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

Examining The Role of Deputy Head Pastoral in Facilitating Mental Health Support in International Schools in Kenya
(Daystar University School of Education, 2025) Kiambi, Brian Mwenda
This thesis examines the contribution of the Deputy Head Pastoral (DHP) to a mental health support system for pupils in Kenyan schools. The objectives of the study were to: (i) map the spectrum of pastoral support provided by DHPs; (ii) identify organizational, training, and workload factors associated with perceived effectiveness of mental-health support led by DHP; and (iii) make evidence-informed policy and training recommendations for strengthening pastoral care and referral mechanisms. Population: counsellors from 57 international schools in the country and Deputy Head Pastoral officers serving in Kenyan schools. A concurrent mixed-methods design comprising a cross-sectional survey of DHPs (surveys were sent to all 57 national schools), semi-structured interviews with 26 counsellors (from the 57 international schools, 32 had counsellors, and simple random sampling was used to select the 26 who took part), and a documentary review of school pastoral policies. Ongoing thematic analyses were conducted on interview data, and quantitative survey data from the DHPs were analyzed for descriptive statistics as well as inferential tests. The results highlighted that DHPs typically offer brief therapy, initial screening, and coordinated referrals, but also undertake a coordinating role between practitioners and parents or teachers. Perceived efficacy was linked to access to targeted training, clear pastoral policies, and a workable caseload. Barriers included a lack of training opportunities, understaffing, a lack of resources, and interruptions in referral pathways. The study concluded by acknowledging that DHPs are regarded as key frontline agents in school-based mental-health service delivery but need systemic investment. Recommendations suggest workplace-sponsored professional development, policy clarity frameworks, established referral pathways, and workload capacity to facilitate ongoing evidence-based practice. The study will impact policy, training, resource-allocation decisions, and research agendas.
Disambiguating Al-Shabaab’s Dominant Terrorist Narratives: Deliberate Miscommunication Through Multi-Media Approach
(Daystar University, School of Communication, 2025) Alio, Issack Mohamed
This study interrogates Al-Shabaab’s multimedia narratives to uncover how deliberate miscommunication that sustains the group’s ideological and operational power. Guided by four objectives—(i) to analyze Al-Shabaab’s exploitation of digital platforms such as Twitter and YouTube; (ii) to identify its dominant narratives; (iii) to examine the framing of Islamic texts; and (iv) to explore the religious foundations underpinning extremist messaging—the research employs a qualitative exploratory case study design. The sample comprised Ten (10) domain experts, Ten (10) videos from Al-Shabaab and their sympathizers, and Fifty-two (52) tweets from Al-Shabaab’s Twitter (X) handle. Critical Discourse Analysis (CDA) was used to reveal the underlying power relations and ideological distortions, while Thematic Analysis enabled systematic categorization of martyrdom, anti-Western sentiments, theological justification, and intra-Muslim betrayal as recurring narrative motifs. Framing Theory elucidated how Al-Shabaab constructs selective realities by emphasizing grievance, resistance, and heroism, while Todorov’s Narrative Theory exposed the structural sequencing of narratives—from disequilibrium to imagined resolution—used to legitimize violence and mobilize support. Findings demonstrate that Al- Shabaab’s communicative power emerges from the convergence of digital innovation, ideological framing, selective invocation of Islamic texts, and historical continuities of conflict. Unlike Western-centric models of jihadist narratives that prioritize immediacy and viral circulation, the East Africa case highlights durability and narrative continuity, reflecting a temporal strategy embedded in extremist communication. Furthermore, glorification of martyrdom, the re-imagination of digital spaces as extensions of territorial jihad reveals how Al- Shabaab curates an aspirational, transnational identity that transcends ethnic and national boundaries. This research contributes to terrorism studies by disambiguating extremist narratives, showing how miscommunication operates as a strategic tool of persuasion, identity formation, and ideological resilience. It also offers a comparative lens on the evolving communicative ecologies of violent extremism, with implications for counter-narrative interventions in the digital age.This study interrogates Al-Shabaab’s multimedia narratives to uncover how deliberate miscommunication that sustains the group’s ideological and operational power. Guided by four objectives—(i) to analyze Al-Shabaab’s exploitation of digital platforms such as Twitter and YouTube; (ii) to identify its dominant narratives; (iii) to examine the framing of Islamic texts; and (iv) to explore the religious foundations underpinning extremist messaging—the research employs a qualitative exploratory case study design. The sample comprised Ten (10) domain experts, Ten (10) videos from Al-Shabaab and their sympathizers, and Fifty-two (52) tweets from Al-Shabaab’s Twitter (X) handle. Critical Discourse Analysis (CDA) was used to reveal the underlying power relations and ideological distortions, while Thematic Analysis enabled systematic categorization of martyrdom, anti-Western sentiments, theological justification, and intra-Muslim betrayal as recurring narrative motifs. Framing Theory elucidated how Al-Shabaab constructs selective realities by emphasizing grievance, resistance, and heroism, while Todorov’s Narrative Theory exposed the structural sequencing of narratives—from disequilibrium to imagined resolution—used to legitimize violence and mobilize support. Findings demonstrate that Al- Shabaab’s communicative power emerges from the convergence of digital innovation, ideological framing, selective invocation of Islamic texts, and historical continuities of conflict. Unlike Western-centric models of jihadist narratives that prioritize immediacy and viral circulation, the East Africa case highlights durability and narrative continuity, reflecting a temporal strategy embedded in extremist communication. Furthermore, glorification of martyrdom, the re-imagination of digital spaces as extensions of territorial jihad reveals how Al- Shabaab curates an aspirational, transnational identity that transcends ethnic and national boundaries. This research contributes to terrorism studies by disambiguating extremist narratives, showing how miscommunication operates as a strategic tool of persuasion, identity formation, and ideological resilience. It also offers a comparative lens on the evolving communicative ecologies of violent extremism, with implications for counter-narrative interventions in the digital age.
Assessment of Post-Traumatic Stress Disorder and Academic Performance among Students in Kakuma Refugee Camp Secondary Schools
(Daystar University, School of Applied Human Sciences, 2025) Loyatum, Irine
This study investigated the relationship between Post-Traumatic Stress Disorder (PTSD) and academic performance among secondary school students in St. Paul's Kakuma Secondary School, Kakuma Refugee Camp, Kenya. Refugee students were often exposed to traumatic events that led to PTSD, potentially hindering cognitive functioning and academic success. The study assessed the prevalence of PTSD, evaluated its impact on academic performance, and explored the moderating influence of sociodemographic factors. The research was anchored in the Cognitive Model of PTSD and Ecological Systems Theory. A mixed-methods approach with a cross-sectional survey and semi-structured interviews was adopted. The population comprised 389 secondary school students, selected through stratified random sampling. PTSD symptoms were measured using the Harvard Trauma Questionnaire (HTQ), while academic performance was assessed through self-reported grades and attendance records. Out of 389 students invited, 277 completed questionnaires (71.2% response rate), while 22 of 30 invited participants attended qualitative interviews (73.3% response rate). A Pearson correlation analysis revealed a negative correlation (r = -0.128, p = .077) between PTSD severity and academic performance, indicating a trend where higher PTSD severity was associated with lower academic performance, though this relationship was not statistically significant at the p < .05 level. The study found that 63.5% of students reported mild PTSD symptoms, 24.5% showed minimal symptoms, and 11.9% experienced moderate symptoms. Regarding academic performance, 35.4% demonstrated average performance, 32.9% showed poor performance, and only 17% achieved high academic performance. Chi-square tests revealed no statistically significant associations between PTSD severity and sociodemographic variables including age (χ² = 15.714, p = .108), gender (χ² = 1.178, p = .555), grade level (χ² = 5.018, p = .542), access to mental health services (χ² = .618, p = .734), or teacher support (χ² = 7.889, p = .096). The study concluded that PTSD was a significant concern among refugee students and recommended the integration of mental health services into the school curriculum, teacher training on trauma-informed practices, and further longitudinal research. These interventions were crucial for improving educational attainment and mental well-being among refugee students in protracted displacement settings.
Competitive Strategies and Organization Performance of the Fred Hollows Foundation, Kenya
(Daystar University, School of Business and Economics, 2025) Muriithi, Irene
In the contemporary competitive landscape and the change in business environment, organizations are working to adapt to the change in this environment by selectively using adaptation methods. Many organizations are developing strategies to help them stay active in the business environment, but their success remains unknown. This study sought to determine the effect of competitive strategies and government regulations on organization performance of The Fred Hollows Foundation, Kenya. The specific objectives were to determine the effect of differentiation strategy on organization performance of The Fred Hollows Foundation, to determine the effect of cost leadership strategy on organization performance of The Fred Hollows Foundation, to examine the effect of focus strategy on organization performance of The Fred Hollows Foundation and to determine the moderating effect of government regulation on the relationship between competitive strategies and organization performance of The Fred Hollows Foundation. The study was anchored on porter’s competitive business strategy typology, system theory and resource- based view (rbv) and social contract theory. This study adopted the descriptive research design and employ quantitative data to answer the research questions. The target population of the study consisted of 32 employees working into and middle management level at The Fred Hollows Foundation. The study employed census approach to include all the target population in the study. to ensure validity, the three type of validity; face validity, content validity, and construct validity were used. The pre-test was done at Sightlose Kenya. The reliability of the questionnaire was assessed using Cronbach's alpha coefficient a threshold of 0.70. Primary data was collected through structured self-administered questionnaires using Google forms. Data collected was analysed using means, and standard deviations. Inferential statistics such a Pearson correlation and regression analysis was utilized to identify the relationships between variables, competitive strategies and the organization performance. Moderating variable was measured by creating an interaction term and using multiple regression analysis. Data obtained for this study was analysed using SPSS version 30 and disseminated using charts and tables. The study shed light on competitive strategies and organization performance that could help the organization leadership in their management. The study also found that The Fred Hollows Foundation had adopted differentiation strategy, cost leadership strategy and focus strategy and these competitive strategies had a significant statistical influence on the organization performance. This study recommends that, for the organization to enhance full potential differentiation strategy, the organization should focus on creating unique value by strengthening product features, building a strong brand reputation, and enhancing customer service.
The Association between Adverse Childhood Experiences and Conduct Disorder among Adolescents: A Case of Shimo La Tewa Borstal Institution in Mombasa County, Kenya
(Daystar University, School of Applied Human Sciences, 2025) Rukaria, Irene Kathambi
Adverse Childhood Experiences (ACEs) are widely recognized as significant predictors of poor behavioural outcomes, including the development of Conduct Disorder (CD) during adolescence. This study investigated the association between ACEs and conduct disorder symptoms and assessed the moderating role of perceived social support among male adolescents confined at Shimo la Tewa Borstal Institution in Mombasa County, Kenya. The specific objectives were to assess the effect of childhood abuse on conduct disorder severity; examine the influence of childhood neglect on conduct disorder symptoms; determine the impact of family dysfunction on conduct disorder severity; and investigate how perceived social support moderates the relationship between ACEs and conduct disorder. The study was guided by attachment theory, social learning theory, and ecological systems theory within a developmental psychopathology framework. The study adopted a quantitative cross-sectional survey design using stratified random sampling to select 140 adolescent boys aged 15–17 years, with strata based on age and length of stay at the institution. Data was collected using standardized tools: Adverse Childhood Experiences Questionnaire, Conduct Disorder subscale of the Adolescent Symptom Inventory, Inventory of Callous–Unemotional Traits, and Multidimensional Scale of Perceived Social Support, supplemented by a demographic questionnaire. The study found that emotional neglect was most prevalent (69.3%), followed by emotional abuse (65.0%), physical abuse (55.5%), physical neglect (48.9%), and sexual abuse (16.8%). Cross-tabulation analysis revealed systematic escalation patterns, with sexual abuse showing the most dramatic increase from 11.5% in mild conduct disorder cases to 33.3% in severe cases. Household dysfunction affected 91.2% of participants at moderate to high levels, with parental separation (66.4%) and substance abuse (65.7%) being most common. Over half (51.8%) of adolescents demonstrated clinically relevant callous-unemotional traits, while 68.6% reported high family support despite documented dysfunction. Statistical analysis confirmed significant associations between ACEs and conduct disorder (p = 0.019), callous-unemotional traits and conduct severity (p = 0.007), and protective effects of social support (p = 0.000). The study concludes that exposure to adverse childhood experiences significantly increases the likelihood and severity of conduct disorder among incarcerated adolescents through cumulative developmental damage that progressively destroys emotional foundations necessary for prosocial behavior. Callous unemotional traits emerged as strong predictors of treatment resistance, while perceived social support demonstrated protective effects despite family dysfunction. The study recommends that the Kenya Prisons Service and State Department for Children Services implement trauma-informed rehabilitation programs, establish systematic trauma assessment protocols, integrate clinical psychologists into institutional teams, and develop family reunification programs. Policy recommendations include standardized trauma-informed care guidelines, dedicated mental health budgets, and mandatory training for correctional officials. Future research should explore gender differences, conduct comparative studies across institutions, and investigate culturally appropriate therapeutic approaches. The key terms used in this study are Adverse Childhood Experiences (ACEs), Conduct Disorder (CD), Callous-Unemotional Traits, Perceived Social Support, Incarcerated Adolescents, Shimo la Tewa Borstal Institution, Kenya.