The Uganda Higher Education Review最新文献_第3页

PhD Studentship and Research Supervisors during the COVID-19 Pandemic at a Premier University in Uganda 乌干达一所一流大学2019冠状病毒病大流行期间的博士生和研究导师

The Uganda Higher Education Review Pub Date : 2022-12-20 DOI: 10.58653/nche.v10i1.11

Enoch Kimanje, Olive Lunyolo

{"title":"PhD Studentship and Research Supervisors during the COVID-19 Pandemic at a Premier University in Uganda","authors":"Enoch Kimanje, Olive Lunyolo","doi":"10.58653/nche.v10i1.11","DOIUrl":"https://doi.org/10.58653/nche.v10i1.11","url":null,"abstract":"Keeping in close touch with a research supervisor is often vital for any university student. Unfortunately, this is hardly possible during the period of a pandemic. In this study, we explored the supervisory challenges that the doctoral students and their research supervisors at a school in a premier university in Uganda experienced and the coping strategies they utilised during the COVID-19 pandemic. We were provoked to undertake the study due to the persistent undocumented complaints from graduate students about their inability to get in touch with their research supervisors because of the closure of the university that was brought about by the pandemic. Taking the interpretive approach, we used a phenomenological research design and collected data by interviewing PhD students and their research supervisors, whom we purposively selected. We analysed the data using the thematic content analysis technique that we based on the factors influencing doctoral research supervision, namely student factors, supervisor factors and institutional factors. Our study findings revealed key research supervisory challenges. At the students’ level, we found loneliness, ICT challenges, unexpected study costs and family disturbances. While at the supervisor’s level, we found inadequate supervisor support and ineffective communication. Yet at the institutional level, we noted unclear institutional research policies and ineffective communication. We therefore concluded that several supervisory challenges negatively affected the students’ doctoral studies during the pandemic. However, there were varied but unclear strategies participants utilised to address these challenges. Hence, we recommend to university leaders to formulate clear institutional graduate training strategies for mitigating disruptions occasioned by any future pandemic.","PeriodicalId":114600,"journal":{"name":"The Uganda Higher Education Review","volume":"13 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":"133908815","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}

引用次数: 0

Building Educational Research Capacity: Challenges and Opportunities from the Perspectives of Faculty Staff of Selected Private Universities in Uganda 建设教育研究能力:从乌干达选定私立大学教职员工的角度来看的挑战和机遇

The Uganda Higher Education Review Pub Date : 2022-12-20 DOI: 10.58653/nche.v10i1.02

Rosemary Nakijoba, A. AYODEJI O

{"title":"Building Educational Research Capacity: Challenges and Opportunities from the Perspectives of Faculty Staff of Selected Private Universities in Uganda","authors":"Rosemary Nakijoba, A. AYODEJI O","doi":"10.58653/nche.v10i1.02","DOIUrl":"https://doi.org/10.58653/nche.v10i1.02","url":null,"abstract":"This article argues that educational research in Uganda is facing severe glitches, such as low research capacity. Most private universities seem to be more focused on their day-to-day survival than identifying their research-specific needs and engaging in quality research activities. Issues of research capacity-building remain a major concern amid a lack of resources and institutional environments in which academics work. Capacity-building and research engagements would help to strengthen strategic planning and influencing policy. Hence, this study fills this gap. Specifically, it explores the perceptions and experiences of academic staff regarding research capacity-building. The study identifies the challenges that hamper educational research and capacity-building opportunities associated with the development of research capacities as perceived by a sample of staff members in the identified institutions. To achieve this objective, a qualitative research design was adopted using focus group interviews to collect data from a sample of staff. In total, 12 focus group discussions were conducted with between 8–10 persons per group. Rank ordering of responses on specific issues was done during data analysis. The findings showed that the major factors responsible for low research output include capacity-building gaps, lack of financial resources, difficulty in identifying specific calls for abstracts and manuscripts, work overload for faculty staff, limited research writing skills, and bad experiences during previous research engagements, as presented and discussed below. Based on the findings, we make the following recommendations. First, the government should earmark a significant amount in the national budget for research and innovation that institutions in Uganda can easily access, including private academic institutions. Second, institutions should continuously engage their staff regarding research and improve their research capacity through training, workshops and symposiums.","PeriodicalId":114600,"journal":{"name":"The Uganda Higher Education Review","volume":"1 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":"129211096","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}

引用次数: 0

Overcoming Policy and Practice Fragility and Enhancing Security of Science, Technology and Innovation Educational Achievement for Females in Uganda 克服政策和实践脆弱性，加强乌干达女性科技和创新教育成果安全

The Uganda Higher Education Review Pub Date : 2022-12-20 DOI: 10.58653/nche.v10i1.14

Mary N. OKWAKOL, Margaret STELLA SUUBI UJEYO, Dennis Zami Atibuni, Biira Saphina, P. Waako

{"title":"Overcoming Policy and Practice Fragility and Enhancing Security of Science, Technology and Innovation Educational Achievement for Females in Uganda","authors":"Mary N. OKWAKOL, Margaret STELLA SUUBI UJEYO, Dennis Zami Atibuni, Biira Saphina, P. Waako","doi":"10.58653/nche.v10i1.14","DOIUrl":"https://doi.org/10.58653/nche.v10i1.14","url":null,"abstract":"The Sustainable Development Goals 2030 (SDG 4 and 5) provide for the attainment of quality education for all, including women. Africa Agenda 2063, Uganda Vision 2040, the Third National Development Plan (NDP III) similarly all provide unequivocal reiterations on the need for the provision of quality inclusive education that will drive national socio-economic transformation. This is particularly envisioned through a robust science, technology, engineering and mathematics (STEM) education that fosters relevant science, technology and innovation (STI) knowledge, skills, values, attitudes and competences to constitute the epicentre of the transformation. Promoting the achievement of women in equal measure to men in STEM and STI is critical to the socio-economic transformation agenda. However, there exist gaps in the policy framework and the implementation of STEM education that undermine STI educational achievement, especially for women. This conceptual paper is aimed at examining the fragility of legal and policy frameworks for STEM/STI education and the strategies for enhancing STI educational achievement for females in the Ugandan context. We argue that strengthening the policy implementation of gender-responsive STEM/STI education is a precursor of socio-economic transformation of nations and the entire world. The paper adopts a semi-systematic literature review methodology to examine legal and policy documents for strengths, flaws and implementation gaps with the aim of recommending strategies for enhancing STEM/STI educational achievement for females in Uganda.","PeriodicalId":114600,"journal":{"name":"The Uganda Higher Education Review","volume":"5 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":"131420034","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}

引用次数: 0

Talent Management: The Game Changer for Work Engagement of Non-Teaching Workforce at Kyambogo University, Uganda 人才管理:改变非教学劳动力工作投入的游戏规则，乌干达Kyambogo大学

The Uganda Higher Education Review Pub Date : 2022-12-20 DOI: 10.58653/nche.v10i1.10

W. Mugizi, Joseph Rwothumio, Mark MICHEAL WAISWA, Wilberforce Turyahikayo

{"title":"Talent Management: The Game Changer for Work Engagement of Non-Teaching Workforce at Kyambogo University, Uganda","authors":"W. Mugizi, Joseph Rwothumio, Mark MICHEAL WAISWA, Wilberforce Turyahikayo","doi":"10.58653/nche.v10i1.10","DOIUrl":"https://doi.org/10.58653/nche.v10i1.10","url":null,"abstract":"The challenge in public universities in Uganda is that university non-teaching staff are disengaged and take their jobs for granted, hence never make an effort to serve to the satisfaction of students and other stakeholders. This study examined whether talent management strategies employed by the universities were a game changer for work engagement of the non-teaching workforce in public universities. Specifically, the study tested whether talent management in terms of talent attraction, talent development and talent retention had a relationship with work engagement of the non-teaching workforce in public universities. The study employed a correlational research design on a sample of 201 non-teaching staff. Data was collected using a questionnaire survey. The findings revealed that talent attraction and talent development had a positive significant relationship with work engagement of the non-teaching workforce. However, talent attraction had a negative and insignificant relationship with work engagement of the non-teaching workforce. It was concluded that talent attraction strategies in terms of selective recruitment and selection, and talent development in the form of performance appraisal, training and promotion are game changers for work engagement of the non-teaching staff. However, weak retention strategies hamper employee engagement. The study recommends that managers of universities should implement game-changing talent attraction strategies and talent development practices to enhance work engagement of the non-teaching workforce. It is also recommended that university managers should strengthen talent retention strategies to promote work engagement of the non-teaching workforce.","PeriodicalId":114600,"journal":{"name":"The Uganda Higher Education Review","volume":"43 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":"131849581","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}

引用次数: 1

Research Management and Research Productivity among Lecturers at Kyambogo University, Uganda 乌干达Kyambogo大学讲师的研究管理和研究生产力

The Uganda Higher Education Review Pub Date : 2022-12-20 DOI: 10.58653/nche.v10i1.03

Moses Kanaabi, George Wilson Kasule, P. Owino

{"title":"Research Management and Research Productivity among Lecturers at Kyambogo University, Uganda","authors":"Moses Kanaabi, George Wilson Kasule, P. Owino","doi":"10.58653/nche.v10i1.03","DOIUrl":"https://doi.org/10.58653/nche.v10i1.03","url":null,"abstract":"Management is a critical factor for the performance of every organisation. Research management has thus become highly professionalised, with universities instituting systems, practices and structures to manage their research function. Universities also appoint high-level academic and administrative staff to coordinate, oversee and promote research activities to meet their research objectives. However, most universities in Uganda, Kyambogo, inclusive have not instituted functional research management. They still lack well-managed formal research teams, collaborations and partnerships, besides effective research training programmes, research monitoring, research ethical committees, journals and university press. This mixed-method study was, therefore, intended to investigate the effect of research management on research productivity at Kyambogo University. The study used self-administered questionnaires to collect quantitative data from 127 PhD-holding lecturers and interviews with seven key informers. The study applied structural equation modelling to analyse quantitative data and content thematic analysis for qualitative data. The results revealed weak research management in the university, and a positive and significant effect of research management on research productivity, with a Beta value of .402 and a P value of .000. The results imply that the near-absence of research management systems, practices and structures prevents lecturers from conducting research. The study thus recommended the institution of supportive research management systems, practices and structures in the university for increased research output among their academic staff.","PeriodicalId":114600,"journal":{"name":"The Uganda Higher Education Review","volume":"42 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":"122889283","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}

引用次数: 0

Factors Affecting Students’ Performance, Enrolment and Retention in Science Subjects in Secondary Schools in Uganda: A Case Study of Kigezi Region of Uganda 影响乌干达中学学生理科成绩、入学和留校的因素:以乌干达基盖齐地区为例

The Uganda Higher Education Review Pub Date : 2022-12-20 DOI: 10.58653/nche.v10i1.13

Proscovia Namayanja, Edwin Akugizibwe, Damian Kajunguri, R. Katende, Edson TUMUHIMBISE BAZEYO

{"title":"Factors Affecting Students’ Performance, Enrolment and Retention in Science Subjects in Secondary Schools in Uganda: A Case Study of Kigezi Region of Uganda","authors":"Proscovia Namayanja, Edwin Akugizibwe, Damian Kajunguri, R. Katende, Edson TUMUHIMBISE BAZEYO","doi":"10.58653/nche.v10i1.13","DOIUrl":"https://doi.org/10.58653/nche.v10i1.13","url":null,"abstract":"In this paper, we investigate the teaching of science subjects before and after the lockdown and explore the factors that affect students’ confidence in passing national examinations. The research was carried out in the districts of the Kigezi region in Uganda, where 435 students from 12 schools and 60 science teachers provided both qualitative and quantitative data on the state of science education before, during and post the Covid-19-induced lockdown through interviews and questionnaires. Multiple regression analysis was performed to establish the relationship between syllabus coverage, practical coverage, likability of the science subjects, and confidence in passing both school and national examinations. We note that poor syllabus coverage and lack of adequate practical time are often blamed for the poor pass rates in science subjects in secondary schools in Uganda, but this research indicates that blaming these two alone is simplistic at best. Our results show that although the two factors are important to students by themselves, they are not the only determinants of students’ confidence in success in national examinations. We show that subject likability is an indispensable determinant of students’ confidence in passing science subjects in national examinations, and together with practical teaching as well as syllabus coverage, a winning formula for improving confidence in passing and ultimately enrollment is obtained. From this, we conclude that improving students’ attitude and perception of science should be emphasized as much as advocacy for practical teaching and completion of the syllabus in time. This will improve students’ perception and performance in the sciences with the overall effect of boosting retention rates in STEM subjects.","PeriodicalId":114600,"journal":{"name":"The Uganda Higher Education Review","volume":"72 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":"132512917","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}

引用次数: 0

How Internationalised Is Your Curriculum? University Graduate Students Speak Out 你的课程国际化程度如何?大学研究生大声疾呼

The Uganda Higher Education Review Pub Date : 2022-12-20 DOI: 10.58653/nche.v10i1.15

Justin Ayebare, Muhamadi Kaweesi

{"title":"How Internationalised Is Your Curriculum? University Graduate Students Speak Out","authors":"Justin Ayebare, Muhamadi Kaweesi","doi":"10.58653/nche.v10i1.15","DOIUrl":"https://doi.org/10.58653/nche.v10i1.15","url":null,"abstract":"Internationalisation of the curriculum has created changes to the traditional curriculum but little attention in research has been paid to the student perspective on these changes, and how they experience them. This paper aims to fill the gap by reporting on the findings of graduate students’ perceptions of the internationalisation of the curriculum at Makerere University in Uganda. This study adopted a sequential explanatory survey study in which we collected both quantitative and qualitative data from a sample of 180 graduate students. The findings showed that the majority of the respondents agreed that their curricula had an international dimension. This was commonly seen by graduate students in terms of international academic staff, international students, travel abroad programmes for students, courses with an international focus, comparative studies and focus on ICTs. The participants voiced concerns about logistical constraints and the universality of knowledge. These findings reinforced the earlier research that proposed that the above aspects are critical in the IoC and can act as benchmarks to guide further work in the direction of the university’s internationalisation agenda. No earlier works had similar results, at least in the context of the Global South where this study was conducted. Further studies need to involve other actors in higher education to explore more fully the notion of IoC to explain better the basis of students’ perceptions and experiences of IoC reported in this study.","PeriodicalId":114600,"journal":{"name":"The Uganda Higher Education Review","volume":"593 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":"132754532","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}

引用次数: 0