Folusho Mubowale Balogun1, Yolanda Malele-Kolisa2, Sara Jewett Nieuwoudt3, Hellen Jepngetich4, Jepchirchir Kiplagat5, Oyewale Mayowa Morakinyo6, Jeanette Dawa7, Nomathemba Chandiwana8, Admire Chikandiwa9, Oluwaseun Akinyemi10, Bolutife Ayokunnu Olusanya11, Esther Kikelomo Afolabi12, Nkosiyazi Dube13, Taiwo Obembe10, Esther Karumi14, Celestin Ndikumana15, Justine Nnakate Bukenya16, Maria Chikalipo17, Sunday Joseph Ayamolowo12, Emmanuel Shema18, Lester Kapanda19, Fred Maniragaba20, Felix Khuluza21, Henry Zakumumpa16, Kikelomo Mbada22, Hillary Sang23, Emmanuel Kaindoa24. 1. Institute of Child Health, College of Medicine, University of Ibadan, Ibadan, Nigeria. 2. School of Oral Health Sciences, University of Witwatersrand, Johannesburg, South Africa. 3. School of Public Health, University of Witwatersrand, Johannesburg, South Africa. 4. School of Public Health, Moi University, Eldoret, Kenya. 5. College of Health Sciences, Moi University, Eldoret, Kenya. 6. Department of Environmental Health Sciences, University of Ibadan, Ibadan, Nigeria. 7. College of Health Sciences, University of Nairobi, Nairobi, Kenya. 8. Ezintsha, University of Witwatersrand, Johannesburg, South Africa. 9. Wits Reproductive Health and HIV Institute, University of Witwatersrand, Johannesburg, South Africa. 10. Department of Health Policy and Management, University of Ibadan, Ibadan, Nigeria. 11. Department of Ophthalmology, College of Medicine, University of Ibadan, Ibadan, Nigeria. 12. Department of Nursing Science, Obafemi Awolowo University, Ile-Ife, Nigeria. 13. School of Human and Community Development, University of Witwatersrand, Johannesburg, South Africa. 14. School of Pharmacy, University of Nairobi, Nairobi, Kenya. 15. Department of Governance and Public Administration, School of Governance, University of Rwanda, Kigali, Rwanda. 16. School of Public Health, Makerere University, Kampala, Uganda. 17. Kamuzu College of Nursing, University of Malawi, Blantyre, Malawi. 18. College of Arts and Social Sciences, University of Rwanda, Kigali, Rwanda. 19. College of Medicine, University of Malawi, Blantyre, Malawi. 20. School of Statistics and Planning, Makerere University, Kampala, Uganda. 21. Pharmacy Department, College of Medicine, University of Malawi, Blantyre, Malawi. 22. Department of Political Science, Obafemi Awolowo University, Ile-Ife, Nigeria. 23. School of Arts and Social Sciences, Moi University, Eldoret, Kenya. 24. Environmental Health and Ecological Science Department, Ifakara Health Institute, Ifakara, Tanzania.
Abstract
BACKGROUND: The Consortium for Advanced Research Training in Africa (CARTA) aims to transform higher education in Africa. One of its main thrusts is supporting promising university faculty (fellows) to obtain high quality doctoral training. CARTA offers fellows robust support which includes funding of their attendance at Joint Advanced Seminars (JASes) throughout the doctoral training period. An evaluation is critical in improving program outcomes. In this study; we, CARTA fellows who attended the fourth JAS in 2018, appraised the CARTA program from our perspective, specifically focusing on the organization of the program and its influence on the fellows' individual and institutional development. METHODS: Exploratory Qualitative Study Design was used and data was obtained from three focus group discussions among the fellows in March 2018. The data were analyzed using thematic approach within the framework of good practice elements in doctoral training-Formal Research Training, Activities Driven by Doctoral Candidates, Career Development as well as Concepts and Structures. RESULTS: In all, 21 fellows from six African countries participated and all had been in the CARTA program for at least three years. The fellowship has increased fellows research skills and expanded our research capacities. This tremendously improved the quality of our doctoral research and it was also evident in our research outputs, including the number of peer-reviewed publications. The CARTA experience inculcated a multidisciplinary approach to our research and enabled significant improvement in our organizational, teaching, and leadership skills. All these were achieved through the well-organized structures of CARTA and these have transformed us to change agents who are already taking on research and administrative responsibilities in our various home institutions. Unfortunately, during the long break between the second and the third JAS, there was a gap in communication between CARTA and her fellows, which resulted in some transient loss of focus by a few fellows. CONCLUSION: The CARTA model which builds the research capacity of doctoral fellows through robust support, including intermittent strategic Joint Advanced Seminars has had effective and transformative impacts on our doctoral odyssey. However, there is a need to maintain the momentum through continuous communication between CARTA and the fellows all through this journey.
BACKGROUND: The Consortium for Advanced Research Training in Africa (CARTA) aims to transform higher education in Africa. One of its main thrusts is supporting promising university faculty (fellows) to obtain high quality doctoral training. CARTA offers fellows robust support which includes funding of their attendance at Joint Advanced Seminars (JASes) throughout the doctoral training period. An evaluation is critical in improving program outcomes. In this study; we, CARTA fellows who attended the fourth JAS in 2018, appraised the CARTA program from our perspective, specifically focusing on the organization of the program and its influence on the fellows' individual and institutional development. METHODS: Exploratory Qualitative Study Design was used and data was obtained from three focus group discussions among the fellows in March 2018. The data were analyzed using thematic approach within the framework of good practice elements in doctoral training-Formal Research Training, Activities Driven by Doctoral Candidates, Career Development as well as Concepts and Structures. RESULTS: In all, 21 fellows from six African countries participated and all had been in the CARTA program for at least three years. The fellowship has increased fellows research skills and expanded our research capacities. This tremendously improved the quality of our doctoral research and it was also evident in our research outputs, including the number of peer-reviewed publications. The CARTA experience inculcated a multidisciplinary approach to our research and enabled significant improvement in our organizational, teaching, and leadership skills. All these were achieved through the well-organized structures of CARTA and these have transformed us to change agents who are already taking on research and administrative responsibilities in our various home institutions. Unfortunately, during the long break between the second and the third JAS, there was a gap in communication between CARTA and her fellows, which resulted in some transient loss of focus by a few fellows. CONCLUSION: The CARTA model which builds the research capacity of doctoral fellows through robust support, including intermittent strategic Joint Advanced Seminars has had effective and transformative impacts on our doctoral odyssey. However, there is a need to maintain the momentum through continuous communication between CARTA and the fellows all through this journey.