terms of gainful employment in a field related to their studies, securing a job in less than a year after graduation, demonstrating strategic leadership as part of the frontline workforce for the Covid-19 response, and ability to pursue advancement in their training.
The future of the region’s emerging market is greatly dependent on the effective skilling and educating of current and future generations of Ugandans to be successful transformers of their community. This is at the core of the CIU Mission and Vision. Current industry trends also indicate that most employers are seeking employable graduates. Importantly, this report indicates that CIU alumni continue to demonstrate critical skills needed by industries. Among the top skills reported are Problem-Solving, Cross-cultural Competency, Leadership, Adaptive thinking, Technology Literacy, and Lifelong Learning. Other soft skills included collaboration and teamwork, problem-solving and critical thinking, ethics and accountability, and leadership and communication skills.
The continued success of every CIU graduate will remain at the core of what the university strives to do well. We hope that these encouraging results will strengthen our commitment to preparing quality graduates for global leadership and as catalysts for transformation.
Associate Prof. Rose Clarke Nanyonga Vice ChancellorACKNOWLEDGEMENT
Thank you to the 217 alumni who responded to the survey and to all those who encourage their peers to respond. Thank you to the members of the CIU alumni Association for spreading the word on the survey. Deepest gratitude to the Quality Assurance Team for their oversight for the project. Special thank you to the Office of the Vice Chancellor for the support during the editing of the report.
EXECUTIVE SUMMARY
This tracer study is a means by which CIU seeks feedback from its alumni for the purpose of improving its quality of work. The goal of this study was to determine the employability and status of alumni of Clarke International University who studied and graduated from the University between 2019 and 2022. A Google form was shared with CIU alumni who filled it and responded online. A total of 258 alumni were contacted to participate in the survey. 217 respondents participated in the study. Data were captured and generally analyzed using MS Excel. The report has been presented in MS Word.
Qualifications attained from CIU included a Bachelor of Nursing Science, Bachelor of Science in Public Health, Bachelor of Medical Laboratory Science, Diploma of Public Health, Diploma in Clinical Medicine, Master of Science in Public Health, Master of Health Services Management, and the Foundation Course.
Of those responding to the survey, 93.3% indicated that the work they are doing is related to their field of study. The majority indicated that the CIU education experience prepared them with critical industry skills including collaboration and teamwork skills, problem-solving and critical thinking skills, ethics and accountability, leadership, and communication skills. 9 in 10 of the respondents who got a job less than a year after graduation indicated that they acquired strong problem-solving, collaboration and teamwork skills.
The majority 88 % of the respondents are employed (full-time and part-time). Of those reporting unemployment, 6.5% reported that jobs are not available and 3.2% were pursuing additional education at the time of the survey. It should be noted, however, that most of the respondents who indicated that they are unemployed also mentioned that they are engaged in some form of private business which increases the number of alumni employed.
In this survey, we assessed alumni involvement in the Covid-19 pandemic response. Among the 127 alumni responding to this item, 63% indicated they were frontline workers during the Covid19 pandemic. Importantly, 76.6% reported that the skills gained from CIU helped them cope with
the Covid-19 pandemic. Key activities reported include but are not limited to Covid-19 testing, Direct provision of care, Advocacy, Mentoring, Designing programs for health systems strengthening, Community sensitization and education, Disease surveillance and screening, and Covid-19 sample collection.
Responses show that most of the graduates are willing to recommend another person to join CIU, however, they strongly recommend that the University acquire a Charter to both strengthen the brand of the university as well as the portfolio of the Alumni. Other recommendations for strategic direction included: strengthening research and publication, reduction in tuition and fees where possible, introducing new courses, expanding the University’s physical infrastructure, and increasing alumni engagement.
This report forms a basis for further research into individual, institutional, and community factors affecting the employability of CIU’s graduates and can be used to strengthen strategic approaches for improving academic operations at CIU.
BACKGROUND
Clarke International University (CIU) has grown steadily since the admission of its first students. As specified in its mission, the University strives “to prepare students for global leadership and to be catalysts for transformation.” The University offers an array of Certificate, Diploma, Bachelors and Master’s courses with students on part-time, weekend, remote and full-time learning.
On March 06, 2018, International Health Sciences University (IHSU) celebrated ten (10) years of making a difference in healthcare and was rebranded to Clarke International University (CIU). Throughout the 14 years, the University has introduced new schools and programs which has led to the growth both in students numbers and staff With a fast-growing population, the university boasts enormous impact potential, especially with the growing population of its alumni now numbering over 3200, the pursuit of Charter Status (which CIU has embarked on), as well as the renewed drive to bolster quality research output. These developments have potential to directly contribute to a higher ranking of CIU among its peers.
Rationale for the Tracer Survey
This and previous tracer studies are a means by which CIU seeks feedback from its alumni for the purpose of reviewing, learning, and improving CIU’s quality of work. This report offers details on the qualifications attained by graduates at CIU, their current employment status, areas of specialization and employers, leadership, and influence as well as contribution to the community made by these graduates. This study also sought feedback about areas where respondents felt CIU should strategically position itself to increase its market potential or other areas of improvement.
Goal and Scope
The goal of this tracer study was to determine the employability of alumni of CIU who studied and graduated from the University between 2019 and 2022. Programs covered included Health Education Certificate (Foundation), Diploma Clinical Medicine, Nursing, Public Health, Business and Applied Technology, Pharmacy, Medical Education, Health Services Management, and Certificate in Trauma and Adversity.
Methodology
A questionnaire was designed using Google Forms and shared with alumni of CIU online. The sample population with whom the link to the Google Form was shared included 258 graduates. The link was shared by email, Facebook, WhatsApp and LinkedIn. Respondents filled the form online and responses were automatically captured in Google Forms. The Sample Size: Of the 258 graduates contacted, 217 (Response rate 84.1%) respondents participated in the survey.
The responses (data) were downloaded as CSV from Google forms. Results that were quantitative in nature were coded and filtered in MS Excel. Likert scale results analysis was also done in MS Excel. The rest of the descriptive/qualitative data was extracted, duplicates removed and presented in report format using MS Word
Results
FINDINGS
Demographic Characteristics
Age, Gender, and Marital Status
Of the 217 respondents who returned the survey, 51% were between the ages 25-35, while 41% were between the ages of 36-45. Only 14% were above 55 years of age. 215 out of 217 respondents indicated their gender as follows: 60% male and 40% female. In addition, 62.7 percent of the respondents were married.
Qualifications Attained
A total number of 217 respondents obtained qualifications at CIU between the years of 2019 –2022 At least 214 reported degrees they studied including Bachelor of Nursing Science (26.2%), Bachelor of Science in Public Health (20.1%), Bachelor of Medical Laboratory Science (10.3%), Diploma of Public Health (<1%), Diploma Pharmacy (0.9%), Diploma in Clinical Medicine (17.8%), Master of Science in Public Health (23.8%), Master of Health Services Management, Post Graduate Diploma in Medical Education (0.9%), Certificate in Trauma and Adversity (<1%), and the Foundation Course (<1%) (Figure 1).
The majority of the areas of specialization reported were linked to the alumni’s fields of study. A list of specialisations of respondents is included in Table 1.
Vector borne diseases/neglected tropical disease.
Laboratory Technology
Pharmaceutical microbiology
Lecturing
ART clinic
Reproductive health
Health inspector
HIV, TB and cancer care
Environment and Sanitation
− Internal medicine (HIV /Aids)
Health Science Research/M&E
Maternal child health
−
Community health
Medical clinical officer
Oncology
Water, Sanitation & Hygiene
Stock Officer/Controller
Quality assurance
Infection prevention and control
Employee Health and wellness benefits
Livelihoods
Nursing
Pre-Service Training
−
National security
Knowledge Management
Medical Insurance
Finance and administration
Projects management
Adolescent sexual and reproductive health
Social work
Health Systems Strengthening -Quality
Improvement
Nutrition
Monitoring and evaluation
Community Development/ international development work
Obstetrics and Gynaecology
Medical Logistics/Lecturer in Community Medicine
Communications specialist
Public Health Nutrition
Policy and Advocacy
Statistician
Surgical nursing
− Midwifery
Environmental Health Officer
− Business
Malaria and Child survival
MCH
Program management and research
Marketing
Client Relations
Public Health specifically in area of RMNCAH
Health and Nutrition Monitor
Public health
− Geospatial Analysis, climate change & human health
Intensive Care Unit and Dialysis Unit
Haematology /immunology
Anaesthesia
Clinical Embryology and Reproductive Medicine
Epidemic Surveillance and Response
We asked Alumni to indicate how well IHSU/CIU prepared them for their current career. Of the 214 responding to this item, nearly all (99.1%) respondents indicated their education at CIU prepared them either very well (52.8%) or adequately well (46.3%) for their respective careers.
Skillset
We assessed skills gained and related employability by asking respondents how well the education experience at IHSU/CIU prepared one for key 21st Century Skills: Including problem solving, cross-cultural competencies, leadership, adaptive thinking, technology literacy and lifelong learning. Over three quarters of the respondents indicated that the CIU education experience prepared them with adaptive thinking, problem-solving and lifelong learning skills, cross-cultural competence and leadership and technology literacy.
(Figure 3):
Figure 3: Skillset and Employability of CIU Graduates
Respondents reported that CIU has also enabled them to take initiative in their professional life. For example, graduates who exhibited excellent performance at their place of work reported that they acquired this skill set at CIU. Additionally, over 90 % of respondents who have received the Employee of the Year award at their organization (at least once) indicated that their education experience at CIU contributed to their acquisition of the specific skills that positioned them well for these awards. Respondents also reported some areas of improvement. For example, almost half of the respondents indicated that CIU could improve the delivery of advocacy skills and technology literacy.
Additionally, approximately 90% of the respondents who secured a job in less than a year after graduation indicated that they acquired strong problem-solving, collaboration and teamwork skills; more than half of these (34%) mentioned that they got a job immediately after graduation implying that there is potentially a relationship between this skillset and the employability of CIU’s graduates.
Skillset and Employability: Qualitative Results
Qualitative feedback to explore nuances related to skillset development and employability of graduates generated the following results:
In terms of knowledge and skills gained from CIU one responded noted: “I am now more knowledgeable about my field of work. I also have obtained research skills for evidence-based service targeting.”
Another respondent reported that the knowledge acquired from CIU “Helps me to make correct decisions”, while another noted that the knowledge: “Enables me to provide high quality and appreciate nursing care without any segregation among patients.”
Specific subjects were also cited as critical to knowledge and skill development For example, one respondent said that “Statistics and epidemiology components have helped me a lot to do my work.”
Respondents also linked knowledge and skills to direct patient care: one participant reported that knowledge and skills gained “Improved on my knowledge and skills to better manage my patients” while another linked the skills to their ability to adhere to organizational codes of conduct: “My communication skills and keeping ethical codes of the organization”.
Employment Status of Graduates
The majority (179) 88 % of the respondents reported they are employed either (full-time or parttime). Of the unemployed, 6.5% reported that jobs are not available while 3.2% were pursuing additional education at the time of the survey. It should be noted, however, that most of the respondents who indicated that they are unemployed also mentioned that they are engaged in private business. (Figure 4)
Sector
Among the employed alumni 44.5% indicated they are working in NGOs, 28.7% in Government/ public, 22 % in the private sector, 1.4 % are self-employed and only 2.9% reported that they are notemployed.93.3%indicatedthattheworktheyaredoingisrelatedtotheirfieldofstudy(Figure 5). A list of organizations currently employing CIU alumni is included in Appendix A
Time to Secure Employment After Graduation
We assessed the length of time it took for graduates to secure employment from the time they graduated. Graduates with the Master of Science degree in Public Health (MPH) had the highest number of employed respondents and the least number of unemployed per total respondents. Further, the data indicates that the highest number of graduates that were already employed or had found a job immediately after graduation were those that had received the MPH degree. About 32.9% of the (employed) respondents indicated that they were employed immediately after graduating from CIU; while only 0.9% percent indicated it took 4-5 years to secure a job. A combined 71% of graduates indicated they secured a job between 0 to one year after graduation. Figure (6) below shows how long graduates took to find a job.
In terms of the current work being related to the field of study, 92.9% of the respondents reported that the first job they secured as well as their current employment were both related to a field of their study.
Impact and Visibility
In this survey, we also assessed how the education attained at CIU helped alumni contribute meaningfully to their communities. We received text responses indicating high-level engagement in communities where alumni either work or live. A few representative themes include alumni who reported that due to their education at CIU they were able to provide quality services;
engage in public health education; enhance knowledge and critical thinking for community engagement; engage in leadership and advocacy; conduct community-based research; and engage in project management or initiation. (Appendix B)
Theme 1: Provide Quality Services
Respondents reported that their education at CIU allowed them to provide quality services in the community. Some said:
“Am able to produce competent nurses and midwives who provide quality health care services to the community.”
“Understanding the community in relation to key drivers of malnutrition and designing community interventions”.
"Enhanced my knowledge and skills in health system strengthening implementation that has led to success in projects.”
“I serve in Medical Outreaches”.
“I have been able to promote quality improvement in the laboratories that I have worked in”
“Improved in MNCH Indicators such as first ANC FIRST TRIMESTER”
“I have managed to save many lives of people within the community based on the knowledge and practical skills attained from CIU”.
“We have been able to make a difference on how healthcare services are offered to local people through engaging the community we work within”.
Theme 2: Engaging in Public Health Education
Some respondents reported that their education at CIU added value in terms of their ability to engage in public health education at the community level:
“Individual youths and church platforms have been leveraged to address issues of child marriages and unwanted pregnancies among other Health Education topics.”
“Provided malaria prevention interventions to my community, i.e., LLINs, prevention messages on Prevention of malaria”.
“Many people from the community have been equipped with knowledge about nutrition in particular malnutrition and this has in the long run reduced malnutrition complication and early detection of malnutrition cases and early referral to management”.
“I am a second-generation humanitarian worker. I have worked in the field of SRH, GBV and also responded to COVID19. I have applied knowledge from campus like health promotion, health communication, health and conflict which was very key in refugee settings, public health nutrition and reproductive health. I have supported WASH projects because of the understanding I have of the theoretical subject matter.”
“I have used the skills and competencies gained at CIU to contribute towards capacity building of in-service health workers in Maternal, child, new-born and adolescent Health”.
“Trained over 450 mid-level health workers to offer quality health services”.
Theme 3: Knowledge and Critical thinking
Several participants reported that their education at CIU bolstered their knowledge and sharpened their analytical skills:
“Greatly. It has given me the knowledge and skills to handle community health problems with an informed outlook”.
“Provided me with critical and adaptive thinking ability. Enabling me to make quick decisions and take appropriate action as and when needed.”
“It has broadened my thinking and sharpened my analytical thinking Positively”.
Theme 4: Leadership and Advocacy
Various respondents reported enhancement of their leadership skills for community engagement either by leading, feeling empowered, contributing to key decisions, creating demand for services and feeling that they were significant contributors. Representative quotes included:
“It has improved my scope of offering leadership for the community. In the area of skilled leadership, better than before I am able to use my skills to write projects for the community and together try to forge a way ahead for development.”
“It empowered me with communication and interpersonal skills that enable me to relate effectively at different levels as I serve the community.”
“I'm able to contribute to key decisions concerning policies that concern the needs of the community”.
“Outstanding skills especially in leadership have enabled me to effect goal-oriented health strategies in the community”.
“Improves leadership skills in managing ongoing challenges at the workplace.”
“Community debates about COVID'19, VACCINATION, ETC, I have been able to borrow examples and contribute to the influence of vaccination practices, Proposal development for the grants of the organization, I am a contributor ”
“Have helped create demand for health services through community mobilization and sensitization, especially during (the) COVID-19 pandemic.”
Theme 5: Community-based Research
Several respondents indicated that their education at CIU enhanced their ability to engage in community-related research. Representative quotes included:
“At work, we conduct action research on how best to implement water and Sanitation services improvement.”
“I have been able to conduct community-based research and formulated and implemented interventions.”
“It aided as the foundation to propel into a research field. Currently, I am working with the Carrier Sekani Family Service, an organization that helps indigenous communities in rural and remote communities in the Northern Central areas of British Columbia. To help understand the prevalence of indoor air pollutants and their association with Chronic Obstructive Pulmonary Disease.”
Theme 6: Project Initiation and Management
Participants also reported taking initiative to lead projects that met a specific need/gap in the community. Representative quotes include:
“I developed the community mobilization strategies at Marie stopes international, then later coordinated the deployment of the Education management information system at the ministry of education. I am now supporting the knowledge hub for Africa on covid-19.”
“I am a Co-founder and Director with Girls Unstoppable Uganda an organization dealing with empowering marginalized adolescent girls.”
“I have started up a clinic and we are giving services like free immunization improving sanitation and hygiene-related issues”.
“I pioneered the opening up of triaging at my workplace, which eased the flow of patients in the facility.”
Although nearly all reports were positive, one participant indicated no impact where they reported that the education that they attained at CIU was “Not very effective in the hospital sector without backup papers like extra certificates”
Additional representative quotes are included in Appendix B.
Covid 19 Response
Among 214 respondents responding to this question, 63% indicated they were frontline workers during the Covid-19 pandemic. Crucially, 76.6% reported that the skills gained from CIU helped them cope with the Covid-19 pandemic. (Figure 7)
Respondents reported an array of activities they were involved in during the Covid-19 pandemic including (Covid-19 testing, Direct provision of care, Advocacy, Mentoring, designing programs for health systems strengthening, community sensitization and education, disease surveillance and screening, Covid-19 sample collection...) A complete list of activities is presented in Table 1 below:
•
• Actively managing Covid by chairing the Hospital Covid task force
• Mobilizing resources for covid
• And managing all the Logistics for Covid-19.
• Direct provision of holistic care for Covid-19 patients in high-dependency units and ICU.
• Mentorship
• Advocate for adherence to the SOPs
• Designing and implementing health system-strengthening programs
• District Covid-19 taskforce
• Clinical work; clerking and prescribing medication
• Educating community on the community the use of masks, hand washing and vaccination against covid 19
• Covid-19 prevention and control training for health workers, District (County) covid19 task force member for awareness creation and allocation of preventive materials, discussant for covid-19 awareness radio talk shows and inspection of health facilities to enhance SOPs for covid-19 and Viral Haemorrhagic Fever Diseases.
• Covid-19 testing.
• Disease surveillance
• Screening for Covid 19
• Taking off sample
• Health education and promotion about Covid-19
• Sampling and testing for Covid-19 as well as reporting to the relevant authorities.
• Health Education to clients and patients about Covid-19
• Preparing the site for vaccination, health education
• Clinical diagnosis and care of patients with Covid -19
• Participating in task-force meetings as a liaison officer, health education, maintaining orders and distribution of PPE materials.
• Training of Community level healthcare workers on Covid-19 response activities, Community sensitization and dialogues on Covid-19
• Design research for menstrual hygiene management in Bidi Bidi
• Health education to the community members and schools, prescribing medication.
• Counselling those diagnosed with Covid-19
• treated and managed Covid 19 patients during transit from one health facility to another during that time I also worked as a paramedic/EMT.
• Community sensitization
• Home-based care of Covid-19 patients.
• Training of health workers on COVID-19, Member of the COVID-19 task force in the state.
• Demand creation
• Managing accident and emergency unit at SRRH
• Screening of patients, provision of Nursing care
• Sample collection and home monitoring
• Health educator
• Sample collection, coordination of points of entry COVID-19 activities at National level
• Testing Covid samples and patients
• Supported Districts and Frontline health workers with PPE and continuity of essential Reproductive Health services including at the community level - like outreaches.
• Obtaining samples and testing covid-19 samples
Recognition and Rewards
Respondents were asked to report any recognition or awards won as a result of their performance since completion from CIU or securing employment. At least 150 responded to this item. Several indicated being recognised as Employee of the Year; Employee of the Week (Figure 8). A complete description of awards is included in Appendix C
The awarding agency/institution
Some of the awarding agencies/ institution include: IntraHealth International, MLI, KCCA, UN, ICAP, Jubilee, Jubilee Insurance, Faith Medical Centre, Lubaga Hospital & Jinja Regional Referral Hospital, Water and Sanitation Development Facility North, UMC Victoria Hospital, UMI, MUK, Plan International, Simavi, Wash Alliance International, International Committee of the Red Cross (ICRC), USAID and Kenyatta University, Nakasero Hospital, UNFPA, Bethany women's hospital International Food Microbiology and Hygiene, Star Medcare Center, Uganda virus research institute ,WFP, Makerere University Department of Nursing, MOH, MU-JHU Research Collaboration, Office of PHRO, Ayween Modern Cell, Government Leader, Suction awarding department, Global Fund, Sogea Santom, Trocaire Mild-May Uganda, USAID-ASSIST, MUWRP, VILLA MARIA HOSPITAL, Plan International Inc, AMI, US department of state, George Washington University, University of Manchester, Nursing now and Sabin Vaccine
Institute, Mbarara Local Government, Private Hospital, Kiwoko Hospital, Gulu Regional Referral Hospital, US Embassy, LIMEAR, Jinja Regional Referral Hospital and grant by TEPHINET, Mukwaya General hospital and International Rescue Committee(IRC), Lutheran World Federation, Wellspring, DFID, Irish Aid, World Bank-MOH/URMCHIP, UPDF, UNICEF, Elrha, Villa Maria Hospital.
Leadership and Influence
We asked alumni to report on opportunities they have had to lead or influence in their role. At least 128 (83.7%) of the respondents reported that they had served as committee members for a local organization, 19% had served as board members of not -for profit organization, 18.3 % had started a community / grassroots campaign, 17.6% had started an organization, while 7.2 % had served on a government board or commission (Fig 9). A complete list with descriptions of leadership roles is included in Appendix E
Advanced Training Beyond IHSU/CIU
In terms of pursuing post graduate studies and training 44.3% of respondents had undertaken certificate courses after their study at CIU, while 52.2 % had undertaken a master’s degree, doctoral studies, or a postgraduate diploma. Of those responding (157) to how well CIU prepared them for graduate/professional education, 54.1% reported that CIU prepared them very well, while 42.7 % reported that the university adequately prepared them (Figure 10).
Alumni Engagement
Involvement in Alumni Activities at CIU.
In terms ofhow theuniversity can create opportunities to engage alumni, 62.9%of therespondents indicated that they would be interested in delivering a public lecture, while 46 .3% indicated their willingness to engage in the mentoring of students. Others, 27.3% indicated they are interested in contributing to the CIU newsletter or sending an article, and 25.9% indicated that they can participate in marketing drives In addition, 12.2% indicated there are willing to support the building fund, 8.3% can help with graduation ceremonies and 5.9% can engage by potentially employing CIU students. Finally, several respondents indicated their interest in joining the faculty, while other activities of interest included preaching, teaching students, and guiding students in research proposal writing. (Fig 11)
11: Areas of Interest for Alumni Engagement
Feedback: Strategic Direction
Almost all respondents including unemployed graduates indicated that they would encourage another person to join CIU. Reasons for this recommendation include the fact that the University has high-quality and creative teaching methods that encourage critical thinking, and foster innovation; there is problem-based learning and flexible programming; and the lecturers are dedicated. Table 3 below shows the complete list of reasons why alumni recommend other people to the university.
Table 3: Reasons why Alumni Recommend Others to the University
• It has flexible programs, and the costs are not as high
• CIU gave me a strong background, especially in knowledge, presentation skills, research and analytics skills
• The techniques in trying students to gain practical skills is excellent.
• CIU is a great institution, it gives students an environment to explore, and lecturers are very friendly and always available.
• it's Avery practical university
• CIU is well equipped to produce an all-round graduate, very good and friendly lecturers that are always available to students
• Critical thinking and student-based model of teaching. It empowered me in research and am a reference at my place of work and MoH at large
• It prepares you holistically to be a better nurse in the future to improve the health care of a nation.
• The courses or programs are good and relevant
• Because of the concise and focused education, I obtained there
• Good teaching, IHSU (CIU) gives enough lectures to students, have spacious computer library for more reading online and research
• CIU has flexible programs and technical staff for the changing world
• I have recommended 4 students to study at CIU since my graduation and all of them successfully joined CIU and they appreciate what I did.
• It’s (CIU’s) academic excellence
• Quality education coupled with professional lecturers and backed by good management
• CIU provides a different approach to university education, which ensures that graduates are able to favourably compete for employment and make positive contributions in their field of practice.
• CIU uses the opportunity to explore the field that everyone thinks, and anyone wants to work in.
• It appropriately prepares students to serve effectively. There is good quality learning at CIU however, there is always room at the top with better-paid lecturers, more PhDs/ professors guiding learners, more research, and publications, solicit student research
Charter
More than half of the respondents who made at least one recommendation mentioned that they would like to see CIU getting chartered. They advised that CIU should expedite this process and strive to fulfil NCHE requirements for the charter.
Tuition
Although respondents cited one of the reasons for recommending CIU to others as affordability, some respondents requested that the university should consider a reduction in tuition rates to make it affordable to a bigger number of students. They also asked that the number of scholarship recipients should be increased. Lastly, respondents recommended that the university should consider allowing East African students to pay tuition in Ugandan currency.
Research, Publications, Grants
RespondentsrecommendedthattheUniversityshouldstrengthenitsresearchcapacityandincrease the number of publications from students and faculty. They also wish CIU could aggressively compete for research grants. Some respondents encourage faculty to introduce students to research work as soon as they join the University to strengthen research outputs
Academics and Practice
Respondents recommended that the university should consider a complete transition from IHSU to CIU; the transcripts should bear the CIU and not IHSU. Allied Health Laboratories should be expanded physically and given the scope of activities that are conducted therein. The nursing and midwifery laboratory should be equipped and more emphasis should be put on simulation classes for the nursing faculty. Timetabling under all modalities including remote learning should be better coordinated.
New Business
In terms of new business and markets, respondents recommended that the university should consider introducing medicine to enable students to cross to study medicine and surgery at CIU.
In addition, adding community-based modules in public health would add value. There are virgin areas which attract much funding but if alumni (the main product of the university) have no skills for emerging areas of expertise e g., Neglected tropical diseases and entomological research, then they are not positioned to compete. Finally, the university should start PhD programs.
Alumni Engagement
Engagewith theiralumni; makealumni chapters, get theminvolvedinthegrowth oftheuniversity, run projects with them because it is the power of the alumni that will grow the university.
Visibility
There is a need to upgrade; send students to participate in fares, to sell technologies and products from CIU, Exhibitions and conferences we can organise or even participate, t/shirts, fliers and burners are not enough.
Conclusion
This tracer survey report is another testament to the positive change and transformation that the CIU education is inspiring among students. Among the cited reasons for recommending CIU to others, alumni cited the following attributes of the CIU education: it prepares students to serve effectively; it is a holistic approach and very practical; it inspires critical thinking; the programs are relevant; a focus on quality and excellence among others. CIU programs remain competitive and poised to enrich student experiences, support student employability, and produce graduates of highest calibre. CIU alumni community involvement demonstrates a sense of affinity, community building and service, and provides opportunities to not only integrate alumni as leaders and influencers in their communities, but it also fosters a lifelong learning culture.
CIU is committed to nurturing of such lifelong learning trajectories that will continue to enhance the visibility and impact of our alumni. CIU recognizes that the key challenge in facilitating deep alumni engagement is to maintain meaningful connections post-graduation. The university has a role to play in creating a vibrant community, providing a supportive student experience, and communicating thevalueofcontinuedconnectionto theuniversitylong aftergraduation. Wehope that alumni as educators, school and district leaders, policymakers, advocates, and entrepreneurs will not only continue to leverage their learning experiences for their own growth and success but that those experiences will spark a deep commitment to the strategic undertaking of the university. We hope we can continue to rely on the collective and transferable strategic leadership of alumni which will positively impact the growing community of CIU.
Appendix A: Employers of Graduates
International Hospital Kampala (IHK)
Infectious Disease Research Collaboration
Africa Population and Health Research Centre
Ass Quality Assurance Officer
Clarke International University (CIU)
Intrahealth International
International medical foundation
Malaria Consortium
IOM South Sudan Mission
Makerere University Walter Reed Project
JHPIEGO Corporation
Save the Children Uganda
Pyramid Pharma Uganda Limited
Abt Associates Inc.
UN Migration Agency (IOM)
Maridi with AMREF Health Africa in South
Sudan
Kaliro district local government
World Vision
−
Uganda People's Defense Force (UPDF)
International Rescue Committee
Kyambogo University
− Partners in Health
John Snow Inc. SS4RI project
Muslim Aid KU
Pharma ville pharmaceuticals ltd
Institute of Human Virology Nigeria (IHVN) as NYSC place of primary assignment
USAID/HIWA
Fields of Life Uganda
UNHLS
UOHS and Bandarqasim General Hospital
− Mulago Hospital
Kitovu Hospital Masaka
Makerere University College of Health Sciences
Jubilee Insurance company Limited, Uganda
− Adventist Development and Relief Agency (ADRA)
Safeman Rwanda Ltd
Brick by Brick Uganda
Doctors' plaza clinic Nsambya Kampala
Plan International
Bwindi Mgahinga Conservation Trust
Health Pooled Fund- South Sudan
Building Tomorrow Uganda
Management Sciences for Health
Spark Microgrants
Kaabong District Local Government
Nakasero hospital
− Kabale School of Comprehensive Nursing
Gulu Regional Referral Hospital
Uganda Virus Research Institute
− Ministry of Defense and Veterans'
Affairs/University of Juba
The Medical Concierge Group
Africa Innovations-Farm Africa UKaid
Juba, South Sudan / ADRA South Sudan
IPPF Africa Regional Office- Nairobi
Wakiso District Local Government
Adjumani Hospital
African Psycare Research Organisation
Mulago women hospital
Ministry of Health
Kiwoko Hospital
Rugarama Hospital
Entebbe hospital
CLINTEC INTERNATIONAL/ JANSEN
CARE International
STEG International Services
Ministry of Water and Environment, Luzira
MU-JHU Research Collaboration
Mildmay Institute of Health Sciences
Mubende Regional Referral Hospital
Dorcus Faith ministries
USAID/HIWA
The Surgery Ltd
AHF/Uganda Cares
Namayingo District Local Government
Sembabule District Local Government
Public Health Ambassadors Uganda
Kesa global agencies
Rumbek
Mulago, Uganda Heart Institute
RHSP
EADB
Kawempe home care
Bugweri District
Training & Quality Improvement Technical Advisor
Bundibugyo Hospital
South Sudan/UNICEF
World Health Organization
Andre Foods International
Uganda Christian University
Juba South Sudan John Dau Foundation
Britania
Uganda Cancer Institute
Nakaseke and Kyankwanzi districts
UNHCR
AMREF Health Africa South Sudan
People with disabilities
Sparta medical services
Kampala/Private Consultancy
The Good Samaritan Society
Kampala Capital City Authority
Divine Mercy Hospital/Farther Bash
Foundation Mbarara
−
USAID-RHITES North Acholi/Gulu
Regional Referral Hospital
USAID RHITES EC
Norvik Hospital
Juba with UNICEF
Medipal International Hospital
ST Francis School of Health Science
AHF-Uganda Cares
University Research Co.,LLC
Murtala Muhammad specialist hospital
Kano Nigeria
− Mityana General Hospital
CESVI
Mulago National Referral Hospital
− BMC
Kings Medical Center Munyonyo
Mayuge District Local Government
− Nations Rescue Team Uganda
Medical Research Council - MengoKisenyi
Uganda Christian University (UCU)
Alive Medical Services Namuwongo
Infectious Diseases Institute (IDI)
Kampala Hospital Limited, Kololo
Busia District Local Government
Jackie clinic Bunga and Faith medical
centre Matugga
Uganda Nurses and Midwives
Examination Board
MU-JHU Research Collaboration
Christian Missionaries initiative
− Gulu Regional Referral Hospital/RHITES
N-Acholi
Medipal International Hospital Limited
Health care clinical trainer
Juba, South Sudan-UNFPA
IAA
Bentiu South Sudan
University college London
CISP
Malaria Consortium
The Karen Hospital - Nairobi
Joint Clinical Research Centre
Paragon Fertility Centre, Kampala
Nwoya District
International Committee of the Red Cross (ICRC)
Rwanda Biomedical Center
Jinja Regional Referral Hospital
Aga Khan Hospital
Kaliro District Local Government
− Kajjansi Health Centre
