Journal Articles

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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.
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.
Does responsibility accounting in public universities matter?
(Taylor & Francis Online: Cogent Business & Management, 2016-11-14) Owino, Philip; Munene, John C.; Ntayi, Joseph M.; Nisar, Tahir
Responsibility accounting is an administrative accounting method that measures the results of each responsibility centre. The concept of responsibility accounting is vested in costs and revenues performance. Managers are evaluated based on what is under their control. Hence, the purpose of this paper is to examine if responsibility accounting matters in Ugandan public universities. The paper adopted a cross-sectional survey that included both quantitative and qualitative approaches to find out if responsibility accounting matters. The qualitative data supplement quantitative data. The findings indicate that there is a system of responsibility accounting. Costs and revenues are managed at respective departments. Heads of department have authority to manage their budget-allocated estimates. They are responsible for their decisions against their budgets or votes. Costs and/or revenues are accumulated and reported upward from departments and faculties to university authorities. This study signifies that responsibility accounting follows hierarchical patterns in public universities.
Promoting basic social and health care work through education – global North and global South in comparison
(International Academic Publishers, 2017) Heikkinen, Anja; Kalimasi, Perpetua Joseph; Opit, Elizabeth; Sjelvgren, Jesse
In this chapter we discuss the function and recognition of basic social and healthcare work in the global context of ‘the totality of societally recognized work’ (Glucksman 1995) and the mainstream educational structures and hierarchies. It builds on lessons learnt during the ReWell Project (2014- 2016) that focused on promoting regional wellbeing through adult and vocational education. The case studies in the course Vocational Education and Culture in University of Tampere, research theses of participant students and joint intensive seminars in Tanzania, between university staff, students and regional actors from Finland, Tanzania and Uganda were significant sources of information for this paper1 A pragmatic ground for the comparison is the joint project, but there is a more political and ethical reason. Although globalization is mainly considered as an industrial and commercial project, it also includes distinctive solutions in basic social and health care. Despite being a service, which is produced and consumed locally and simultaneously, basic social and health care is embedded in global industrial clusters and commodity chains. Still, minor attention is paid to the conceptual and practical diversity in organizing care work in different geo-economic and geo-political locations. The comparison between the global North and South, represented by Finland, Tanzania and Uganda remains fragmentary, but intends to raise discussion about the interrelatedness of local and global divisions of labour, and relations between local and global production and consumption (Narotzky1997; Kerswell 2011). While Tanzania and Uganda share quite much with other countries in East- Africa, Finland can be considered rather similar with other Nordic countries.
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.
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
On-line quality management a precursor for improving E-learning adoption in midwifery schools in Uganda
(ERIC: International Journal of Educational Methodology, 2020) Bigirwa, June Patrick; Ndawula, Stephen; Naluwemba, Esther Frances
E-learning pedagogy is used in many health training institutions in Uganda, However, despite the high investment, e-learning adoption is still low. This study aimed at ascertaining the relevance of on-line quality management in improve e-learning adoption in midwifery schools in Uganda. It used an explanatory sequential mixed methods design to ascertain if on-line quality management was significant at improving e-learning adoption and the on-line quality traits which would be implemented by midwifery schools to improve e-learning adoption. Data collection was conducted in two phases, the first entailed quantitative data collection and analysis to determine if on-line quality management was significant to e-learning adoption. The second embraced a qualitative data collection and analysis to ascertain the detailed traits of on-line quality management relevant to e-learning adoption. Linear regression analysis established on-line quality management had influence on e-learning adoption (p=0.000). On-line quality management accounted for 55.5% of the variance in e-learning adoption with a strong positive statistically significant relationship, and its salient traits included; Compact Disc, Read-Only-Memory materials meets the expectation of users, collaborative improvement of on-line quality, Learning Management System meets expectations of users, providing the best on-line experience, e-learning program being described as an excellent on-line learning experience, and guidelines for improving on-line quality. Midwifery schools therefore have to focus on the six most relevant traits of on-line quality management if they are to improve e-learning adoption.
Does the school financing role matter in e-learning adoption? An explanatory sequential study in midwifery schools in Uganda
(Contemporary Educational Technology, 2020-02) June, Patrick Bigirwa; Stephen, Ndawula; Esther, Frances Naluwemba
Despite the high level of investment on e-learning programs in Uganda, there is a low adoption of this new pedagogy in midwifery schools. This trend is likely to frustrate government’s efforts to improve the skill mix, competencies and numbers of midwives. This research sought to establish whether school financing role was essential to e-learning adoption, and the salient traits of school financing role to be focused on by midwifery schools. An explanatory sequential mixed methods design was employed, ten midwifery schools were sampled with 167 respondents. A moderate positive relationship between school financing role and e-learning adoption (r = 0.402, p = 0.000, n = 167), was ascertained and school financing role accounted for 15.7% of the variance in e-learning adoption. The salient traits were; diversified sources of funds, deliberate efforts to expand sources of funds, coordination mechanisms for the sources of funds, affordable school fees structure, and a convenient fees payment system. Midwifery schools ought to implement these traits if they are to improve e-learning adoption.
Does the school financing role matter in e-learning adoption? An explanatory sequential study in midwifery schools in Uganda
(Contemporary Educational Technology, 2020-02) Bigirwa, June Patrick; Ndawula, Stephen; Naluwemba, Esther Frances
Despite the high level of investment on e-learning programs in Uganda, there is a low adoption of this new pedagogy in midwifery schools. This trend is likely to frustrate government’s efforts to improve the skill mix, competencies and numbers of midwives. This research sought to establish whether school financing role was essential to e-learning adoption, and the salient traits of school financing role to be focused on by midwifery schools. An explanatory sequential mixed methods design was employed, ten midwifery schools were sampled with 167 respondents. A moderate positive relationship between school financing role and e-learning adoption (r = 0.402, p = 0.000, n = 167), was ascertained and school financing role accounted for 15.7% of the variance in e-learning adoption. The salient traits were; diversified sources of funds, deliberate efforts to expand sources of funds, coordination mechanisms for the sources of funds, affordable school fees structure, and a convenient fees payment system. Midwifery schools ought to implement these traits if they are to improve e-learning adoption.
E-learning adoption: Does the instructional design model matter? An explanatory sequential study on midwifery schools in Uganda
(E-Learning and Digital Media, 2020-07) June, Bigirwa Patrick; Stephen, Ndawula; Esther, Frances Naluwemba
E-learning has become an integral part of mainstream society and hence revolutionizing distance education endeavours. A number of change agents and bureaucrats in Uganda have embraced this pedagogy constructing it as an alternative to the traditional brick and mortar educational systems, which have become difficult to develop and maintain. However, despite the high level of investment on e-learning programs, there is a slow adoption of this new pedagogy amongst students and faculty, and those who do start to use the system opt out later. This trend of slow adoption is likely to constrain government’s efforts of improving the skill mix, competencies and numbers of midwives in the country. This research intended to ascertain whether instructional design was an influencer of e-learning adoption and profile the salient instructional design traits relevant to e-learning adoption in midwifery schools in Uganda. Ten schools were sampled with 224 participants. Data collection was conducted in two phases, the first entailed quantitative data collection and analysis to ascertain whether instructional design played a significant role in e-learning adoption and the second embraced a qualitative data collection and analysis to ascertain the salient traits of instructional design to be relied on by midwifery schools. Simple linear regression analysis established that instructional design had a significant influence on e-learning adoption with p value of (p = 0.016), and it accounted for 38.7% of the variance in e-learning adoption, with a moderate positive relationship and its key salient traits includes: choosing an appropriate instructional design model to guide the entire e-learning process, interactivity of e-learning materials, collaborative working in developing and updating e-learning materials, eliciting feedback on instructional materials, and engaging in more than one e-learning activity. Midwifery schools therefore have to focus on these six traits if they are to improve e-learning adoption.
E-learning adoption: does the instructional design model matter? An explanatory sequential study on midwifery schools in Uganda
(E-Learning and Digital Media, 2020-07-26) Bigirwa, J. Patrick; Ndawula, Stephen; Naluwemba, E. Frances
E-learning has become an integral part of mainstream society and hence revolutionizing distance education endeavours. A number of change agents and bureaucrats in Uganda have embraced this pedagogy constructing it as an alternative to the traditional brick and mortar educational systems, which have become difficult to develop and maintain. However, despite the high level of investment on e-learning programs, there is a slow adoption of this new pedagogy amongst students and faculty, and those who do start to use the system opt out later. This trend of slow adoption is likely to constrain government’s efforts of improving the skill mix, competencies and numbers of midwives in the country. This research intended to ascertain whether instructional design was an influencer of e-learning adoption and profile the salient instructional design traits relevant to e-learning adoption in midwifery schools in Uganda. Ten schools were sampled with 224 participants. Data collection was conducted in two phases, the first entailed quantitative data collection and analysis to ascertain whether instructional design played a significant role in e-learning adoption and the second embraced a qualitative data collection and analysis to ascertain the salient traits of instructional design to be relied on by midwifery schools. Simple linear regression analysis established that instructional design had a significant influence on e-learning adoption with p value of (p = 0.016), and it accounted for 38.7% of the variance in e-learning adoption, with a moderate positive relationship and its key salient traits includes: choosing an appropriate instructional design model to guide the entire e-learning process, interactivity of e-learning materials, collaborative working in developing and updating e-learning materials, eliciting feedback on instructional materials, and engaging in more than one e-learning activity. Midwifery schools therefore have to focus on these six traits if they are to improve e-learning adoption.
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.
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.
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.
Technology leadership practices of end users and the adoption of e-learning in midwifery institutions in Uganda
(Journal of Medical Education and Curricular Development, 2022-04) Bigirwa, June Patrick; Ndawula, Stephen; Naluwemba, Esther Frances
E-learning has gained popularity in Uganda. Midwifery institutions have invested in it to manage the increasing demand for educa- tion. However, its adoption is low, which is likely to hinder the enhancement of numbers, competencies, and skill mix of midwives. The study intended to ascertain if technology leadership practices were significant to e-learning adoption and sketch core practices. Ten midwifery institu- tions and 167 end users participated in the study. Two phases of data collection and analysis were executed. Technology leadership practices had substantial effect on adoption of e-learning (n = 167, r = 0.691, & p = 0.000), and was responsible for 47.5% of the change. Core technology leadership practices were; commitment to provide e-learning facilities; encouragement of learners to use e-learning facilities; appreciating those who excel at using e-learning facilities; grooming of e-learning champions; supportive environment for technological use; and institutionalising technological use in school activities. Midwifery institutions can focus on technology leadership core practices to improve e-learning adoption.
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.
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.
Universities’ capabilities and effective implementation of e-learning in public universities in Kampala city, Uganda
(Journal of the National Council for Higher Education, 2023-02) Wilson, Mugizi; Joseph, Rwothumio
The COVID-19 pandemic restricted access to campuses of universities owing to intermittent lockdowns. Consequently, educational institutions were forced to adopt virtual teaching techniques to ensure continued teaching and learning. However, the effective implementation of online education in universities in Uganda faced capability challenges that hindered its effectiveness. Therefore, this study investigated the influence of universities’ capabilities on the effective implementation of e-learning in public universities in Kampala City, Uganda during and beyond the COVID-19 pandemic period. Anchoring in resource-based theory (RBT), universities’ capabilities for effective implementation e-learning studied included experimentation, integration capability, and content management. Using the quantitative approach, cross-sectional data was collected from a sample of 312 academic staff from Kyambogo and Makerere Universities, the only two public universities located in Kampala City, Uganda. Data wascollected using a self-administered questionnaire. The data was analysed using descriptive and inferential statistics. Descriptive statistics involved the calculation of means while inferential analysis involved structural equation models (SEM) using SmartPLS. The results revealed that content management and integration capability positively and significantly predicted e-learning implementation. However, experimentation negatively and insignificantly predicted e-learning implementation. The study concluded that content management and integration capability are vital for e-learning implementation. Nonetheless, experimentation is not a probable requirement for the effective implementation of e-learning. Therefore , it was recommended that university managers should develop integration capabilities, and should support lecturers to improve their content management, but experimentation should not be prioritised in the implementation of e-learning.
Funding and lecturer’s research effectiveness in public universities in Uganda: a case of kyambogo university
(African Journal of Education, Science and Technology, 2023-04) George, Wilson Kasule
Adequate research funding is vital for generating and disseminating knowledge, skills and orientations that are critical to sustainable development. This study employed a cross-sectional survey method to examine the effect of funding on lecturers’ research effectiveness at Kyambogo University as a case for other Ugandan public universities. The study target population was PhD holding lecturers at Kyambogo University. A sample of 127 was used to collect data using self-administered questionnaire. Data were analysed using descriptive statistics and Structural Equation Modelling. Descriptive results reveal that there is moderate level of research funding and moderate research effectiveness at Kyambogo University. Structural Equation Modelling result revealed that research funding is statistically and significantly related to Research effectiveness. It is hereby construed that when the lecturers are availed with adequate funds to conduct research, they are likely to produce quality research outputs worth publishing and presenting in national and international conferences. Since the availability of funding in a university is widely believed to determine the strengths of other capacity correlates, the study thus recommended further investigation into research funding and research effectiveness through mediated relationships by other organisational correlates. Additionally, University education policy makers and managers in Uganda should secure and commit more funds towards the research function in public universities like Kyambogo in a timely manner.

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