SU+ Digital Repository

SU+ is an online repository for the preservation and promotion of assorted digital content at Strathmore University

Off-Campus Access to restriced resources (including the ExamsBank) now requires registration using an @strathmore.edu email address

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Communities in DSpace

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Now showing 1 - 5 of 7

Conferences / Workshops / Seminars + 474
Documents and Proceedings of Conferences, Seminars, Workshops (and more) held at Strathmore University
Digital Archives 178
Assorted collections of resources covering various subject themes contributed by Faculty and Library Staff
Reports / Policies + 10
Public reports and policy documents
Research / Researchers / Publications 4600
Researcher Profiles / Conference presentations / Published research articles / Faculty and Corporate research outputs
Strathmore Heritage Collection 41
A digital chronicle of the History of the University presented through a mix of pictures, videos and digitized publications

Recent Submissions

The Silent drain: tackling high non-revenue water in community-managed rural water supply systems
(Strathmore University Press, 2026) Ngunjiri, I.; Muigai, S.; Boakye-Ansah, A.; Ochanda, D.; Mboya, O. W.; Gachenga, E.; Kerubo, P.; Marenya, S. A.; Agboado, A. A.; Kwarteng, K.; Ansah, A. B.; Omamo, W.; Boadu, E. F.; Obiri-Yeboah, A. A.
Community-managed rural water supply systems play a critical role in extending water access to communities with limited access to water services in Kenya. However, many such systems are undermined by persistently high levels of non-revenue water (NRW) - water that is produced but not billed or paid for – which erodes financial sustainability, constrains maintenance, andweakens service reliability.
BEE 4206 - Microprocessor systems
(Strathmore University, 2026-03) Strathmore University
BEE 4202 - Systems engineering
(Strathmore University, 2026-03) Strathmore University
An Ontology learning model for Dysarthria speech using semantic-situational projection analysis
(Strathmore University, 2025) Alaka, B. O.
Recent advances in Automated Speech recognition have succeeded in recognizing Dysarthria speech to a satisfactory measure. However, with the still ongoing research in these areas, the fundamental foundations of natural language communication, which is speech comprehension, still awaits to be met. This has remained a challenge due to the varied challenges posed by Dysarthria speakers such as irregularities in the speed, strength, pitch, breath control, breadth, composure, word omission, and accuracy of muscle motions required for speech production, which may be alien to an unfamiliar listener. This research acknowledged the duality of the Speech recognition task for Dysarthria speech as first having the speech being made intelligible and secondly, having the speech being put in the most likely context for purposes of meaning extraction. Whereas the existing approaches fall short of fully addressing the Speech Recognition problem in its duality, this research developed a model for speech comprehension for Speakers with Dysarthria that addresses the second half of the speech recognition task. The goal of this study therefore was to figure out how to create an ontology learning model that uses situational semantic projection to correctly comprehend and extract meaning from Dysarthric speech. This technique leveraged on word embeddings by representing words from Dysarthric speech as context vectors in a multidimensional space and analyzing the lexical co-occurrences, counterweights, and co-relation patterns in Dysarthric speech against those in natural language. This study was accomplished using a comparative experimental study approach that included quantitative data collecting via simulations of several algorithm versions and hyper-parameters. The suggested model was subsequently developed and tested through a series of experiments, employing both Dysarthric and non-Dysarthric speech data. Following triple extraction accuracy of 94%, the situational semantic projection model produced a 74% hit for a cosine closeness of 0.001 and a 55% correlation between the triple classes and the related emotional conversation actions. This ultimately resulted in a significant performance of above 0.5 (random guessing) for the ontology learning model given an accuracy of 77%.
Social media use, intrinsic motivation and job performance among faculty in Kenyan private universities
(Strathmore University, 2024) Ndung'u, J.
Social media is recognized as a tool that organizations are increasingly adopting and is critical in influencing job performance. Job performance a multi-dimensional concept is important in enabling an organization’s success. Given faculty job performance concerns, there has been need to interrogate factors that could improve the performance. Previous studies have established a basis for understanding the factors. For example, studies showing how personal and work outcomes of absenteeism, job satisfaction, and turnover intention affecting job performance have been conducted. Against this backdrop, this current study sought to interrogate the relationship between social media use, intrinsic motivation (a personal and work outcome) and job performance. Using social capital theory (SCT) lens, this research extended knowledge on social media use-job performance relationship. The self-determination theory (SDT) was used to theorize the relationships between intrinsic motivation, and social media use and job performance. A descriptive cross-sectional survey design was adopted. The target population was faculty from Kenyan Private universities, and data was collected through a questionnaire, yielding 75% response rate. The female respondents were female (58.2%), and 64.2% of the faculty was between 31–50 years. Majority of the faculty (32.22%) spent between 1-2 hours per day on social media, with WhatsApp and YouTube being used to a large extent, by more than 95% of them. The relationships were statistically significant; with intrinsic motivation having a mediating effect on the social media use-job performance relationship. The study aligns with the dimensions of SCT by providing evidence of faculty engagement with social media which influences job performance. The use of social media is portrayed as contributing to social capital formation, supporting SCT's tenets. The study also contributes to SDT by validating its principles within the context of social media use, intrinsic motivation, and job performance. The study extends the theoretical argument by proposing that intrinsic motivation serves as the mechanism through which social media use influences job performance. The findings of this research hold significance in crafting policies aimed at addressing stakeholders’ concerns regarding performance. Additionally, the study offers strategies from a social media standpoint that managers can implement to improve job performance. The study recommends that stakeholders capitalise on the beneficial impact of social media use. Universities should integrate the use of social media for improved teaching, research, and service activities.