Dr Mary Omingo
Faculty Member and Pedagogy Specialist (Consultant) with the Office of Faculty Affairs
Strathmore University Business School
Dr. Mary Omingo is a faculty member at SBS and a pedagogy specialist (Consultant) with the Office of Faculty Affairs Strathmore University.
She holds a Ph.D in Curriculum studies from Stellenbosch University, Cape Town, South Africa.
She has an MBA (Finance) from USIU and CPA. She is a Fellow and a Senior Fellow of Advance HE in UK.
Areas of expertise: Finance, Financial Accounting, Cost and Management Accounting, and Curriculum Studies in Higher Education
Dr Mary Omingo has over 20 years working (teaching and management positions) in institutions of Higher Learning. She has worked as a Lecturer, Academic Registrar, Director of Teaching and Learning Services at Strathmore University and Assistant Director of the Teaching and Learning Network at Aga Khan University.
She has taught Finance, Financial Accounting and Management Accounting at both professional (ACCA and CPA) and academic levels (undergraduate and graduate).
Funded Projects and Consultancies
- Postgraduate Certificate in Academic Practice (2009-2010), York St John University and six Universities in Kenya. Funded by British Council. Role: Local host and coordinator.
- Pedagogies for Critical Thinking (2015-2018), University College London (UCL), Kenya, Botswana and Ghana. Funded by DFID. Role: Lead Researcher in Kenya.
- Transforming Employability for Social Change in East Africa (TESCEA). (2018-2021), INASP, AFELT and four partner universities, two in Tanzania and two in Uganda. Funded by SPHEIR. Role: Course redesign coordinator and Pedagogy Lead.
- Transforming Energy Access-Learning Partnership (TEA-LP) (2019-2021), led by University of Cape Town, South Africa partnering with eight universities across Africa. Funded by DFID. Role: Curriculum consultant.
- Trainer of Trainers in Educational Management (TOTEMK) Strathmore University and Helinski: Funded by the Finnish Government. Trained Teacher Educators from Kenya Universities on Competency Based Curriculum (CBC): Pedagogy Consultant
- Micro-Grid Academy and Strathmore Energy Research Center- Trained ToT on Learner-Centered Approach: Pedagogy Consultant
- Climate-U project by three Kenyan Universities and University College London: Course design Consultant
She is a consultant; trainer of trainers (lecturers and teachers) on various teaching and learning aspects. The areas include teaching portfolio (teaching philosophy), curriculum design and reviews, course design and redesign, assessments (formative, summative and educative), Interactive teaching and learning strategies, application of student-centered and learning-centered approaches, lesson design based on (BOPPPS and/or Conversational frameworks).
She has worked as a Lecturer, Academic Registrar, Director of Teaching and Learning Services at Strathmore University and Assistant Director of the Teaching and Learning Network at Aga Khan University.
To Contact Dr. Mary: momingo@strathmore.edu
- Teacher Education in Kenya: Rethinking the Teachers’ Image in Society
- Parental Involvement and Engagement in Higher Education
- A chapter in Neisler. O. J., (2022). Palgrave Studies on Leadership and Learning Teacher Education. Africa, the evolution of faculty development in East Africa- A tale of three transformation stories; Kingsbury. C., Calvert. M., & Omingo. M. Pages 59-75
- Facilitators’ Resource Pack and Participants’ Handbook on Course-redesign, A model from East Africa (2021).
- Journal Article: McCowan. T., Omingo. M., Schendel. R., Ade-yeoh.C., and Tabulawa .R (2022). Enablers of Pedagogical change within Universities. Evidence from Kenya, Ghana and Botswana. International Journal OF Educational Development.
- Journal Article: Schendel et al,2020. Pedagogies for critical thinking at Universities in Kenya, Ghana and Botswana; Importance of collective teaching, Teaching in Higher Education, DOI: 10.1080/13562517.2020.1852204
How Lecturers Learn to Teach: The role of (individual) Agency (2019). Published in IJAD Special issue, Volume 24,2019-Issue 2: Emerging voices and trends in academic development. Edited by Kathyrn .A. Sutherland. https://www.tandfonline.com/doi/full/10.1080/1360144X.2019.1595627
- PHD Thesis (2017): “Towards Sustainable Lecturers’ learning to teach in Kenyan Private Universities”.
- Prompts in lecturers’ learning to teach in private universities in Kenya (2016) Published in the South Africa journal of higher education SJHE. See link: http://www.journals.ac.za/index.php/sajhe/issue/view/75/showToc
- Conference paper on Lecturers’ learning to teach in formal settings in private universities in Kenya (East Africa Quality Assurance Network (EAQAN) conference in Entebbe May 2016)
- Conference paper on ‘Outcomes of lecturers’ learning to teach in both formal and informal settings in private universities in Kenya (EAQAN conference in Nairobi, 2015)
- ICED Conference paper, “Reflective questions as a feed forward process in PSOT” (Stockholm, Sweden, 2014).
- ICERI Conference paper on designing courses in institutions of higher education: Drafting of learning outcomes (Madrid, Spain 2012).
- HELTASA Conference paper, “Lecturers’ facilitation not just a technique” (UNISA, Pretoria, South Africa 2013)
- Journal Article: “Lecturers’ facilitation of students’ learning through students’ participation: not just a technique” (Progressio South African Journal for Open and Distance Learning Practice Vol 35 No.2, 2013 Pages 261-276).
- (MBA): A comparative study of activity based costing (ABC) versus Traditional absorption methods: A case study of Strathmore University.
- SMEs: Cases on Working Capital, Financial Management and business environment.
- Financial Management manuals for Primary and Secondary schools.
