The Uganda Higher Education Review最新文献

{"title":"Digital Teaching Competence and lecturers Self-Efficacy in OnlineClasses: Insights from Public Universities in Uganda","authors":"George Wilson Kasule, W. Mugizi, Oseph Rwothumio","doi":"10.58653/nche.v10i2.02","DOIUrl":"https://doi.org/10.58653/nche.v10i2.02","url":null,"abstract":"The COVID-19 pandemic which resulted in the lockdown of educational institutions hastened the adoption of online classes. However, especially in public universities in Uganda, online teaching and learning was received with mixed feelings by students and some lecturers. Nevertheless, it is incontestable that the COVID-19 pandemic ushered in many different ways of doing things, such as compulsory online teaching and learning. This study seeks to obtain insights into the digital teaching competences of lecturers and their self-efficacy in online classes. Specifically, the study examined the relationship between lecturers’ course design, technical, course communication and time management competences with their self-efficacy in online classes in terms of instructional methods, student management and student engagement. This correlational study involved a sample of 327 academic staff from four public universities. Data was collected using a self-administered questionnaire and analysed quantitatively. Data analysis involved structural equation modelling using partial least square structural equation modelling (PLS-SEM). The results revealed that course design, course communication and time management competences had a positive and significant influence on lecturers’ self-efficacy in online classes. However, digital technical competence had a positive but insignificant influence on lecturers’ self-efficacy in online classes. The conclusions of the study are to the effect that the capacity to design online courses is imperative for lecturers’ self-efficacy in online classes, course communication competence is essential for lecturers’ self-efficacy in online classes, and time management competence is vital for lecturers’ self-efficacy in online classes. However, digital technical competence is not very imperative for lecturers’ selfefficacy in online classes. The study recommends that university managers should develop lecturers’ capacity to design online courses, develop their online course communication competence, and sensitise lecturers about the importance of time management in teaching online classes. Nonetheless, university managers should not over emphasise digital technical competence of lecturers.","PeriodicalId":114600,"journal":{"name":"The Uganda Higher Education Review","volume":"19 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":"115229736","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":"Students’ Experiences with Formative Assessment in Institutions of Higher Education: The Case of a University in Uganda","authors":"Kizza HARRIET MUBIRU","doi":"10.58653/nche.v10i2.11","DOIUrl":"https://doi.org/10.58653/nche.v10i2.11","url":null,"abstract":"The shift in emphasis from teacher to learner-centred pedagogies worldwide has foregrounded formative assessment as a pedagogical tool that increases student engagement. The purpose of the current study was to explore students’ perceptions and perspectives regarding the way formative assessment is implemented in order to guide teaching and assessment in institutions of higher education. The study was guided by Lev Vygotsky’s theory of social constructivism which regards learning as a social activity. Purposive sampling was used to select 15 second-year pre-service teachers from one public university in Uganda. Focus group discussions were used to collect in-depth data on students’ views and experiences with formative assessment practices. The themes and sub-themes generated in the study indicated that students perceived formative assessment as continuous assessment whose purpose is to test understanding by grading. In addition, their understanding of formative assessment was consistent with the methods of assessment used. The study also revealed that traditional methods of assessment were dominant in higher education, yet most students preferred alternative methods that were more beneficial because they provided immediate feedback and increased their participation compared to tests and written assignments. Many students reported challenges with getting feedback, which was attributed to large class size, emphasis on the grading purpose and university policies. The insights will inform institutions of higher education about the benefits of using learner-oriented assessment strategies that provide opportunities for students’ engagement in learning and assessment. In addition, the study may guide policymakers to institute policies that promote a balanced assessment and revise the assessment guidelines to align them with the principles and practices of formative assessment","PeriodicalId":114600,"journal":{"name":"The Uganda Higher Education Review","volume":"18 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":"125261594","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":"Learning Experiences and Perceived Competencies to Integrate Instructional Technology among Pre-service Teacher Trainees at Busitema University","authors":"Richard Kasirye","doi":"10.58653/nche.v10i2.10","DOIUrl":"https://doi.org/10.58653/nche.v10i2.10","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.","PeriodicalId":114600,"journal":{"name":"The Uganda Higher Education Review","volume":"39 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":"133130635","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":"Using the European Customer Satisfaction Index (ECSI) Model to Examine Student Satisfaction in the Context of Universities in Uganda","authors":"Martha Kyoshaba, Fred E. K. E. K. BAKKABULINDI, Christopher B. Mugimu","doi":"10.58653/nche.v10i1.12","DOIUrl":"https://doi.org/10.58653/nche.v10i1.12","url":null,"abstract":"Student satisfaction (SS) is one of the strategic tools for a university in a competitive environment. Hence the need to investigate SS in universities. The aim of our study was to use the European Customer Satisfaction Index (ECSI) model to examine SS in universities in Uganda. The ECSI model suggests that SS is dependent on university image (UI), student expectations (SE), service quality of infrastructure and tangible service elements (SQITSE), service quality of people and processes (SQPP) and perceived value of investment (PVI). The ECSI model further suggests that PVI is dependent on UI, SE, SQITSE and SQPP. It also suggests that student loyalty (SL) is dependent on UI, SS and SQPP and finally that SE is dependent on UI. We designed a self-administered questionnaire on those constructs and had a sample of 704 students from seven universities in Uganda respond to it. We analysed our data using linear regression. Our findings gave support to the ECSI model in examining SS. We established that all the relationships among the constructs in the ECSI model were significant except the relationship between SQITSE and SS. We concluded that the ECSI model was appropriate for examining SS in the context of universities in Uganda. We recommend that university authorities allocate resources to improving their respective UI, SE, SQPP and PVI so as to enhance SS which invariably leads to SL.","PeriodicalId":114600,"journal":{"name":"The Uganda Higher Education Review","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121791325","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":"University Sustainable Development and Management of Academic Staff in Higher Institutions of Learning in Central Uganda","authors":"Agnes Nabakiibi","doi":"10.58653/nche.v10i1.06","DOIUrl":"https://doi.org/10.58653/nche.v10i1.06","url":null,"abstract":"The study aimed at university sustainability development and the management of academic staff in Uganda. The sample comprised 80 respondents, including the teachers, heads of department and top managers in the universities. Data was analysed using one-way ANOVA by way of Excel statistical data analysis. Qualitative data was analysed using descriptions in themes deciphered in the course of the study. The majority of the academic staff lacked adequate knowledge about what was required of them in connection with university sustainability development. There was a significant relationship between university sustainability development and the management of academic staff in Uganda. It was concluded that many universities do not promote cross-campus collaborations that connect campus administration and students, which has resulted in inadequacy of funds to sufficiently train and manage staff. The study concluded that the majority of universities are still young in their sustainability effort of fully engaging the academic staff in a number of planned activities. It was also concluded that the majority of the academic staff are hesitant to get involved in university sustainability development due to lack of equity accorded to some of the staff. There is need to strengthen training of the academic staff in all areas that the universities feel are appropriate in order to greatly maintain and boost its sustainability development. There is also need to encourage a bottom-top approach for effective and sufficient communication and to provide appropriate and well-informed criteria to everyone on the mechanism used to reward the best academic staff as a way of increasing the positive impact of university sustainability development.","PeriodicalId":114600,"journal":{"name":"The Uganda Higher Education Review","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124427791","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":"Enhancing Research Output in Higher Institutions of Learning: A Case Study of Busitema University Research Model","authors":"Asaph KEIKARA MUHUMUZA, Fulgensia KAMUGISHA MBABAZI","doi":"10.58653/nche.v10i1.05","DOIUrl":"https://doi.org/10.58653/nche.v10i1.05","url":null,"abstract":"University rankings have become a standard criterion of characterising higher institutions of learning irrespective of their specialisation, be it social sciences, natural sciences, health sciences or technology. The most highly ranked institutions worldwide are based on the same criteria despite the area of specialty and the geographical location. Higher institutional rankings are mainly based on pedagogy, strategic placement, research output in terms of publications, academic staff-student ratio, international linkage or partnerships, management of technological resources, and the existing human and infrastructural resources. This article attempts to address the possible ways to enhance research in developing institutions with a case study of Busitema University, Uganda. We propose the Busitema University Research (BUR) Model that can be used to analyse why the performance of higher institutions of learning (HIL) should be ranked based on the criteria of institutional research output (IRO). A survey was also conducted from 29 respondents and the data was analysed using Spreadsheet. From the generated results, it was established that the quality of academic staff highly determines the research output and thereby the increased university ranking. The results also formed the basis of the BUR Model development. The developed model will further be tested during a comprehensive study involving different HIL, especially in computing their respective institutional research index and rankings.","PeriodicalId":114600,"journal":{"name":"The Uganda Higher Education Review","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116734962","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":"Employee Engagement and Job Performance among Academic Staff in Public Universities in Uganda","authors":"Emmanuel Nachonga","doi":"10.58653/nche.v10i1.08","DOIUrl":"https://doi.org/10.58653/nche.v10i1.08","url":null,"abstract":"The purpose of this study was to find out the relationship between employee engagement and job performance among university academic staff. The study, conducted at Makerere University, was guided by questions on the levels of engagement and performance among academic staff. A null hypothesis on the significance of employee engagement and job performance was also stated for investigation. The population of the study was comprised of 485 academic staff from10 different schools. A sample of 136 respondents was reached using a selfadministered questionnaire containing closed-ended items along a Likert scale as well as open-ended questions. Analysis was done using the Statistical Package for Social Sciences (SPSS) version 21 by way of sums, means, frequencies, percentages and a bivariate, Pearson correlation coefficient. The findings, based on percentages and in agreement with statements, revealed that both employee engagement and job performance levels were high. There was a positive significant relationship between employee engagement and job performance (r=.391, p<0.05). The null hypothesis was rejected, meaning that engagement levels impact on performance. The recommendations, basing on the findings, focused on central and section managers developing strategies to heighten engagement levels in order to improve performance. This includes timely disbursement of financial and non-financial rewards, involvement of staff in decision, proper management of performance with reference to acceptable, barrier-free and well-scheduled appraisals as well as the provision of a conducive working environment.","PeriodicalId":114600,"journal":{"name":"The Uganda Higher Education Review","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131502983","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":"Policy Support and Research Productivity among Lecturers in Ugandan Public Universities: Case of Kyambogo University","authors":"Moses Kanaabi, George Wilson Kasule, P. Owino","doi":"10.58653/nche.v10i1.04","DOIUrl":"https://doi.org/10.58653/nche.v10i1.04","url":null,"abstract":"In today’s competitive global higher education market, research productivity has become a dominant criterion for determining the university’s effectiveness. Besides, high-quality research benefits individual academics, their departments and institutions by raising their global rankings, recognition and prestige, with multiple accruing benefits. However, in a situation of low research output from Ugandan public universities, there is urgent need for increased organisational support to facilitate lecturers in conducting this cardinal university function. This mixed-methods study was, therefore, intended to evaluate the effect of the university research policy on lecturers’ research productivity in Kyambogo University, one of the biggest but relatively new public universities in Uganda. A correlational survey design guided the study using both qualitative and quantitative approaches. A sample of 127 PhD-holding lecturers, three faculty deans, Directors of Quality Assurance and Human Resource, the University Bursar and the University Librarian participated in the study. Data collected using questionnaire and interviews were analysed using structural equation modelling for quantitative data while thematic content analysis was used for qualitative data to establish relationships between the variables. The findings revealed moderate policy support for research productivity with a mean value of 3.07, a positive and significant relationship between the variables with a beta value of .416 and a P-value of .000. The study recommended the formulation and implementation of favouring and supportive policies to increase lecturers’ research productivity in public universities. The findings will likely be used to inform university managers on generating practical policy interventions to boost research productivity among lecturers in public universities.","PeriodicalId":114600,"journal":{"name":"The Uganda Higher Education Review","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116464810","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":"Information Communication Technologies and Implementation of Education for Sustainable Development in Higher Education in Uganda: A case of Busitema University","authors":"Margaret STELLA UJEYO, Rovincer Najjuma, R. Bisaso","doi":"10.58653/nche.v10i1.07","DOIUrl":"https://doi.org/10.58653/nche.v10i1.07","url":null,"abstract":"Information and Communications Technologies (ICTs) play an important role in Education for Sustainable Development (ESD), one of the multiple approaches advanced in the last two decades to address the global sustainability crisis. The role of higher education, especially as a main driver of change, in ameliorating the immense sustainability challenges is widely acknowledged. Educators in higher education institutions must strategically engage in profound transformative programmatic, pedagogical and organisational shifts in order to play this role. ICTs are important in enabling educators to make the necessary modifications to effectively promote themes, skills, knowledge, values and attitudes in learners that will foster sustainable development. This study adopted a concurrent mixed strategy to investigate the use of ICT in the implementation of ESD practices by academic staff of Busitema University in Uganda. It sought to find out the dominant ICT activities that staff used for implementing particular ESD practices. The sample consisted of 134 academic staff and students selected using simple random and purposive sampling. The study employed a questionnaire, interview and focus group guides as primary data collection instruments. The results point to a low level of ICT use, with the dominant ICT activities being of communication and sharing information, information creation and management, which did not add much value to the educational experiences of the learners in ESD. The study recommends staff training in ICT skills to address the challenge that comes with the use of new digital technologies, addressing the issues of access to ICTs and internet infrastructure.","PeriodicalId":114600,"journal":{"name":"The Uganda Higher Education Review","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132204516","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":"Satisfaction with Human Resource Management Practices and Job Performance of Academic Staff in Public Universities in Uganda: A Case of Kyambogo University","authors":"George Wilson Kasule","doi":"10.58653/nche.v10i1.09","DOIUrl":"https://doi.org/10.58653/nche.v10i1.09","url":null,"abstract":"The quality of job performance of employees, regardless of context, cannot be any better than the quality of Human Resource Management Practices (HRMPs) at the place of work. This cross-sectional survey study provides insights regarding the relationship between satisfaction with HRMPs and the job performance of academic staff in public universities in Uganda. The study comprised a sample of 198 from a population of 406 full-time academic staff of Kyambogo University. Data was collected using a questionnaire and analysed using SPSS for descriptive analysis and SmartPLS for Structural Equation Modelling (SEM). Descriptive results showed that teaching performance was high while research and publication and community service performance were moderate. The results revealed that satisfaction with placement, development, engagement and talent retention HRMPs was moderate while satisfaction with human resource (HR) recruitment was slightly high. Overall, job performance was high while satisfaction with HRMPs was moderate. SEM revealed that while HR recruitment practices and placement had a positive significant influence on job performance, the influence of HR development, retention and engagement practices was insignificant. It was concluded that high and moderate satisfaction of academic staff with HR recruitment and placement, respectively, is imperative for their job performance. However, moderate satisfaction with HR development, engagement and talent retention practices impedes job performance of academic staff. This study recommended that university managers should ensure that HR recruitment and placement practices implemented provide satisfaction to academic staff. University managers should also ensure that satisfying HR development, engagement and talent retention are designed and implemented.","PeriodicalId":114600,"journal":{"name":"The Uganda Higher Education Review","volume":"9 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128230647","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}