Available courses


An Individual's development follows a trajectory of age-related changes from birth till death. These changes occur across different dimensions, namely:  physical, social, emotional, moral, cognitive and personality. It would be holistic to follow an individual's development across the ages, along all the dimensions, but that would be repetitive. For example, if we approached the subject matter from subject-based dimension,say cognitive, we would have to go through all stages from infancy till old age, before considering another dimension, again, through all the states. Therefore, although we acknowledge age/stage related changes in infancy, early childhood, middle and late-childhood, early, middle and late adolescence; early, middle and late adulthood to be the framework to understand the changes, in this course, we will use the dimension, rather than age-related approach to assess changes across the age differences. 

These changes are not only intra-individually, but are also inter-individually dynamic. The reasons behind these changes have been a subject of science for a very long time, occasionally leading to controversial scientific findings.  Therefore, this course helps students to conceptualize and interrogate the changes across the developmental dimensions mentioned above. It helps practicing teacher to locate stages of development, inter-individual and intra-individual differences,  and to design learning experiences and learning environments for optimal student development. 

Welcome to the course and enjoy the learning experience. 

Tutor presentations, small group work, student led presentations, seminars and workshops, project work, and tutorials. Quantitative and qualitative data analysis and „hands-on‟ experience in methods of data collection and analysis. Tutorials support students in identifying research questions, selecting areas for literature review, carrying out field work, and reviewing drafts of the dissertation. ICT sessions and sessions on literature access skills (including electronic searches) are provided by library staff.

Welcome to research methodology 11. This course has been structured to support students to develop thinking and practical skills for research. It is aimed at equipping learners with skills to navigate the research world. But. if you pose and ask yourself-what is research? This question can be answered by focusing on the meaning of research from different perspectives. You have done research before; in a loosely defined way. Before you enrolled for your courses at Moi University, before you bought some clothe, before buying some groceries, or crockery, before buying a car, etc. Why would such basic research be necessary? A possible answer would be; to get information on school fees charged, the learning experiences provided to the students, etc. Simply stated, research is as systematic approach to gather necessary information before a decision is made. It is valuable to think about research from a broad perspective.  Educational research is research done within learning institutions to understand the dynamic issues and challenges in such institutions, that may connect to the learners, educators or the learning context.

This course will not identify these dynamic interrelationships in the learning institutions that call for indepth understanding of phenomena, but it will equip you will the requisite skills on how to understanding issues of importance in such settings, how to identify missing links and how to immerse yourself as a researcher into the researching process. In the world of academia in which you now operate as a graduate student, analytical and critical skills thinking are required competencies for functioning as scholars.

Therefore, you will acquire skills that enable you to navigate your proposal writing, field work competencies, and production of a quality thesis. While all other components of the graduate work are necessary, it is the research methods competencies that are enabling components of successful thesis completion and graduation. The course topics are aligned to the skills and competencies for proposal development, methodological competencies and thesis writing skills. Through a personal engagement with it, you will learn how to get a researchable problem, appreciate the value of literature review and acquire principles of field research. I hope you enjoy this course. As a learner, you are therefore urged to engage with this course, not just as an examinable course, but also, as one that will lay that critical foundation for you to understand and apply principles of research in your graduate work and beyond.

Welcome to navigate the terrain of research methodology.


This course covers Accounting principles, business considerations, hotel revenue accounting, expense accounting , hotel departmental statements(schedules), wages and salaries, consolidated income statements and cost control in hospitality through budgeting, purchasing, inventory control, beverage and food cost control and control of other direct and indirect costs.

3.4.10 HOS 998: Research Proposal Writing                                                                      (2 Units)

Course Purpose

This course will equip learners with appropriate knowledge, attitude and skills for research proposal writing.

Course Objectives

The objectives of this course are to:

1.        Familiarize students with steps involved in writing a research proposal;

2.        Expose students to literature review process;

3.        Enable students to recognize different referencing styles;

4.        Familiarize students with the features of a good research proposal.


Expected Learning Outcomes

At the end of this course, the student should be able to:

1.      Identify and articulate steps in research proposal writing;

2.      Engage in literature review process;

3.      Apply different referencing styles;

4.      Design a research proposal.


Course content

Contents of a research proposal; structure of a research proposal; topic; declaration; dedication; acknowledgement; abstract, introduction; research problem; research objectives; research questions and /or hypotheses; justification; significance; literature review; Conceptual and theoretical framework; methodology; Study area, study population, research design, sampling, data collection methods, data management and analysis, scope and limitations, ethical consideration; references; different reference styles; timeframe; budget; research tools/instruments


Mode of delivery

Diverse teaching and learning approaches will be used including: lectures/overviews, tutorials, seminars and workshops, case studies and blended learning.


Instructional materials and equipment

Whiteboards, smart boards, flip charts, LCD projector, laptop, desk top computers, resource persons and MUSOMI E-learning platform.




Student Assessment

Student assessments will include term papers, class presentation and group work, which shall constitute 80% and proposal presentation 20%.


Course Monitoring and Evaluation

The course will be continuously monitored and evaluated at its completion using student evaluation of lectures, presentations at the end of the course, students’ attendance list, ISO audit reports and student progress reports.


Core texts

1.       Altinay, C. & Paraskeras, A. (2008). Planning research in hospitality and tourism. Oxford: Elsevier Ltd.

2.       Bryman, A. (2008). Social research methods (3rd ed). New York: Oxford University 

Press Inc.

3.       Friedland, A., &Folt, C. (2009). Writing successful science proposals (2nded.). New Haven: Yale University Press.

Other resources/reference materials

1.      Hofmann, A. (2010). Scientific writing and communication: Papers, proposals, and presentations. New York: Oxford University Press.

2.      Single, P.B., & Reis, R.M. (2009). Demystifying dissertation writing: A streamlined process from choice of topic to final text. VA: Stylus Publishing.

3.      Veal, A. J. (2006). Research methods for leisure and tourism. A Practical Guide (3rd ed). Cambridge: Pearson Education Ltd.

This course covers areas of business research, analysis and decision making. It provides the student with competencies in the presentation and/or interpretation of data in tables and charts, understanding and applying descriptive statistical measures to business situations, understanding  and applying probability distributions to model different types of business processes, understanding and applying statistical inference techniques (including statistical estimation and hypothesis testing) in business situations, understanding and applying simple linear regression analysis and use of computer spreadsheet software to perform statistical analysis on data.