Daystar University Repository

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Conference/ Workshop/ Seminar/ Proceedings/ Lecture Series
A collection of conference, workshop, seminar, proceedings, and lecture series showcasing diverse topics and cutting-edge research from faculty and staff of Daystar University.
Daystar Archives
An archival collection chronicling the institutional history, academic achievements, and diverse heritage of Daystar University.
Daystar University Publications
A collection of Publications by faculty and staff showcasing research, academic achievements, and institutional insights of Daystar University.
Lectures and Speeches
A collection of Lectures and Speeches from distinguished speakers across various disciplines of Daystar University.
Policies
A collection Policies and Operational Manuals from different departments of Daystar University.

Recent Submissions

The Relationship between Job Components, Neighbourhood Walkability and African Academics’ Physical Activity: a Post-COVID-19 Context
(Health Promotion International, 2021) Asiamah, Nestor; Opuni, Frank Frimpong; Muhonja, Faith; Danquah, Emelia; Agyemang, Simon Mawulorm; Agyemang, Irene; Omisore, Akinlolu; Mensah, Henry Kofi; Hatsu, Sylvester; Baffoe, Rita Sarkodie; Eku, Eric; Manu, Christiana Afriyie
Research to date suggests that physical activity (PA) among academics is insufficient globally. Academics in many African countries were recently required to resume work while observing social distancing protocols. Physical inactivity (PI) was, therefore, expected to increase in such academics. Interestingly, walkable neighbourhoods are resources that could discourage excessive sitting and PI in this situation. This study, therefore, assessed the moderating role of neighbourhood walkability in the relationship between core job components (i.e. on-site teaching, online teaching, research and student assessment) and PA among academics. The study adopted a cross-sectional design that utilized an online survey hosted by Google Forms to gather data. Participants were volunteer full-time academics in Nigeria, Ghana, Kenya and Tanzania. A total of 1064 surveys were analysed, with a sensitivity analysis utilized to select covariates for the ultimate hierarchical linear regression model. After controlling for the ultimate covariates (e.g. gender, education and income), PA was found to be positively associated with the job component ’research work’ but negatively associated with student assessment. Neighbourhood walkability increased the positive relationship of research work with PA and reduced the negative relationship of student assessment with PA. The non-significant negative relationship between ‘teaching online’ and PA was made positively significant by neighbourhood walkability. We conclude that research as a job component is positively associated with PA, but online teaching is negatively associated with PA among African academics in a post-COVID-19 context.
Associations of Social Networks with Physical Activity Enjoyment among Older Adults: Walkability as a Modifier through a STROBE-Compliant Analysis
(Int. J. Environ. Res. Public Health, 2023) Asiamah , Nestor; Agyemang, Simon Mawulorm; Yarfi, Cosmos; Mensah, Reginald Arthur; Muhonja, Faith; Khan, Hafiz T. A.; Kouveliotis, Kyriakos; Sghaier, Sarra
The available evidence suggests that social networks can contribute to physical activity (PA) enjoyment, which is necessary for the maintenance of PA over the life course. This study assessed the associations of active and sedentary social networks with PA enjoyment and ascertained whether walkability moderates or modifies these associations. A cross-sectional design compliant with STROBE (Strengthening the Reporting of Observational Studies in Epidemiology) was employed. The participants were 996 community-dwelling older Ghanaians aged 50 years or older. A hierarchical linear regression analysis was used to analyse the data. After adjusting for age and income, the study found that the active social network size (β = 0.09; p < 0.05) and sedentary social network size (β = 0.17; p < 0.001) were positively associated with PA enjoyment. These associations were strengthened by walkability. It is concluded that active and sedentary social networks may better support PA enjoyment in more walkable neighbourhoods. Therefore, enabling older adults to retain social networks and live in more walkable neighbourhoods may be an effective way to improve their PA enjoyment
Association of Information Technology Ability, Workplace Social Engagement, and Successful Ageing: Validation of a Short Measure with Three African Samples
(Sci Rep, 2024) Nestor Asiamah; Sylvester Hatsu; Faith Muhonja; Confidence Chinwe Opara; Frank Frimpong Opuni; Emelia Danquah; Sarra Sghaier
This study examined the association of workplace social engagement (WSE) and information technology ability (ITA) with successful ageing and validated a brief scale measuring WSE. The interaction of WSE and ITA on successful ageing was also assessed. A cross-sectional design was adopted, and the participants were 1186 older adults living in Kenya (n= 350), Nigeria (n= 260), and Ghana (n= 576). Pearson’s correlation and factor analyses of two datasets (i.e., waves 1 and 2) from the sample were utilised to validate the WSE scale. Hierarchical linear regression analyses with relevant sensitivity analyses were utilised to assess the associations with wave 2 data. The WSE scale produced satisfactory psychometric properties (i.e., reliability and validity) as a unidimensional measure. WSE and ITA were positively associated with successful ageing in Kenya and Ghana and in the consolidated data. The interaction between WSE and ITA was positively associated with successful ageing and its domains (i.e., illness avoidance, functioning, and engagement with life) in Kenya, Ghana, and consolidated data. At higher ITA or the use of information technologies, WSE is less strongly associated with successful ageing. WSE is more strongly associated with successful ageing only at moderate ITA.
Climate Change Media Coverage in Kenya: Is Bioeconomy Coverage an Orphan by Commission or Omission?
(School of Communication, 2025) Bahati, Wanzala Justus
Coverage of climate change and mitigation issues across all mediums and platforms in Kenya has been on the increase with newsrooms both print and electronic establishing Climate Change desks and dedicating pages as well as more airtime and programmes focusing on the topic(s). Whereas the quality of coverage of climate change issues has equally improved tremendously with a wide number of topics and areas given attention, coverage of the impact of climate change from the prism of bioeconomy is underwhelming. For instance, there is little coverage on the effect of increased heat on bees’ lives and how it impacts the current state of Kenya’s food systems or even the impact of heat on Nitrogen-fixing Bacteria in the soil that play a key role on the yields of crops. The objective of this paper to explore why Kenyan Climate Change journalists are challenged in generating stories about nature’s capacity in climate change mitigation and adaptation as well as on the role of bioeconomy in ensuring sustainable livelihoods through nature-based solutions. It will depend on secondary data as well as interviews with and panel discussions with journalists who cover climate change and affiliated to the Kenya Environment and Science Journalists Association (KENSJA). The expected findings and conclusions will inform whether there is need for capacity building and who the resource people are, and tools or if there is need for dedicating more coverage of bio-economy issues in Kenya
From Grammar to Green: Shifting Language Instruction in Universities in Kenya to Combat Climate Change
(School of Communication, 2025) Wachira, Ann Njogu; Wambua, Brenda Mueni
As the climate crisis intensifies, there is growing recognition that higher education must respond not only through policy, but also through language education. In universities in Kenya, English language instruction remains largely skills-focused, often detached from pressing global concerns such as climate change. Yet, the United Nations Sustainable Development Goal (SDG) 13 calls for transformative education that builds communication capacity. This paper explored how English language instruction at university can be redesigned to align with SDG 13 and support the development of environmentally conscious graduates. The study focused on three objectives: to assess the extent to which English language courses in universities in Kenya incorporate climate-related discourse; to examine lecturers’ perceptions of integrating climate change issues into language teaching; and to propose pedagogical strategies that align language learning outcomes with global climate change goals. A mixed methods research design was adopted. Data was collected through syllabus analysis and questionnaires for language lecturers and students. Thematic analysis was used for qualitative data and SPSS for quantitative data. The findings suggested that while awareness of climate change exists among educators, its integration into language teaching remains peripheral. The paper recommends the redesign of English language syllabi to include sustainability-driven learning outcomes, professional development for instructors on climate discourse pedagogy, and interdisciplinary collaboration