Phanice Andalo and Violet Ambani recall their initial reaction to the approval email: disbelief, gratitude, and an overwhelming sense of responsibility. As Bachelor of Science in Midwifery (Post-RN BScM) students at the School of Nursing and Midwifery East Africa (SONAM EA), they knew this was the start of a journey that would test their resilience and help them determine their leadership style. Through the Provost Experiential Learning Fund (co-curricular), they enrolled in the Senior Management Course at the Kenya School of Government, Embu Campus, a programme designed to strengthen leadership and management skills in public service.
The course was conducted virtually, with in-person examinations, enabling them to participate in unique learning experiences beyond the classroom.
Phanice expected the course to sharpen her management skills but was surprised by how much it shifted her mindset about leadership and systems. She left seeing herself as a change agent with the ability to influence systems and inspire others.
She chose the Senior Management Course because it aligned with her leadership role and career growth. After years in midwifery, she realized that clinical skills alone weren’t enough to influence systems or improve outcomes. The course equipped her with strategic, managerial, and leadership competencies to lead teams, drive quality improvement, and make data-informed decisions. It also bridged the gap between clinical practice and strategic leadership, empowering her to create lasting impact in healthcare.
Violet entered the programme anticipating technical lessons on management. Instead, she found an interactive programme that pushed her to apply concepts to real-life scenarios and reflect on her personal strengths. “I expected formality, but what I got was a very practical and eye-opening experience. It changed how I view leadership and helped me see myself differently as a future leader,” she says.
The course was demanding. Both students found the pace of group discussions and simulations intense. Working with peers they had just met required adaptability and teamwork, skills they quickly learned to strengthen. Phanice notes that the toughest sessions taught her the value of strategic thinking under pressure, while Violet says they reminded her that listening can be just as important as contributing ideas.
The University’s support made the experience possible. “AKU’s support was crucial; it reassured me that the institution invests in holistic growth,” says Phanice. For Violet, it went beyond financial assistance. Study leave and encouragement from faculty gave her the space and confidence to fully commit to the programme. She recalls her acceptance as a moment of relief and gratitude, proof that AKU values the growth of its students beyond academics.
Both students are determined to share what they learned. Phanice plans to mentor juniors, share insights in forums, and apply her new skills in quality improvement initiatives. Violet hopes to encourage more students to apply for similar opportunities and to integrate what she learned into her work at Kakamega County General Hospital.
“These opportunities open your mind in ways classroom lessons alone cannot. Don’t hesitate; apply and challenge yourself. You’ll be surprised by how much you can grow,” Violet advises.
Their experiences reflect AKU’s values of lifelong learning and quality. The course reinforced the belief that education continues beyond graduation and that professional growth should always translate into better service. Phanice and Violet’s story shows that leadership begins when students are trusted with the chance to grow.
