Research Capacity Building for Junior Investigators in Uganda

How can junior researchers build independent careers in Uganda?

If you are an early-career researcher in Uganda, the path to an independent research career can feel unclear. Training programmes exist, but figuring out which combination of mentorship, skills building and institutional support actually moves your career forward is not always straightforward. Research capacity building aims to solve exactly this kind of puzzle. A study published in 2023 examined a mentorship-focused model at one Ugandan institute and surveyed 80 scholars at different career stages to find out what worked. The results offer practical clues. Most participants reached their career goals, and many said the experience opened up new job opportunities. The findings also point to what still gets in the way, including funding limits and slow administrative processes.¹

Mentorship with both scientific and practical guidance

Scholars in the study described a model that paired them with mentors offering both scientific and non-scientific guidance. This meant hands-on support with research tasks alongside help with career planning and writing for publication. Effective research capacity building needs exactly this kind of pairing. Researchers valued having someone who could guide them through the practical side of building a career, not just the technical demands of a single project.¹

1. Mentors helped scholars work through technical challenges in their research projects.¹
2. Support with manuscript writing and publication was highlighted as particularly valuable.¹
3. Career planning conversations helped researchers think about their next steps beyond the current project.¹
4. Non-scientific guidance, such as advice on navigating institutional systems, complemented the technical training.¹

Most scholars reached their goals

The numbers tell a clear story. Around 85 percent of participants said they had achieved the career goals they set when they joined the programme. Meanwhile, 65 percent reported that the experience broadened their employment options, opening doors they had not expected. Scholars who were still enrolled at the time of the study rated the scientific benefit higher than those who had already completed it, at about 57 percent compared with 25 percent.¹

Interest in recommending the model to peers was strong. About 90 percent of scholars said they would encourage others to take part. The qualitative interviews added depth to these numbers. Scholars described a significant positive effect on their research training and on their professional development more broadly. Many said the model changed how they thought about their careers.¹

Soft skills, networking and sharing research

Beyond one-to-one mentorship, the model included broader learning opportunities. Scholars could take part in soft skills training, which helped with areas like communication and project management. Networking events gave participants a chance to connect with peers at different career stages. Platforms for sharing research findings allowed scholars to present their work and get feedback from wider audiences.

These opportunities supported academic growth in ways that a single research project cannot. Access to the institute's research infrastructure and help with grant applications added further layers of support. This broader approach is a hallmark of effective research capacity building. Scholars described the institutional systems around them as robust, which made it easier to focus on their research rather than getting lost in logistics.¹

Where things got stuck

Not everything ran smoothly. Scholars pointed to limited research funding as a persistent obstacle. When money for projects is scarce, even strong mentorship cannot fully bridge the gap. Slow procurement processes added another layer of frustration, delaying work that researchers were ready to begin.¹

Supervision delays also held some scholars back. The COVID-19 pandemic made things harder, disrupting both mentorship relationships and scheduled training activities. These challenges did not erase the overall benefits, but they reveal where stronger support is needed. Scholars recommended improvements in how mentorship is coordinated and in how procurement and administration are handled. They also suggested the model could be made more visible and expanded to other institutions.¹

What this means if you shape or fund training

The study supports the idea that a mentorship-focused research capacity building model can help junior researchers in Uganda move toward independent careers. It also shows that mentorship alone is not enough. Scholars need ongoing funding, efficient administrative systems and chances to share their work publicly. If you are involved in designing or financing research training, these findings suggest that sustained support and clear processes matter as much as the training content itself. This evidence comes from one institute's programme, so the findings reflect that specific model rather than research training broadly.¹

Steps you can take

• If you are mentoring a junior researcher, schedule regular check-ins that cover both the science and their career direction, not just project milestones.
• When funding research training, build in flexibility for delays. Rigid timelines can break down when procurement or external events slow things unexpectedly.
• Encourage the researchers you support to present their work at conferences or workshops, even early-stage findings, to build confidence and professional networks.
• If you work in administration at a research institution, review procurement and supervision processes for bottlenecks that quietly stall junior researchers' progress.
• Connect junior researchers with peers at other institutions. Cross-institutional networks can open doors that a single mentorship relationship cannot.

What does research capacity building mean?

Research capacity building

A set of structured activities designed to help researchers develop the skills, knowledge and support systems they need to carry out independent research. This can include training, mentorship, access to equipment and help with securing funding.

Mentorship

A relationship where a more experienced researcher guides a less experienced one. In research settings, this typically covers both the technical work and the practical decisions about a career path.

Scholar

In this context, a person taking part in a structured research training programme, whether at Master's, doctoral or post-doctoral level.

Dissemination

The process of sharing research findings with others, such as through published papers, conference presentations or community meetings.

How this evidence was gathered

These findings come from a cross-sectional study using surveys and in-depth interviews, conducted between July 2021 and February 2023 at a single institute in Uganda. The online survey included 80 scholars at Master's, doctoral and post-doctoral levels, combining 20 alumni with 60 people still in the programme. Twenty scholars were purposively selected for deeper interviews. Because all participants came from one institution, the results reflect that specific model and setting rather than research training broadly.¹