Deputy Vice-Chancellor, Academic Affairs
Prof.Carolyne Omulando
The Academic Affairs division is committed to providing a high-quality learning experience that combines academic excellence, innovation and the possibilities created by digital technology.
Professional biography
Professional Biography
Prof. Carolyne Omulando is Deputy Vice Chancellor (Academic Affairs) at the Open University of Kenya (OUK) and a Professor of Education specialising in educational communication, media and technology, English language education, and teacher education. Her academic and professional work spans university teaching, academic leadership, curriculum development, language education, educational technology, and postgraduate research supervision. She holds a PhD in English Language Education and an MPhil in Educational Communication and Technology from Moi University, as well as a Bachelor of Education (Arts), Upper Second Class Honours.
At OUK, Prof. Omulando provides academic leadership across teaching and learning, online assessment, curriculum and digital content development, quality assurance, student support, faculty capacity building, research, partnerships, student recruitment and academic governance. Her work emphasises digitally enabled learning, competency-based education, accessible online learning environments, and the development of short courses and micro-credentials responsive to emerging professional and workforce needs.
Previously, she served in academic and leadership roles at KCA University, Alupe University and Moi University, including Founding Dean of the School of Education and Social Sciences at Alupe University and Director of Open and Distance Education at KCA University. Her experience also includes teaching in secondary schools, academic publishing, external examination, and extensive supervision of Master's and doctoral students.
Academic matrix
Qualifications
Doctor of Philosophy (PhD) in English Language Education, Moi University (2009).
Master of Philosophy (MPhil) in Educational Communication and Technology (English Language Education), Moi University (2002).
Bachelor of Education (Arts), Second Class Honours (Upper Division), Moi University (1996).
Core specialisations
- • Educational communication
- media and technology • Online
- open and blended learning • English language education and applied linguistics • Teacher education and professional development • Competency-based education and curriculum development • Academic leadership
- quality assurance and postgraduate research supervision
Selected peer-reviewed publications
Book projects in progress:
Foundations and Practice of Communication: A University Guide — co-authored with Prof. Beatrice Manyasi.
English Language Teacher Education: Theory, Principles, and Practice — co-authored with Prof. Peter Barasa.
Research Publications
1. Ngumbao, R. M. K., Barasa, P. L., & Omulando, C. (2025). Towards Accountability in Formative Assessment of Students’ Writing: Teachers of English Practices in Selected Secondary Schools in Kenya. [Journal details as recorded in CV], 5(1), 20–31.
2. Mutaliani, S. M., Omulando, C., & Barasa, P. L. (2023). Influence of Pre-reading Activities as Pedagogical Strategies on Reading Comprehension Instructional Practices in Kenyan English Second Language Classrooms. Journal of Research in Education and Technology, 1(2), 30–46. https://doi.org/10.69897/joret.v1i2.34
3. Mutaliani, S. M., Omulando, C., & Barasa, P. L. (2023). Effect of Pre-reading Activities on Learners’ Performance in Reading Comprehension in Kenyan Secondary Schools. Journal of Advanced Education and Philosophy, 7(10), 412–421.
4. Omulando, C., Mwatu, M., Cherop, C., Ngugi, M. M., & Busolo, B. (2023). An Assessment of the Training Needs of Smallholder Food Crop Farmers for Sustainable Farming in Teso-South Sub-County, Busia County, Kenya: A Gendered Analysis Approach. IOSR Journal of Agriculture and Veterinary Science, 16(6). https://doi.org/10.9790/2380-1606010820
5. Busolo, H., Jerop, C., & Omulando, C. (2023). The Effect of COVID-19 Pandemic on Emotional Wellbeing of Education Instructors: A Perspective of Kenya’s Private Schools. Journal of Educational Management and Instruction, 3(2), 72–85.
6. Ogalo, O. M., Omulando, C., & Barasa, P. (2022). Assessment of Teachers’ Technological and Pedagogical Knowledge of Integrating ICT in Teaching English in Secondary Schools in Nairobi County, Kenya. Scholars Journal of Arts, Humanities and Social Sciences, 10(1), 9–23.
7. Omulando, C., & Osabwa, W. (2021). Students’ Readiness to Adopt E-Learning: A Case Study of Alupe University College, Kenya. Journal of Education and Practices, 3(2), 10–25.
8. Barasa, D. P., Barasa, L. P., & Omulando, C. (2020). Teachers’ Competency in Integration of Information Communication Technology in Early Learning in Bungoma County, Kenya. Journal of Education and Practice, 11(30), 78–85.
9. Omulando, C. (2014). Teaching English for Authority and Responsibility: The Kenyan Perspective. Journal of Technology and Socio-Economic Development, 3, 68–72.
10. Omulando, C. (2012). Language Learning Strategies: Investigating Language Learning Strategies and Their Influence on the Language Instructional Process. Lambert Academic Publishing.