Institutional Research & Analytics


*** Note: Only articles published under NU affiliation are listed ***

Chiteng Kot, Felly. (2019). Gap between Actual and Expected Time Allocation to Academic Activities and its Impact on Undergraduate Academic Performance. Tertiary Education and Management, 25, 65-82. doi:10.1007/s11233-018-09015-8


This study uses survey data and administrative records collected over a three-year period to examine the gap between the amount of time students invested and the amount they were expected to invest in academic activities. The sample includes 2232 first-year and final-year undergraduate students at an elite research university in Kazakhstan. The study measured time allocation gap in terms of the degree to which the total amount of time invested in academic activities fell short of the expected amount (class attendance and out-of-class study time combined), given the student’s credit load. The study found that, on average, undergraduate students (first and fourth year) allocated 35% less time to academic activities than expected under ECTS standards or 28% less time than expected under Carnegie standards. Using a quasi-experimental research design (propensity score matching), the study found that time allocation gap had a negative impact on undergraduate academic performance.

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Chiteng Kot, Felly. (2016). The Perceived Benefits of International Partnerships in Africa: A Case Study of Two Public Universities in Tanzania and the Democratic Republic of Congo. Higher Education Policy, 29, 41-62. DOI 10.1057/hep.2015.2.


In recent years, international partnerships have been viewed increasingly as having the potential to help African academic institutions develop the human capacity needed to contribute to African development. Although the rationales for establishing partnerships are often clear, a question that has been largely unaddressed in empirical research is: What benefits do African institutions and stakeholders derive from partnerships? The present study attempts to examine this question by analysing the perceptions of a random sample of 468 university administrators, academic staff, and postgraduate students at two large public universities in Sub-Saharan Africa. Results show that international partnerships resulted in three institutional benefits (institutional capacity, academic effectiveness, and internationalisation) and four personal benefits (academic, cultural, economic, and strategic). The study found both similarities and differences in the extent to which institutions benefitted from partnerships. Moreover, the characteristics of partnership activities were related, in some cases, to the ‘personal’ benefits that African stakeholders derived from participating in these activities.

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Chiteng Kot, Felly & Jennifer Link Jones. (2015). The Impact of Library Resource Utilization on Undergraduate Students’ Academic Performance: A Propensity Score Matching Design. College & Research Libraries, 76, 566-586. DOI10.5860/crl.76.5.566.


This study uses three cohorts of first-time, full-time undergraduate students (N=8,652) at a large, metropolitan, public research university to examine the impact of student use of three library resources (workstations, study rooms, and research clinics) on academic performance. To deal with self-selection bias and estimate this impact more accurately, we used propensity score matching. Using this unique approach allowed us to construct treatment and control groups with similar background characteristics. We found that using a given library resource was associated with a small, but also meaningful, gain in first-term grade point average, net of other factors.

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