Browsing by Author "Mugizi, Wilson"

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Diversity management and work engagement of academic staff of kyambogo university, Uganda
(The Uganda higher education review, 2023-12-18) Nanteza, Resty; Mugizi, Wilson; Nagasha, Judith Irene; Waiswa, Mark Micheal
This study examined the influence of diversity management and work engagement of the academic staff of Kyambogo University in Uganda. Specifically, the study examined the influence of diversity management policies, diversity management programmes and diversity management climate on the workplace engagement of academic staff of Kyambogo University in Uganda. The study employed the correlational research design, hence adopted the quantitative approach. The sample comprised 188 academic staff of Kyambogo University. Data was collected using a self-administered questionnaire. The data was analysed using descriptive and Partial Least Squares Structural Equation modelling (PL-SEM) using SmartPLS. Descriptive results revealed that the workplace engagement of academic staff, diversity management policies, diversity management programmes, and the diversity management climate of the university were moderate. SEM results showed that while diversity management policies had a positive and significant influence on workplace engagement, diversity management programmes had a positive but insignificant influence on workplace engagement, and the diversity management climate had a negative and insignificant influence on workplace engagement. Therefore, it was concluded that diversity management policies are vital for the workplace engagement of academic staff, inadequate diversity management programmes hinder workplace engagement, and a low-level diversity management climate impedes the workplace engagement of academic staff. Thus, it was recommended that universities should adopt diversity management policies, leaders of universities should implement adequate diversity management programmes to enhance workplace engagement, and leaders of universities should promote a climate that favours diversity.
E-Learning
(Springer, 2025-02-28) Mugizi, Wilson; Nagasha, Judith Irene
In this chapter, we elucidate the state of E-learning and the way forward in higher education in Africa. We look at E-learning as an emerging discipline, the progress achieved in education through the use of information and communication technologies (ICTs) and specifically the Internet, the multiple definitions that have emerged during the past few decades, and the advance in the uptake in African institutions of higher education to suggest a way forward. Since this chapter is an exploration of the state of the field, it is a critical review. The chapter familiarizes stakeholders in education with current knowledge and trends in E-learning in higher education in Africa. This offers an understanding of the progress, the steps taken to implement E-learning, and the way forward. The pertinent question that emerges is the following: Why evaluate E-learning in African higher education? The answer to this question is a simple one. Basically, since the education landscape worldwide has changed following the outbreak of the coronavirus disease 2019 (COVID-19) which made E-learning a requirement, and is no longer a peculiar way providing education by specific institutions and departments, mainly those offering distance education, stakeholders in higher education in Africa have to take steps to fully integrate E-learning in teaching and learning. This chapter provides insights for the implementation of E-learning in higher institutions of education in Africa. But, in order to do this effectively, we deem it very important to show how E-learning has conceptualized the continent.
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.
Instructional leadership and self-efficacy of academic staff in public universities in Uganda
(East African Journal of Education Studies, 2024-08-30) Tiguryera, Scholastica; Mugizi, Wilson; Ssettumba, John Bosco
This study examined the casual linkage between instructional leadership and self-efficacy of academic staff in four public universities in Uganda. Particularly, the study investigated the influence of instructional supervision, curriculum coordination, profession development, and monitoring students’ progress on self-efficacy of academic staff in Ugandan public universities. The study was guided by the positivist research philosophy hence used the quantitative approach employing the correlational research design. Random sampling was adopted to obtain the academic staff members who provided data through a selfadministered questionnaire. Partial least squares structural equation modelling (PLS-SEM) results revealed that of the four instructional leadership constructs, only curriculum coordination and monitoring students’ progress influence teacher self-efficacy. Professional development had a positive but insignificant influence, while instruction supervision had a negative and insignificant influence on teaching selfefficacy of academic. The study concluded that curriculum coordination and monitoring students’ progress are crucial for teacher self-efficacy while professional development and instructional supervision have a slight contribution. To foster teacher self-efficacy, instructional leaders in universities should prioritize effective curriculum coordination and monitoring of students' progress.
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.
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.
Self-Efficacy and Teaching Quality of Academic Staff in Public Universities in Uganda
(Interdisciplinary Journal of Management Sciences, 2024-07-07) Tiguryera, Scholastica; Mugizi, Wilson; Ssettumba, John Bosco
This study investigated the association between self-efficacy and teaching quality of academic staff in selected public universities in Uganda. Specifically, the study exam-ined how academic staff's personal sense of efficacy, behav-iour management, instructional strategies, and motivational strategies efficacy influenced teaching quality in public uni-versities. Employing the positivist research philosophy, the study used a quantitative approach through correlational re-search design. Randomly selected academic staff members provided data using a self-administered questionnaire. Par-tial least squares structural equation modelling (PLS-SEM) results indicated that of the four teacher efficacy aspects, only personal sense of efficacy positively and significantly influ-enced teaching quality. However, the efficacy of behaviour management, instructional strategies, and motivational strat-egies had a positive but insignificant influence on teaching quality. It was concluded that the personal sense of efficacy of academic staff is essential in enhancing teaching quality. Nonetheless, the efficacy of behaviour management, instruc-tional strategies, and motivational strategies of academic staff has made minimal contributions to teaching quality in universities. Therefore, university leaders should emphasise promoting the personal sense of efficacy of academic staff to enhance teaching quality more than instructional strategies and motivational strategies efficacy.
The influence of institutional research culture on the research competence of lecturers of kyambogo university
(International Journal of Education, 2025-03) Atuhaire, Shallon; Mugizi, Wilson ; Kato, Joshua Kimata
This study examined the influence of institutional research culture on research competence of lecturers of Kyambogo University. Using a correlational research design to collect data and analyse data from a sample of 192 teaching staff. The data were analysed using SPSS for descriptive statistics and SmartPLS was used to test the hypotheses and structural equation modelling. Descriptive results indicated that the majority of the respondents were males (54.7%). Concerning age range, the majority 66.7% were aged 40 years and above while the rest (33.3%) were below 40 years and the majority (60.9%) were PhD holders. Inferential results revealed that institutional research culture had a positive and significant influence on lecturers’ research competences. It explained 33.6% of the variation in research competence of lecturers. Therefore, institutional research culture is very central in fostering the research competences of lecturers. Institutional managers should nurture a culture that enhances the research competence of lecturers.
Validating measures of hertzberg-two-factor theory in the context of academic staff at kyambogo university
(African Journal of Education, Science and Technology, 2024-10-25) Kato, Joshua Kimata; Mugizi, Wilson; Kyozira, Peter; Ariyo, Gracious Kaazara; Bamusibule, Charles
The study validated the measures of Hertzberg two-factor theory in the context of full-time academic staff at Kyambogo University. Basing on the conceptualization by Hertzberg (1951), the theory was studied in terms of intrinsic and extrinsic job satisfaction. This cross-sectional study involved a sample of 201 from full-time academic staff at Kyambogo University, data were collected using a self-administered questionnaire. Descriptive statistics and structural equation modelling (SEM) using Smart PLS for partial least square structural equation modelling (PLS-SEM) was used to determine the measures of two-factor theory. Descriptive results indicated that two constructs of intrinsic and extrinsic job satisfaction were high. PLSSEM indicated that the two constructs of intrinsic and extrinsic job satisfaction were appropriate measures of the Hertzberg two-factor theory. It was concluded that Kyambogo University managers promoted high level of intrinsic and extrinsic job satisfaction towards academic staff. Therefore, the study recommended that Kyambogo University managers need to ensure both intrinsic and extrinsic job satisfaction is enhanced among full-time academic staff
Validating the Measures of Emotional Intelligence-Based Performance Theory in the Context of Academic Staff at Kyambogo University, Uganda
(East African Journal of Interdisciplinary Studies, 2024-09-20) Kato, Joshua Kimata; Mugizi, Wilson; Kyozira, Peter; Ariyo, Gracious Kaazara
The study validated the measures of Emotional Intelligence Based Performance Theory in the context of full-time academic staff at Kyambogo University. Basing on the conceptualization by Goleman (1998), Emotional Intelligence Based Performance Theory was studied in terms of selfawareness, self-management, social awareness, and relationship management. This cross-sectional study involved a sample of 201 from fulltime academic staff at Kyambogo University, data were collected using a selfadministered questionnaire. Descriptive statistics and structural equation modelling (SEM) using Smart PLS for partial least square structural equation modelling (PLS-SEM) were used to determine the measures of Emotional Intelligence Based Performance Theory. Descriptive results indicated that four constructs of Emotional Intelligence Based Performance Theory of selfawareness, self-management, social awareness and relationship management were high. PLS-SEM indicated that the four constructs of self-awareness, self-management, social awareness and relationship management were appropriate measures of the Emotional Intelligence Based Performance Theory. It was concluded that Kyambogo University managers need to promote a high level of self-awareness, self-management, social awareness and relationship management among academic staff. Therefore, the study recommended that Kyambogo University managers need to emphasise selfawareness, self-management, social awareness and relationship management among full-time academic staff.