Browsing by Author "Kasule, George Wilson"

Now showing 1 - 14 of 14

Affordances of Using Educational Technology in Teaching Critical Reading: Insights from an Action Research Study in a Ugandan University
(Researchgate, 2024-05) Namatende-sakwa, Lydia; Kasule, George Wilson; Kasamba, Juliet
The rapid increase in student enrolment and/or massification, also implicated in large class sizes, has been problematised for compromising quality education. Institutions of higher learning in Africa have embraced the use of ICT as one of the approaches to cope with the challenges of massification. The purpose of this study was to provide an examplar on how teachers can use ICTs to optimise learning from higher-order to lower-order thinking skills. The study uses action research methodology, undertaken with undergraduate students in a Ugandan university, to illuminate the researchers’ experiences in using educational technologies to support the teaching of critical reading. Firstly, we demonstrate how learning progressed from lower-order to higher-order thinking skills as informed by Bloom’s taxonomy. We also show how we optimised the use of technology from the dominant simple substitution, which was also teacher-centred, to a more complex redefinition, which is also learner-centred, as informed by the SAMR model. Finally, we highlight the affordances of using emerging technologies to support transformative learning. These include ongoing learning, monitoring/feedback, research, deeper interaction, peer-review, creativity, and reflection. The study has implications for in-service as well as pre-service teacher education programs which should integrate relevant theoretical frameworks in equipping teachers to optimise the use of technology in supporting teaching and learning. Keywords: Educational technology; Massification; SAMR model; Bloom’s taxonomy; Uganda.
The current status of teaching staff innovation competence in Ugandan universities: perceptions of managers, teachers, and students
(Journal of Higher Education Policy and Management., 2015) Kasule, George Wilson; Wesselink, Renate; Noroozi, Omid; Mulder, Martin
How competent are university teaching staff to deliver effectively their present and future university duties in Uganda? This question was explored in this study by collecting data from managers (n = 90), teachers (n = 126), and students (n = 179) through a questionnaire administered at Kyambogo University. The results show that teacher performance in the role of innovating; knowledge society facilitating; collaborating and networking; higher education designing and developing; and entrepreneurship, could not be considered as satisfactory. It was also established that there are significant differences in the perception of the aforesaid among the respondent categories. The findings suggest that urgent intervention is needed to develop teacher innovation competence if Uganda wants to have an effective higher education. This study also highlights the centrality of using various internal key stakeholders in the educational system such as students and educational managers if effective teacher performance evaluation is to be attained in universities.
Graduate Students’ Perceptions Regarding Blended Instruction Implementation at Kyambogo University, Uganda: Implications for University Management
(Journal of the National Council for Higher Education, 2021-08) Kasule, George Wilson
Background: Undeniably, universities across the globe, particularly in African countries like Uganda, more than ever before are faced with acute challenges, e.g. coping with the ever increasing number of people that desire university education as well as conducting their core activities, such as teaching in pandemic situations like COVID-19. Kyambogo University (KyU) has made an attempt to position herself to adequately handle a huge number of students as well as to teach effectively in a pandemic era, such as that of COVID-19. The University Senate resolved that all programmes be offered through blended instruction starting with the 2020/2021 academic year. Problem: KyU management has not made a comprehensive effort to ensure that students are equipped with the necessary knowledge and skills for online learning as well as ensuring that the students have the gadgets and other ICT accessories that make e-learning possible. There is no empirical data that gives insights regarding whether students have adequate knowledge and skills to use online learning platforms; the attitudes of students regarding online learning; adequate internet data; and reliable power/electricity which are basic considerations for e-teaching and e-learning to take place. Thus, this study set out to find out the views of graduate students regarding blended instruction implementation and the associated implications for KyU management. Research questions: Do graduate students have adequate knowledge and skills to use online learning platforms? What is the attitude of graduate students to blended instruction? Do graduate students have adequate internet data for online learning? Do graduate students have reliable power/ electricity for online learning? What do graduate students deem as vital for effective implementation of blended learning at KyU? Methods: The study employed a cross-sectional survey. Twenty-one graduate students from the Faculty of Education at KyU were selected purposively. Data was collected through an open-ended questionnaire. The data was analysed through percentages and content analysis. Results: The findings of the study indicate that the majority of the students (71.4%) have not been introduced to online teaching platforms; 81% do not have adequate knowledge and skills to use online learning platforms; 61.9% think that online teaching and learning at KyU is a good idea; 71.4% indicated that they cannot get adequate internet data that can enable them to be part of the online teaching and learning; and 61.9% stated that they do not have reliable power/electricity at their place of work/home that can enable them to effectively participate in online learning at KyU. Conclusions: Blended instruction is an idea that is very much welcome by the graduate students. However, aspects of such instruction, e.g. internet connectivity, power availability, internet data availability, knowledge and skills to use ICT, and attitude of the lecturers and students, are some of the obstacles that hamper effective implementation of blended instruction at KyU. Implications: An aggressive attitude change strategy for students and lecturers regarding the adoption of online teaching and learning is needed. Pragmatic measures to ensure that students and lecturers are trained and have adequate knowledge and skills in ICT, and have reliable internet, adequate internet data, reliable electricity/solar power, need to be undertaken.
The influence of institutional culture on organisational effectiveness in selected public universities in Uganda
(East African Journal of Education Studies, 2024-09-02) Turyahikayo, Wilberforce; Mugizi, Wilson; Kasule, George Wilson
Organisational effectiveness is a vital component of universities and other organisations because it leads to various positive outcomes, including customer satisfaction, employee relationships, improved business processes, learning and growth, and profitability. However, despite its importance, Ugandan universities are currently struggling with low levels of organizational effectiveness. Therefore, this study assessed the influence of institutional culture on organisational effectiveness of selected public universities in Uganda. Specifically, the study assessed the influence of artefacts, espoused belief and values and basic underlying assumptions culture dimensions on organisational effectiveness. The study employed a quantitative approach, utilizing a correlational research design. With a small population of 265, the researchers aimed to survey the entire population although those who provided responses were 231 participants. The data were collected using a close-ended selfadministered questionnaire. The data were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM) using SmartPls to test casual linkages between the variables. The results indicated that espoused beliefs and values, and basic underlying assumptions had a positive and significant impact on organisational effectiveness in public universities. The study concluded that espoused beliefs and values, and basic underlying assumptions are essential for organisational effectiveness of public universities, and basic underlying assumptions are vital for organisational effectiveness in public universities. The study recommended that university managers should promote espoused beliefs and values through enabling openness and learning, teamwork and adherence to rules, and basic underlying assumptions of mutual responsibility and shared objectives, and participation in decision-making in the management of universities.
Institutional Support and Teacher Competence in Government-Aided Secondary Schools in South Western Uganda
(East African Journal of Education Studies, 2024-12-05) Arineitwe, Phiona; Kasule, George Wilson; Mayengo, Nathaniel
This study examined the influence of institutional support on teacher competence. In particular, the study investigated whether the influence of induction, continuous professional development and rewards had a significant influence on teacher competence in government-aided secondary schools. This quantitative study used correlational research. Data were collected from a sample of 329 teachers from secondary schools in southwestern Uganda. Data were analysed using partial least squares structural equation modelling (PLS-SEM) with SmartPLS 4. The findings revealed that induction, continuous professional development, and rewards have a positive and significant influence on teacher competence. Based on the findings, it was concluded that induction, continuous professional development and rewards are important for teacher competence development. Therefore, it was recommended that The Ministry of Education and Sports, head teachers, and other stakeholders such as Boards of Governors should establish institutional support that facilitates the development of teacher competence through induction, continuous professional development, and rewards. The practical contribution of the study is that it identifies institutional factors that can help to promote teacher competence.
Integration of strategic human resource management for efficiency in Uganda public universities
(West East Journal of Social Sciences, 2019) Kasule, George Wilson; Bisaso, Ronald
The paper explores the status quo of strategic human resource management and its perceived role to alleviate inefficient management in Uganda public universities. A close-ended questionnaire was administered to top and middle level university managers (n = 101) to establish the status quo of strategic human resource management practices and the perceived role it can play to alleviate inefficient management at Makerere and Kyambogo. The results of the study indicate that strategic human resource management practices are barely practiced in Uganda public universities. The results also reveal that top and middle level managers have a strong conviction that integration of strategic human resource management practices can alleviate inefficient management in Uganda public universities. The paper concludes that due to rapid changes emanating from globalisation, knowledge based economy, technological revolution and reduced funding of higher education from governments, public universities in Uganda need to adopt strategic human resource management to improve their efficiency.
Leadership development schemes for middle-level academics in merged universities: the case of Kyambogo University
(Journal of Higher Education in Africa / Revue de l'enseignement supérieur, 2019) Kasule, George Wilson
Does the current generation of middle-level academics in most African universities, for example deans and heads of departments, adequately possess the leadership competence required to handle prevailing and future university obligations and challenges? In response to this question, this article, through a systematic literature review, explores the status quo of leadership competence of middle-level academics; factors that hinder leadership competence development; and measures needed to enhance leadership competence in African universities established out of mergers such as Kyambogo University in Uganda. Here, it is established that the status quo of leadership competence of middle-level academics, e.g., heads of departments, need improvement; and factors that hinder leadership competence development of middle-level academics can be perceived in two dimensions, i.e. “Institutional Factors” (e.g., poor working conditions, ineffective bureaucracy, etc.) and “Personal Factors” (e.g., lack of commitment, corruption etc.). Measures needed to enhance the leadership competence of academics include upgrading university facilities, adequately involving academics in university decision-making processes, and depoliticising university management and leadership, among other things. The article concludes that middle-level academics, such as Deans and heads of departments in African universities like Kyambogo, must do all it takes to improve their leadership competence, with other factors remaining constant if they want to meaningfully address the numerous grave challenges facing university education on the African continent.
Leadership styles and organisational communication in selected public universities in Uganda
(Interdisciplinary Journal of Management Sciences, 2024-07-01) Turyahikayo, Wilberforce; Mugizi, Wilson; Kasule, George Wilson
This study aimed to assess the impact of leadership styles on organisational communication in selected public universities in Uganda. Specifically, the study examined the influence of transformational and transactional leadership styles on organisational communication within these universities. The four public universities included in the study were Kyambogo University, Gulu University, Busitema University, and Mbarara University of Science and Technology. A correlational research design was employed, and data was collected from a sample of managerial staff, namely administrative and academic heads, using a self-administered questionnaire. Descriptive statistics and partial least squares structural equation modelling (PLS-SEM) were used to analyse the data using SmartPLS. The descriptive findings indicated that the organisational communication within the university was satisfactory, and the utilisation of transformational leadership styles by the leaders was high, while the use of transactional leadership styles was moderate. The findings from the Structural Equation Modeling confirmed that both transformational and transactional leadership styles had a positive and significant impact on organisational communication, while the passive-avoidant leadership style had a positive but insignificant impact. As a result, it was concluded that while transformational and transactional leadership styles are crucial for enhancing organisational communication in public universities, the passive-avoidant management/laissez-faire style is not. The study recommended that university leaders should emphasise the use of both transformational and transactional leadership styles to improve organisational communication. This study's implication is that it identifies the leadership styles necessary for enhancing organisational communication in universities.
Policy support and research productivity among lecturers in Ugandan public universities: case of Kyambogo University
(Journal of the National Council for Higher Education, 2022-12) Kanaabi, Moses; Kasule, George Wilson; Owino, Philip
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.
Professional development status of teaching staff in a Ugandan public university
(Taylor&Francis Online: Journal of Higher Education Policy and Management, 2016-05-17) Kasule, George Wilson; Wesselink, Renate; Mulder, Martin
A study was conducted to determine general professional development activities perceived to be important in enhancing university teaching staff’s job performance, and the extent to which teaching staff participate in these activities in Uganda. Data were collected through semi-structured interviews with faculty deans and department heads (n = 20), and a questionnaire administered to university senior administrative staff (n = 90) and teaching staff (n = 126). Deductive content analysis and descriptive statistics techniques were used to analyse qualitative and quantitative data, respectively. It was established that university teaching staff rarely participate in professional development activities. Nevertheless, activities such as accredited university teacher education and training, symposia, workshops, and professional networks, all oriented on contemporary teaching and learning, research and innovation, and community development activities, are perceived to be important in improving teaching staff job performance. Thus, there is a need to make participation in formal and informal professional development activities mandatory for university teachers.
Satisfaction with human resource management practices and job performance of academic staff in public universities in Uganda: a case of Kyambogo University
(Journal of the National Council for Higher Education, 2022-12) Kasule, George Wilson; Mugizi, Wilson; Rwothumio, Joseph
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.
Status of professional learning communities in developing countries: Case of Vietnam and Uganda
(International Journal of Evaluation and Research in Education, 2022-03) Linh, Doan Nguyet; Kasule, George Wilson
What is the status of professional learning communities in Vietnam and Uganda? Is there a significant difference between the teaching experience of secondary teachers and how they see the relevance of professional learning communities on professional development in Vietnam and Uganda? The forementioned questions were explored by collecting data from secondary school teachers (n=345) in Vietnam and Uganda through a questionnaire. Descriptive statistics, analysis of variance (ANOVA) and Tukey honestly significant difference (HSD) were used to analyze the data. The findings depict that involvement of secondary school teachers in professional learning communities and the associated contribution on professional development is ‘moderate’ in Vietnam whilst, it is ‘minimal’ in Uganda. It was also established that significant difference exists between the teaching experience of secondary teachers and how they recognize the relevance of professional learning communities on professional development. The findings suggest that relevant educational policies and adequate funding ought to be considered in order to make professional learning communities vibrant in both Vietnam and Uganda. This is deemed key to enhance secondary school teacher competence which in turn could lead to higher students’ learning outcome in Vietnam and Uganda respectively.
Status of support supervision and performance of primary school teachers in Uganda: a qualitative perspective
(International Journal of Education and Social Science Research, 2021-06) Okia, Henry Stanley; Naluwemba, Esther Frances; Kasule, George Wilson
Support supervision is critical in the performance of primary school teachers and learners. For primary school teachers to effectively fulfill their tasks, they need professional development-oriented support supervision. This paper explored expert views from education administration in the four districts of Teso sub region of Soroti, Bukedea Serere and Amuria. Information was provided by 34 respondents who included, Head teachers (n = 20), CCTs (n = 6), DISs (n = 4) and DEOs (n = 4). Data was collected using key–informant interviews and open-ended questionnaires and analyzed using Pragmatic Content Analysis. The findings show that support is not done to improve the professional competence of teachers but just a duty to satisfy the MOES. Supervision was irregular and was less developmentally inclined. While teachers registered some improvement in some of their teaching roles, it was not quality enough to significantly affect learner performance. Teachers did not produce learners who can explore, manipulate, experiment, question, and search for answers by themselves. The results provide important lessons to improve the support supervision model being used in Uganda. Therefore, the experiential and professional development model should be infused into all primary schools done by Head teachers and heads of departments. Using this model will reduce inefficiencies in the current practices of support supervision that are largely based on theoretical orientations.
Ugandan teachers epistemological beliefs and child-led research: implications for developing inclusive educational practice
(2019-12-10) Sheehya, Kieron; Kasule, George Wilson; Chamberlainc, Liz
There is a complementarity between Uganda’s aim for ‘education for all’ and the pedagogy indicated as underpinning Uganda’s child-focused thematic curriculum. However, child-focused pedagogies are rare. The case is made that child-led research is an appropriate model for developing inclusive classroom practice. This research is the first to consider the relationship between Ugandan teachers’ epistemological beliefs and child-led research. The findings from questionnaire responses of 187 teachers and educators challenge the argument that Ugandan teachers’ epistemological beliefs are the primary barrier to implementing child focused pedagogies and indicate that a child-led research initiative would complement the epistemological beliefs of many teachers and offer a potential model for an inclusive pedagogical approach