The Uganda Higher Education Review最新文献

{"title":"Predictors of Research Productivity of Academic Staff in Kyambogo University: An Empirical Study Based on Mantikayan and Abdulgani’s (2018) Model","authors":"R. L. KOMBA WAKIJUMA, Fred E. K. E. K. BAKKABULINDI, D. Onen","doi":"10.58653/nche.v10i2.14","DOIUrl":"https://doi.org/10.58653/nche.v10i2.14","url":null,"abstract":"The research productivity (RP) of academic staff is of utmost significance as it contributes to the advancement of knowledge, enhances institutional reputation, facilitates funding opportunities, improves teaching quality, and enhances societal impact. In this research we aimed to investigate the predictors of RP among academic staff at Kyambogo University (KyU). Based on Mantikayan and Abdulgani’s (2018) model, we had four study objectives: to examine whether ascriptive, individual, leadership, and institutional factors predicted RP. Using a positivist research paradigm and a predictive cross-sectional survey design, data was collected through a questionnaire survey from 165 academic staff. Multiple linear regression was employed for data analysis. The findings revealed that ascriptive, leadership and institutional factors did not significantly predict RP. However, under the individual factor, it was found that only the constructs of motivation and research skills were significant and positive predictors of RP. The study concluded that Mantikayan and Abdulgani’s model lacked a comprehensive explanation of RP among academic staff at KyU. Therefore, there is a need for further research to develop a more inclusive model or framework that can capture the diverse factors influencing RP within the specific context of KyU. To enhance RP, KyU should emphasise motivation, research skills, and adopt a holistic leadership approach, while considering factors beyond ascriptive and institutional influences.","PeriodicalId":114600,"journal":{"name":"The Uganda Higher Education Review","volume":"380 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126724997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student Teachers’ Experiences with Classroom Engagement in Large Undergraduate Classes in Selected Public Universities in Uganda","authors":"Nathaniel Mayengo, David Kani Olema, Dennis Barabra","doi":"10.58653/nche.v10i2.13","DOIUrl":"https://doi.org/10.58653/nche.v10i2.13","url":null,"abstract":"The rapid growth in enrolment in undergraduate teacher training programmes calls for a pedagogical innovation geared towards effective participatory classroom instruction. The purpose of this mixed study was to explore classroom engagement experiences with large classes as lived by student teachers at the selected public universities in Uganda. The level of behavioural, cognitive, emotional and agentic engagement among student teachers was investigated, as well as their experiences with these domains. Consequently, data from hermeneutical phenomenological and crosssectional survey design was triangulated. Proportionate random sampling was used to select 396 student teachers and purposive sampling was used to select nine focus groups from the selected public universities. Manifest content analysis was used to describe and infer meaning from participants’ statements. According to the mean and standard deviation ratings, large classes performed unsatisfactorily in terms of overall classroom engagement (M=3.4, SD=0.9) and agentic engagement (M=2.7, SD=1.0). However, they acknowledged being behaviourally, emotionally and cognitively engaged (M=3.6, SD=0.8; M=3.6, SD=0.9; M=3.8, SD=0.8). Focus group narratives revealed inadequate class support, incivility, social presence and interaction, passivity and discomfort experiences as key themes that influenced the participants’ engagement levels. They felt less in control of their learning experiences and had limited opportunities to make decisions that affected their learning outcomes. Social and academic responsibilities like signing attendance sheets, taking notes and meeting with friends significantly maintained class attendance. It was recommended to improve the training of lecturers in effective engagement techniques for large undergraduate classes, and universities to invest resources in providing textbooks, reference materials and digital technologies to facilitate constructive learning and classroom participation.","PeriodicalId":114600,"journal":{"name":"The Uganda Higher Education Review","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128171993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Job Satisfaction and OrganisationalCommitment of Academic Staff inKyambogo University, Uganda","authors":"Joshua KIMATA KATO, W. Mugizi, George Wilson Kasule","doi":"10.58653/nche.v10i2.03","DOIUrl":"https://doi.org/10.58653/nche.v10i2.03","url":null,"abstract":"commitment of full-time academic staff of Kyambogo University, Uganda. Specifically, the study examined the influence of intrinsic and extrinsic job satisfaction on organisational commitment of full-time academic staff. Basing on the conceptualisation by Allen and Meyer (1990), organisational commitment was studied in terms of affective, continuance and normative commitment. Using the quantitative approach for inferential analysis, the study adopted the cross-sectional research design on a sample of 175 fulltime academic staff. The researcher used a self-administered questionnaire to collect the data. Data analysis involved carrying out structural equation modelling (SEM) using SmartPLS. The results indicated that while intrinsic job satisfaction positively and significantly influenced organisational commitment among full-time academic staff, extrinsic job satisfaction had a negative and insignificant influence on their organisational commitment. The study concluded that while intrinsic job satisfaction is imperative for organisational commitment of academic staff, extrinsic job satisfaction did not. Therefore, it was recommended that to boost academic staff members’ organisational commitment, university managers should promote their intrinsic satisfaction more than extrinsic job satisfaction.","PeriodicalId":114600,"journal":{"name":"The Uganda Higher Education Review","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126929488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Timely Completion of Online Assignments among Health Professional Students; an Evaluation of Open Distance and eLearning Platform at a Higher Education Institution (HEI) in Uganda","authors":"Florence Wamuyu Githinji, F. Atim, R. Lubanga, Hilda Mpirirwe, Rose Clarke Nanyonga, A. Komuhangi","doi":"10.58653/nche.v10i2.05","DOIUrl":"https://doi.org/10.58653/nche.v10i2.05","url":null,"abstract":"To foster continuity of learning in universities, the Uganda National Council of Higher Education (NCHE) approved Emergency Open Distance and eLearning (ODeL) strategies in 2020. This was implemented at Clarke International University. The study therefore sought to determine the timely completion of online assignments among health professional students at Clarke International University. The quantitative approach was undertaken using the analytical cross-sectional study design from August 2021 to May 2022. Data was collected from systematic randomly selected 317 respondents using a self-administered questionnaire. The chi-square or Fisher’s exact tests were performed for comparison and binary logistic regression was conducted at multivariate analysis. Out of 317 respondents, timely completion of online assignments was observed at 79.8%. The odds of timely online completion reduced with courses that did not integrate theoretical course concepts with real-world applications (adjusted odds ratio [AOR]: 0.1, 95%; confidence interval [CI]: 0.0–0.5); and increased with feedback (AOR: 2.7, 95%; CI:1.1–6.8), user-friendly ODeL platform (AOR: 3.8, 95%; CI:1.2–12.1), ODeL training and orientation (AOR: 2.6, 95%; CI:1.1–6.5) and internet access (AOR: 5.0, 95%; CI: 2.0–16.0). A substantial number of students complete their online assignments on time owing to ease of access to the internet, continuous training on how to manoeuvre through the ODeL platform, and receipt of prompt feedback on online coursework. Higher education institutions need to design ODeL platforms where access can be achieved offline and also make its training mandatory.","PeriodicalId":114600,"journal":{"name":"The Uganda Higher Education Review","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127779732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Entrepreneurship Factors Influencing Self-employment amongst Graduates of Institutions of Higher Education in Tanzania","authors":"Cliff Ntimbwa Manongi, B. Chachage","doi":"10.58653/nche.v10i2.09","DOIUrl":"https://doi.org/10.58653/nche.v10i2.09","url":null,"abstract":"Entrepreneurship has been challenging to embrace amongst youths because entrepreneurship is much more than skill acquisition but requires a strong will to forge ahead. Although entrepreneurship education teaches skills, the real challenge is an individual’s willingness to apply the skills acquired to real-life situations through self-employment in the face of escalating graduate unemployment in developing economies. This study aims at identifying factors affecting self-employment, encouraging entrepreneurship as a livelihood and reducing unemployment among graduates in Tanzania. The entrepreneurship theory is used in the study. The survey through snowball technique was able to identify 357 respondents in Dar es Salaam, Dodoma, Singida, Arusha, Iringa, Morogoro and Mbeya. Descriptive and multiple linear regression r statistical analyses were employed. The findings reveal that entrepreneurship theory variables used in the study knowledge and skills significantly positively affect self-employment. However, competence does not have a significant effect on self-employment. The result implies that entrepreneurship training to gain knowledge and acquire skills will improve the embracement of self-employment by graduates of institutions of higher education. This further suggests that training institutions ought to enhance the learning content of knowledge and skills in their training programs to equip learners with necessary tools for self-employment in eradicating the problem of unemployment to graduates of institutions of higher education. This study recommends that institutions of higher education graduates embrace self-employment as it offers independence and financial rewards.","PeriodicalId":114600,"journal":{"name":"The Uganda Higher Education Review","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130800535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Catalytic Role of Covid-19 Pandemic in the Paradigm Shift in the Cross-Border University Education: The Case of Uganda","authors":"Mshilla Maghanga, Tabo GEOFREY OLOK","doi":"10.58653/nche.v10i2.06","DOIUrl":"https://doi.org/10.58653/nche.v10i2.06","url":null,"abstract":"Globalisation, technological advancements, global university ranking pressure and cross-border education service trade have gradually been causing a paradigm shift in the cross-border university education sector. The COVID-19 pandemic has had devastating consequences for university education characterised by massive infections, closure of learning institutions, and deaths of students, academics and scholars. While it gravely affected the cross-border mobility of students, academics and scholars, it ironically proved to be a catalyst for the paradigm shift from physical to virtual cross-border university education. This study assessed this catalytic role. A descriptive study design which incorporated both quantitative and qualitative research approaches was adopted. A study population of 39 public and 12 private universities in Uganda was targeted. A desk review was conducted focusing on electronic databases, websites, online libraries and some grey literature. Descriptive analysis was conducted for quantitative data and content analysis for qualitative data. It was established that crossborder university education in Uganda was still low-key, with only a few of the universities practising it. The inbound cross-border mobility outweighs the outbound; and the pandemic is catalysing the current paradigm shift towards a highly virtual paradigm characterised by virtuality, flexibility, technological savviness and learner-centred learning. Virtuality was found to be expressed in terms of virtual cross-border mobility, virtual/online student enrolment and virtual learning; while flexibility was in terms of teaching and learning, and of curriculum coverage. Cross-border mobility having dwindled, universities need to embrace the new paradigm and expeditiously review their cross-border policies accordingly.","PeriodicalId":114600,"journal":{"name":"The Uganda Higher Education Review","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128665986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Higher Education Student Loans and Enrolment in India, Ghana, Kenya, Tanzania and Uganda","authors":"Jimmy Alani","doi":"10.58653/nche.v10i2.07","DOIUrl":"https://doi.org/10.58653/nche.v10i2.07","url":null,"abstract":"The study uses generalised least squares (GLS), descriptive, phenomenological and mixed methods to examine the effects of higher education (HE) loans on tertiary education enrolment in India, Ghana, Kenya, Tanzania and Uganda. The data sets employed in the empirical analyses were obtained from the United Nations Educational Scientific and Cultural Organisation (UNESCO), India Educational Statistics, the Ghana Ministry of Education, the Kenya Higher Education Loan Board, the Student Loan Financing Board of Tanzania and the Uganda Ministry of Education and Sports. The paper examines the HE student loan schemes introduced and implemented in Ghana, India, Kenya, Tanzania and Uganda through commercial banks, public banks or governments along with their respective effects on higher education enrolment. Empirical results show that boosting higher education is a student loan phenomenon. Meanwhile, in the last two decades, student loan schemes performed better in India, Ghana, Kenya, and Tanzania than in Uganda. To become as successful as India in implementing the HE student loan scheme and improve HE enrolment, the paper suggests that the Government of Uganda must formulate a more comprehensive education loan scheme in consultation with the Bank of Uganda and other banks in Uganda.","PeriodicalId":114600,"journal":{"name":"The Uganda Higher Education Review","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116737011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Perspectives of Educators Regarding the Critical Thinking Abilities of Students","authors":"Michael ADELANI ADEWUSI1, S. Kazibwe, Odekeye Tokunbo","doi":"10.58653/nche.v10i2.08","DOIUrl":"https://doi.org/10.58653/nche.v10i2.08","url":null,"abstract":"The exercise of critical thinking necessitates the utilisation of sophisticated cognitive abilities by educators. Educators hold the belief that they impart critical thinking skills to their students through intellectual stimulation, yet their pedagogical approach primarily emphasises rote memorisation and note-taking within the confines of the classroom. It is noteworthy that the conduct exhibited by educators in the classroom may be impacted by the critical thinking abilities of their students. Consequently, it is imperative to augment teachers’ understanding of critical thinking in order to enable them to proficiently instruct students in the art of critical thinking within the context of university education. Data for the study was obtained via an online questionnaire that was based on Google Form. The qualitative data was analysed using topic order. A collective of 43 educators affiliated with university institutions provided their responses. Based on our findings, it is recommended that students acquire higher-order cognitive skills through a reassessment of pedagogical approaches. Additionally, it is suggested that The exercise of critical thinking necessitates the utilisation of sophisticated cognitive abilities by educators. Educators hold the belief that they impart critical thinking skills to their students through intellectual stimulation, yet their pedagogical approach primarily emphasises rote memorisation and note-taking within the confines of the classroom. It is noteworthy that the conduct exhibited by educators in the classroom may be impacted by the critical thinking abilities of their students. Consequently, it is imperative to augment teachers’ understanding of critical thinking in order to enable them to proficiently instruct students in the art of critical thinking within the context of university education. Data for the study was obtained via an online questionnaire that was based on Google Form. The qualitative data was analysed using topic order. A collective of 43 educators affiliated with university institutions provided their responses. Based on our findings, it is recommended that students acquire higher-order cognitive skills through a reassessment of pedagogical approaches. Additionally, it is suggested thatThe exercise of critical thinking necessitates the utilisation of sophisticated cognitive abilities by educators. Educators hold the belief that they impart critical thinking skills to their students through intellectual stimulation, yet their pedagogical approach primarily emphasises rote memorisation and note-taking within the confines of the classroom. It is noteworthy that the conduct exhibited by educators in the classroom may be impacted by the critical thinking abilities of their students. Consequently, it is imperative to augment teachers’ understanding of critical thinking in order to enable them to proficiently instruct students in the art of critical thinking within the context of university education","PeriodicalId":114600,"journal":{"name":"The Uganda Higher Education Review","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127972030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Universities’ Capabilities and Effective Implementation of E-Learning in Public Universities in Kampala City, Uganda","authors":"W. Mugizi, Joseph Rwothumio","doi":"10.58653/nche.v10i2.04","DOIUrl":"https://doi.org/10.58653/nche.v10i2.04","url":null,"abstract":"The COVID-19 pandemic restricted access to campuses of universities owing to intermittent lock downs. Consequently, educational institutions were forced to adopt virtual teaching techniques to ensure continued teaching and learning. However, the effective implementation of online education in universities in Uganda faced capability challenges that hindered its effectiveness. Therefore, this study investigated the influence of universities’ capabilities on the effective implementation of e-learning in public universities in Kampala City, Uganda during and beyond the COVID-19 pandemic period. Anchoring in resource-based theory (RBT), universities’ capabilities for effective implementation e-learning studied included experimentation, integration capability, and content management. Using the quantitative approach, cross-sectional data was collected from a sample of 312 academic staff from Kyambogo and Makerere Universities,the only two public universities located in Kampala City, Uganda. Data was collected using a self-administered questionnaire. The data was analysed using descriptive and inferential statistics. Descriptive statistics involved the calculation of means while inferential analysis involved structural equation models (SEM) using SmartPLS. The results revealed that content management and integration capability positively and significantly predicted e-learning implementation. However,experimentation negatively and insignificantly predicted e-learning implementation. The study concluded that content management and integration capability are vital for e-learning implementation. Nonetheless, experimentation is not a probable requirement for the effective implementation of e-learning. Therefore, it was recommended that university managers should develop integration capabilities, and should support lecturers to improve their content management, but experimentation should not be prioritised in the implementation of e-learning.","PeriodicalId":114600,"journal":{"name":"The Uganda Higher Education Review","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128628863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Strategies Used for Effective Research Supervision in the Completion of Postgraduate Studies in Selected Universities of Uganda","authors":"Noel Apheth, Proscovia NAMUBIRU SSENTAMU, Benjamin KYALO WAMBUA, Susan JEPKOECH KURGAT","doi":"10.58653/nche.v10i2.01","DOIUrl":"https://doi.org/10.58653/nche.v10i2.01","url":null,"abstract":"Research supervision is key, yet it has been faulted for delayed completion of postgraduate studies, particularly at Master’s degree and PhD levels in Uganda. This study sought to establish the strategies for effective research supervision, especially during the COVID-19 lockdown. The study was guided by the phenomenological research design using a qualitative approach. Structured questionnaire was administered to 105 supervisors, while in-depth interviews were conducted with 3 deans/directors and 15 academic department heads. Field data was supplemented with a review of relevant documents. Data were analysed using the thematic analysis technique. Findings revealed that the sampled universities used various supervision strategies including online research supervision, corroborative supervision, coordination, workshops to (re)tool supervisors and students; and motivation and administrative follow-ups to track students’ and supervisors’ progress to enhance students’ completion of postgraduate research. The study recommends that universities design and incorporate online research supervision policies and guidelines in graduate training policies and ensure that they are operationalised. Furthermore, universities should provide a robust virtual infrastructure to enable online supervision. In addition to team supervision, continuous (re)tooling of students and supervisors, establishment of research coordination offices and progress tracks, the adoption of flipped supervision in which supervision approaches, spaces, and student and supervisor roles are varied should be considered. Universities could also consider developing courses on the pedagogy of postgraduate supervision in which research coordinators, supervisors and students receive training in the identified strategies and other strategies to improve postgraduate completion rates. Areas for further study have also been recommended.","PeriodicalId":114600,"journal":{"name":"The Uganda Higher Education Review","volume":"26 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116788894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}