Browsing by Author "Bagonza, Godfrey"

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    Compensation strategies and retention of high-quality academic staff in public universities in Uganda
    (Interdisciplinary Journal of Education, 2026-05-08) Patrick, Opio; Bagonza, Godfrey; Shamshir, Singh Dhillon
    Higher Education Institutions in Sub-Saharan Africa continuously face the problem of academic staff retention, affecting the development of Nations. This study examines how compensation strategies influence retention of high-quality staff in public universities in Uganda with staff designation as moderating factor. Data was collected from five public universities using a questionnaire and interviews. The findings show that job security (β = 0.153), salary (β = 0.149), promotion (β = 0.176), and recognition (β = 0.216) at 0.05 predicted staff retention. The study concludes that effective compensation packages should consider factors beyond standard salary regulations, according to the findings of the study. Interviews also revealed that the criteria and the time required for promotion, along with the failure to meet requirements, discourage staff and thereby affecting retention.
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    The Relationship between Academic Programme Type and Student Satisfaction with the Quality of Higher Education in Uganda
    (International Journal of African Higher Education, 2023-10-26) Bagonza, Godfrey; Kaahwa, Yuda Taddeo
    This study examined the relationship between the type of academic programmes offered in Ugandan higher education institutions and student satisfaction with the quality of higher education. Highquality academic programmes are those that focus on the outcomes of the higher educational processes, including student retention and graduate destinations and employability, as well as expectations of earnings proportional to the qualification. Employing quantitative and qualitative research methods, the study analysed data gathered from 400 undergraduate students, six quality assurance directors, and 12 academic heads of departments in six Ugandan universities. It found that students in different academic disciplines and different universities believed that the academic programmes they selected were strongly related to their satisfaction with the quality of higher education.