Browsing by Author "Okongo, Wilberforce"

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Departmental PLC and implementation of blended Instruction in selected Ugandan public and private universities
(Journal of Research Innovation and Implementations in Education, 2026-05) Okongo, Wilberforce; Kasule, George Wilson
This study examines how departmental Professional Learning Communities (PLCs) influence the implementation of blended instruction in Ugandan higher education. Since the pandemic forced everyone online, universities in Uganda have been trying to mix traditional classes with digital learning. However, the rollout has been uneven. Public universities such as Busitema and Muni are moving at a different pace than private universities such as Uganda Christian University (UCU) and Uganda Martyrs (UMU). Using a mixed-methods sequential explanatory design, the research surveyed 240 faculty members across these four institutions and conducted 24 semi-structured interviews to understand the link between departmental collaboration and digital pedagogy. The data show a clear link (r = 0.68, p < 0.01) between active departmental PLCs and the extent to which blended learning is implemented. This is especially true when those communities focus heavily on designing courses together and promoting open, reflective dialogue among staff. Interestingly, while private universities benefit from superior technological infrastructure, faculty in public universities demonstrate stronger informal peer-mentoring networks. Despite these efforts, widespread challenges persist, including unstable internet connectivity, high data costs, and institutional workload policies that fail to recognize the time required for blended teaching. This study concludes that technology alone cannot sustain digital transformation; instead, successful blended learning relies on an Obuntu Bulamu framework for PLCs that prioritizes collective, relational, and community-led capacity building. Consequently, universities should formally integrate blended instruction into faculty workload models and establish structured, peer-led co-design teams within academic departments.
Evaluating individual characteristics’ work engagement of primary school teachers moderated by organisational factors in Acholi-Sub Region, Uganda
(East African Journal of Education Studies, 2025-03-17) Olanya, Gilbert; Okongo, Wilberforce
This paper presents the influence of individual characteristics on primary school teachers’ work engagement as moderated by organizational management factors in northern Uganda. The main objective was to examine the influence of individual characteristics on the work engagement of primary school teachers in the Acholi sub-region. By applying a cross-section survey design, the study employed both qualitative and quantitative research methods. The primary data were collected using a self-administered questionnaire form with a total sample of 326 participants from the selected schools. Data collected were analyzed using descriptive statistics. The findings revealed that the rate of teacher absorption as well as their self-efficacy was higher than their professional dedication and commitment to their academic service delivery. In conclusion, individual teacher characteristics were vital for the work engagement outputs of the school teachers to promote school work engagement in the Acholi northern Uganda’s sub-region. The study recommended that the headteachers, education officers, boards, committees, and the government should approve individual factors that promote the work engagement ethics of the primary school teachers for better performance.
From placements to ecosystems: a gender responsive university industry model for sustainable female graduate employment in Uganda
(The Uganda Higher Education Review, 2026-06-02) Okongo, Wilberforce; Okaka, Wilson
Globally, equitable female labour force participation is essential for sustainable development and inclusive economic growth, as reflected in Sustainable Development Goals 5 and 8. Despite increased female educational attainment, many women continue to face challenges transitioning from higher education into meaningful and sustainable employment, particularly in STEM and technical fields. In Uganda, weak university–industry linkages further constrain the alignment between graduate training and labour market needs. This study examines how innovative university–industry ecosystems can be developed beyond traditional internship models to support sustainable career pathways for female graduates at Kyambogo University. Specifically, it explores: (i) the contribution of existing university–industry linkages to female employability; (ii) the structural and gendered barriers limiting sustainable employment outcomes; and (iii) the ecosystem components needed to foster long-term, gender-responsive career pathways. Guided by Innovation Ecosystems Theory, the study employed a qualitative case study design. Data were collected through in-depth interviews and focus group discussions involving female students, university administrators, and industry partners. Thematic analysis was conducted using iterative inductive and deductive coding, supported by triangulation, member checking, and peer debriefing to enhance credibility. Findings indicate that internship-based approaches alone are insufficient to overcome systemic barriers to female employment. Sustainable outcomes require collaborative partnerships where industry actively contributes to curriculum design, structured mentorship, skills development, and training infrastructure, supported by continuous feedback mechanisms. The study proposes a gender-responsive university–industry ecosystem framework aligned with Uganda’s NDP IV, positioning vocational higher education as a driver of inclusive economic transformation and long-term female career advancement.
Professionalizing academic research supervisory competencies of lecturers at Kyambogo University for students' performance quality outputs in Uganda
(East African Journal of Arts and Social Sciences, 2025-04-26) Okongo, Wilberforce; Okaka, Wilson
This paper presents the imperative of professionalizing academic research supervision skills at Kyambogo University in Uganda, with an emphasis on enhancing the quality of student research outcomes. It emphasizes the vital importance of lecturers' supervisory abilities in guiding students to produce high-standard research, a challenge prevalent across many higher education institutions in Uganda. We analyzed the national, regional, and global viewpoints, the study emphasizes the necessity of strengthening supervisory competencies to bridge existing gaps in research supervision and its influence on student performance. The following specific objectives guide the study: (1) evaluating the existing research supervisory skills of lecturers at Kyambogo University, (2) analyzing how insufficient supervision affects the quality and performance of students' research outputs, (3) suggesting strategies to professionalize research supervision by incorporating ethical practices, innovation, and inclusivity, (4) examining the role of gender equality in academic research supervision and its impact on students' research experiences, and (5) exploring how environmental considerations can be integrated into research supervision to promote sustainable academic practices. Using a mixed-methods research approach, the study combines systematic literature reviews, case studies, and empirical evidence to analyze the role of faculty in fostering research excellence. It also examines institutional digital readiness, student engagement, and community outreach programs as factors influencing research supervision. The findings reveal a significant correlation between enhanced supervisory competencies and improved student research outputs, particularly when supported by 21st-century curricula and digital tools. The study identifies gaps in supervisory competencies and their implications for research quality, offering evidence-based recommendations for capacity-building initiatives, improved training for academic staff, and the alignment of institutional policies with global research standards. The findings emphasize that effective academic research supervision is pivotal to enhancing the quality of students’ research outputs and overall academic performance.