Journal Articles

Permanent URI for this collectionhttp://localhost:4000/handle/20.500.12504/181

Browse

Now showing 1 - 20 of 34

Evaluation of the effects of vocational choice and practical training on students’ employability
(Journal of European Industrial Training, 2007-07-31) Kagaari, R.K. James.
Purpose – The purpose of this article is to demonstrate the need for Kyambogo to pay special attention to students’ vocational choices, university based training and employability. Design/methodology/approach – The sample of 46 final year students, 90 graduates and 50 supervisors using cross sectional survey design was used to collect data. Findings – The paper reveals that factors such as government policies and regulations, people we interact and relate with for instance, parents, teachers, peers and other factors like our aspirations, interests, subjects studied at school have a significant bearing on our vocational choices. Practical training, curriculum followed in teaching and industrial training are relevant for electrical graduates in their preparation for employment challenges. Practical implications – This paper calls for involvement of stakeholders in design, implementation and evaluation of the university curriculum. That there should be vigorous and rigorous regular evaluation of training of electrical engineers to meet the ever-changing needs of employers. Originality/value – This paper presents a new approach to critical thinking young adulthood vocational choices, university based-training and employability of electrical engineering graduates.
Engineering lecturers' competencies and organisational citizenship behaviour (OCB) at Kyambogo University
(Journal of European Industrial Training, 2007-11-06) Kagaari, James.R K.; Munene, John C.
Purpose – The purpose of this paper is to establish the relevant competencies possessed by engineering lecturers and the relationship between those competencies and the exhibited organisational citizenship behaviours (OCB). Design/methodology/approach – The study was carried out in two phases. Phase one was qualitative using a competency interview guide that was administered to ten engineering lecturers, selected using a purposive sampling design. From this interview, seven key result areas, competencies and critical outputs were obtained. Phase two was quantitative following the development of a questionnaire from the established competencies, key result areas and critical outputs. The questionnaire was administered to 110 engineering lecturers. Findings – The study revealed that those lecturers who have the relevant competencies do exhibit discretionary behaviours at work. The model could be useful in deriving employee competencies and critical outputs. Research limitations/implications – A cross-sectional study using a small sample in a single institution could not warrant generalisability of the findings. Practical implications – Competency-based recruitment and selection has the potential to improve the ways in which universities could manage engineering lecturers. Originality/value – The paper presents a new approach to competency profiling, the need for competent engineering lecturers.
Positive psychology : The Case of Uganda
(Journal of Psychology in Africa, 2008) Regis, Chireshe; Paul, Ojwang; Edward, Ntare Rutondoki; Gastone, Byamugisha
The application of positive psychology concepts in professional psychology in Uganda is in its infancy. Both undergraduate and postgraduate psychology programmes in Ugandan universities have very limited emphasis on positive psychology concepts. Some applications are apparent in HIV/AIDS and disability counseling issues. Other practice areas with use of positive psychology concepts include the counseling of war victims, orphans and street children. There is potential for a greater infusion of positive psychology concepts in professional psychology in Uganda.
Performance management practices, information and communication technology (ICT) adoption and managed performance
(Quality Assurance in Education, 2010-04-27) Kagaari, R.K. James.; Munene, John C.; Ntayi, Joseph Mpeera.
Purpose – The purpose of this paper is to demonstrate the need for managers of public universities to pay attention to performance management practices and information communication technology (ICT) adoption in order to achieve successful managed performance. Design/methodology/approach – Using a disproportionate stratified purposive approach, a sample of 900 employees was drawn from four public universities in Uganda. Findings – The results revealed that performance management practices that are vested in agency relations and goal setting with ICT adoption are necessary in the achievement of managed performance in public universities. Practical implications – Building a positive employer-employee relationship and involving employees in setting goals and targets is crucial for successful management of organisations. ICT adoption will further facilitate service quality, service delivery and cost reduction. Originality/value – This paper calls for a new approach to managing employees in public universities in developing countries and Uganda in particular
Performance management practices, employee attitudes and managed performance
(International Journal of Educational Management : Emerald., 2010-08-17) Kagaari, James.
Purpose – The purpose of this paper is to establish the relationship between performance management practices, employee attitudes and managed performance. Design/methodology/approach – Using a disproportionate stratified purposive approach, a sample of 900 employees was drawn from four public universities in Uganda. Findings – The paper reveals that performance management practices and employee attitudes are crucial for achievement of managed performance in public universities. Research limitations/implications – This was a cross-sectional study that inherently has common method biases. Such biases could be minimised with replication of the study using a longitudinal study approach that would also unearth all salient issues that could have remained untouched. Practical implications – The paper emphasises the need for public universities to institutionalise result-oriented relationships and adapt in the external hyper changing environment. Originality/value – The paper calls for a new approach to managing employees in public universities with increasing demand for university education and stakeholder interests in delivery of cost-effective quality services.
Performance management practices and managed performance: moderating influence of organisational culture and climate in public universities in Uganda
(Emerald: Measuring Business Excellence, 2011-11) Kagaari, James R.K.
The purpose of this article is to explore and explain the existence and implementation of performance management practices in four public universities in Uganda. Design/methodology/approach A mixed‐method study approach (qualitative and quantitative) was adopted. A sample of 900 employees was drawn using a disproportionate stratified purposive sampling approach that yielded a 53 per cent response rate. Of the participants, 12 were purposively selected from top management members and interviewed using a semi‐structured interview guide. Using Nvivo software and Miles and Huberman approaches, interview data were managed and analysed. Findings Qualitative data results revealed that employees in public universities built relationships, utilised available resources, adapted to external environment, set goals and targets. This was made possible through planning, mobilising resources, problem solving, evaluating performance and adopting ICT to deliver cost‐effective quality services/products. The hypotheses were tested and revealed a significant positive relationship between performance management practices and managed performance (r=0.25, p<0.001). A moderating influence of organisational culture and climate on performance management practices and managed performance was also established and confirmed (ΔR2=0.012) significantly above zero (p =0.015). Research limitations/implications Cross‐sectional studies by their nature are subject to common method variances; further refinement of the instrument and a replication of the study using a longitudinal approach are recommended. Also, the additional studies should be supplemented with in‐depth interviews or case studies where possible to tap salient issues from the respondents. Practical implications Public universities should have visionary managers who should manage strategic barriers, attract and retain thinkers, and also create result‐oriented relationships to make a dynamic contribution to the development process of Uganda. Originality/value Mass university education in Uganda today calls for new approaches to managing employees in order to balance cost, quality and education access.
Performance management practices and managed performance: the moderating influence of organisational culture and climate in public universities in Uganda
(Measuring Business Excellence, 2011-11-15) Kagaari, R.K. James.
Purpose – The purpose of this article is to explore and explain the existence and implementation of performance management practices in four public universities in Uganda. Design/methodology/approach – A mixed-method study approach (qualitative and quantitative) was adopted. A sample of 900 employees was drawn using a disproportionate stratified purposive sampling approach that yielded a 53 per cent response rate. Of the participants, 12 were purposively selected from top management members and interviewed using a semi-structured interview guide. Using Nvivo software and Miles and Huberman approaches, interview data were managed and analysed. Findings – Qualitative data results revealed that employees in public universities built relationships, utilised available resources, adapted to external environment, set goals and targets. This was made possible through planning, mobilising resources, problem solving, evaluating performance and adopting ICT to deliver cost-effective quality services/products. The hypotheses were tested and revealed a significant positive relationship between performance management practices and managed performance (r ¼ 0.25, p , 0.001). A moderating influence of organisational culture and climate on performance management practices and managed performance was also established and confirmed (DR 2 ¼ 0:012) significantly above zero (p ¼0.015). Research limitations/implications – Cross-sectional studies by their nature are subject to common method variances; further refinement of the instrument and a replication of the study using a longitudinal approach are recommended. Also, the additional studies should be supplemented with in-depth interviews or case studies where possible to tap salient issues from the respondents. Practical implications – Public universities should have visionary managers who should manage strategic barriers, attract and retain thinkers, and also create result-oriented relationships to make a dynamic contribution to the development process of Uganda. Originality/value – Mass university education in Uganda today calls for new approaches to managing employees in order to balance cost, quality and education access.
The testimony of neoliberal contradiction in education choice and privatisation in a poor country: the case of a private, undocumented rural primary school in Uganda
(Ethnography and Education, 2015-07) Nathaniel, Mayengo; Jane, Namusoke; Barbara, Dennis
With international momentum to achieve ‘Education for All’ by 2015, global attention is being paid to those parts of the world where mass formal primary schooling is relatively new. Uganda is such a place. In the context of ethnographic fieldwork at a poor, undocumented, private primary school in rural Uganda, parents were inter- viewed in order to better understand their conceptualisations of education during this ‘massification’ era. The interviews reveal interesting contradictions between the espoused neoliberal principles and the nuances with which they describe education. In the absence of a robust public schooling system, privatisation has emerged to fill the gaps in educational provision as the country finds itself caught between the international mandate for free primary education and the lack of capital.
Children’s conceptions of peace in two Ugandan primary schools: insights for peace curriculum
(Research in Comparative and International Education : Sage Journals, 2017-03-28) Kagaari, R.K. James.; Nakasiita, Kirabo.; Ntare, Edward.; Atuhaire, Richard.; Baguwemu, Ali.; Ojok, Gerald.; Okumu, S. Auma.; Kaahwa, Goretti.; Byamugisha, Gastone.; Semakula, Paul.; Namusoke, Jane.; Mayengo, Nathan.; Dennis, Barbara.; Thompson, E.Chalmer.
Oppenheimer urged communities all over the world to study how children come to understand peace, conflict, and war. Set in various countries, their review of studies, as well as more recent examinations reveal trends in how children view these phenomena, often differing by gender, age, and extent to which they were exposed to highly dangerous and traumatizing situations, like being forced to be child soldiers or sex slaves. No such research has been published in the contemporary post-war Uganda context. Using focus group methodology, we asked: How might Ugandan primary school children’s stories about peace (traditional and otherwise) help them navigate conflict? What sorts of conflicts do these children observe in their home, school, and community, and how do they describe peace as being resolved by themselves or others? The purpose of our study was to contribute to the knowledge base on peace education in Uganda and to ultimately develop written materials that students can use as part of their learning in their respective schools. Local studies like this one are relevant to the global situation because racial and economic conditions are global phenomena. The local manifestations can speak to those racial and economic conditions as perspectives not often used to put the global situation in relief. This paper explores the findings related to the children’s overarching conceptions of peace and their ideas of peacebuilding, including activities that both hinder and encourage peace. The voices of the children speak strongly of the connection between peace and access to basic necessities in the community.
Determinants of persistence among science teacher-trainees: examining the role of self-efficacy, task value, and academic hope
(Journal of Science Teacher Education., 2017-10-16) Muwonge, Charles Magoba; Schiefele, Ulrich; Ssenyonga, Joseph; Kibedi, Henry
Grounded in the expectancy-value and hope theories, the present study was conducted to examine the extent to which self-efficacy, task value, and academic hope predict persistence among science teacher-trainees in Uganda. The sample consisted of 278 undergraduate science teacher-trainees selected from a large public university in northern Uganda. Data were collected using several scales from the modified Motivated Strategies for Learning Questionnaire, Academic Hope Scale, and College Persistence Questionnaire and analyzed using structural equation modeling. Task value and academic hope significantly predicted students’ persistence. Academic hope made a greater contribution to students’ persistence compared to task value. The combined effect of task value and academic hope did not make any significant contribution to students’ persistence. The study highlights the need to strengthen students’ hopeful thinking and task value in order to increase their chances of completing their studies. Implications of the study findings for educational practice and for the training of science teacher-trainees are elaborated in the article.
Self-regulated learning among teacher education students: motivational beliefs influence on the use of metacognition
(Journal of Psychology in Africa., 2017-12-06) Muwonge, Charles Magoba; Schiefele, Ulrich; Ssenyonga, Joseph; Kibedi, Henry
In the present study, we examined the relationships between motivational beliefs (self-efficacy, task value, and control of learning beliefs) and use of metacognitive learning strategies among teacher education students in Uganda. The sample comprised of 649 students selected from seven universities. Data were collected using several scales from the modified Motivated Strategies for Learning Questionnaire, and analysed using Structural Equation Modelling. Task value and self-efficacy independently and significantly predicted students’ reported use of metacognition. Students’ self-reported self-efficacy and task value explained 38% of the variance in their use of metacognition. The evidence suggests interventions aimed at improving teacher education students’ metacognitive skills to focus on enhancing their efficacy and value beliefs.
A study of Ugandan children's perspectives on peace, conflict, and peace-building: a liberation psychology approach
(Journal of Peace Psychology, 2018) Nathaniel, Mayengo; Jane, Namusoke; Gastone, Byamugisha; Paul, Sebukalu; James, M Kagaari; Santos, Auma-Okumu; Ali, Baguwemu; Edward, Rutondoki Ntare; Kirabo, Nkambwe Nakasiita; Richard, Atuhairwe; Maria, Kaahwa Goretti; Gerald, Ojok Okumu Oruma; Chalmer, E. Thompson; Barbara, Dennis
Bulhan (1985, 2015) urged psychologists to advance their research and practice by attending to meta- colonialism, a structural phenomenon built on a history of violence and oppression that assaults all manner of individual, community, and societal well-being. In line with this urging, a primarily Ugandan team of researchers conducted a study of primary school children’s perspectives on conflict, peace, and peace-building. At each stage of the research process, the team members sought to recognize and resist the reproduction of meta-colonialism while move toward more emancipatory practices. In this theoretical paper, we explain how we applied a liberation psychological approach to the design, conduct and analysis of the study. We also show how the findings of the study contribute to our ongoing work in fostering structural changes in one of the schools, its surrounding region, and to the nation as a whole.
Problem-based learning and action learning in Ugandan universities
(Journal of Science & Sustainable Development, 2019-01) Bwegyeme, Jacinta.; Munene, John C.; Kagaari, James.; Bakunda, Geoffrey.
The purpose of the study was to compare the action learning approach with the traditional didactic learning and establish the relationship between problem-based learning and action learning. We employed a quasi experiment where the Marquardt Action Learning model was combined with the constructivist theories of learning. The quasi experiment was composed of three groups, namely the treatment group (action learning group), the traditional group and the control group. To stimulate participant thought and reflection, a community of practice environment was created and just-in-time classes were conducted, based on the constructive theories of learning. Although the study involved various constructivist theories, the article concentrates on problem-based learning; hence, it is quiet about other constructivist theories. The results indicate significant differences between the action learning and traditional didactic learning. Furthermore, a significant relationship between problem-based learning and action learning was established. The robust strength of reflective practice and self-directed learning in the prediction of action learning is also highlighted. The findings can be utilised to design future training programmes in universities and other workplaces in order to equip workers with reflective practice and self-directed learning skills that are vital in solving workplace problems.
Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students
(South African Journal of Psychology., 2019-02-01) Muwonge, Charles Magoba; Schiefele, Ulrich; Ssenyonga, Joseph; Kibedi, Henry
Although self-regulated learning has received much attention over the past decades, research on how teacher education students regulate their own learning has been scarce, particularly in third world countries. In the present study, we examined the structural relationships between motivational beliefs, cognitive learning strategies, and academic performance among teacher education students in Uganda. The sample comprised of 1081 students selected from seven universities. Data were collected using several subscales from the modified Motivated Strategies for Learning Questionnaire and were analyzed by structural equation modeling. Cognitive learning strategies fully mediated the relationship between motivational beliefs and academic performance. Motivational beliefs contributed to students’ academic performance mainly through influencing their critical thinking and organizational skills. Therefore, interventions to improve teacher education students’ academic performance should focus not only on boosting their motivation but also on enhancing their use of cognitive learning strategies.
Informational differences and entrepreneurial networking among small and medium enterprises in Kampala, Uganda: the mediating role of ecologies of innovation
(Cogent Business & Management, 2019-05-29) Mayanja, Samuel Ssekajja.; Ntayi, Joseph Mpeera.; Munene, John C.; Waswa, Balunywa.; Sserwanga, Arthur.; Kagaari, R.K. James.
This paper examines the mediating role of ecologies of innovation in the relationship between informational differences and entrepreneurial networking among small and medium enterprises (SMEs) in Kampala, Uganda. To empirically validate the conceptual model and test the hypothesised relationships, the authors collected data from a sample of 228 SMEs in Kampala district, Uganda purposefully selected for this study. A cross-sectional survey design was adopted, and data were analysed using SPSS/20 and AMOS version 23. The findings exhibit a full mediation of ecologies of innovation in the relationship between informational differences and entrepreneurial networking among SMEs. Besides, informational differences and entrepreneurial networking are insigniﬁcantly related. There were, however, some limitations: as the study was cross-sectional in nature, it was difficult to trace the process of interactions among employees especially, how they attach meaning to information and entrepreneurial networking patterns over time;—the study was conducted in Kampala district among trade, manufacturing, and services sectors only. The implication is that entrepreneurial networking can only be explained and predicted through ecologies of innovation. The study recommends that SME owners/managers need to fully understand and facilitate ecologies of innovation for employees to interact and attach meaning to information. This research contributes to the literature on mediation of ecologies of innovation between informational differences and entrepreneurial networking through its empirical findings of the hypothesised relationships. It theoretically contributes to existing knowledge by integrating complexity systems leadership theory.
Ecologies of innovation among small and medium enterprises in Uganda as a mediator of entrepreneurial networking and opportunity exploitation
(Cogent Business & Management, 2019-07-10) Mayanja, Samuel.; Ntayi, Joseph Mpeera.; Munene, John C.; Kagaari, R.K. James.; Waswa, Balunywa.
This paper examines the mediating effect of ecologies of innovation on the relationship between entrepreneurial networking and opportunity exploitation among small and medium enterprises (SMEs) in Uganda. The study design was a cross-sectional survey, data were analysed using SPSS and Analysis of Moment Structure on a sample of 228 SMEs. The mediated model provides support for the hypothesis that ecologies of innovation partially mediate the relationship between entrepreneurial networking and opportunity exploitation. This confirms that the presence of ecologies of innovation significantly acts as a conduit in the association between entrepreneurial networking and opportunity exploitation. The practical implications are that opportunity exploitation can be understood and predicted through ecologies of innovation, entrepreneurial networking can also predict opportunity exploitation directly. Business owners and managers need to fully understand and utilise the ecologies of innovation to exploit opportunities effectively. Social implications, a deeper understanding of how entrepreneurial networking and ecologies of innovation affect employee relations will not be fully realised until employers create a platform for rational thinking, creativity and learning about this interaction. This study utilises social network theory to extend the existing research on opportunity exploitation.
Positive deviance, ecologies of innovation and entrepreneurial networking
(World Journal of Entrepreneurship, Management and Sustainable Development, 2019-09-20) Mayanja, Samuel Ssekajja.; Ntayi, Joseph Mpeera.; Munene, John C.; Kagaari, R.K. James.; Waswa, Balunywa.; Orobia, Laura.
Purpose The purpose of this paper is to examine the mediating role of ecologies of innovation in the relationship between positive deviance (PD) and entrepreneurial networking among small and medium enterprises (SMEs) in Uganda. Design/methodology/approach A cross-sectional survey design using quantitative approach was employed in this study. Data were collected with the help of self-administrated questionnaires from 228 SMEs. Systematic sampling technique was used. Multiple regression data were analysed with the help of SPSS software.
Use of self-regulated learning strategies among teacher education students: a latent profile analysis
(Elsevier: Social Sciences & Humanities Open., 2020) Muwonge, Charles Magoba; Ssenyonga, Joseph; Kibedi, Henry; Schiefele, Ulrich
In the present study, we conducted a latent profile analysis to identify three clusters of Teacher Education students based on their reported use of self-regulated learning strategies. The sample comprised 527 undergraduate Teacher Education students (Mean age = 22 years; SD = 2.20) randomly selected from seven universities in Uganda. Data were collected using the modified Motivated Strategies for Learning Questionnaire. These profiles included the following; (a) high self-regulated learners (252 students; 47.8%), (b) average self-regulated learners (209 students; 39.7%), and (c) low self-regulated learners (66 students; 12.5%) who differed significantly with respect to their motivational beliefs. Additionally, motivational beliefs significantly predicted latent profile membership. It is, therefore, important to understand such profiles’ differences among Teacher Education students in order to improve on their self-regulated learning strategies. Implications of the study findings are further discussed in this paper.
Human resource practices and quality assurance among teachers in public secondary schools in the central Region, Uganda
(East African Journal of Interdisciplinary Studies., 2020) Anyango, Mary; Kamaduuka, Regis Zombeire; Kaahwa, Goretti
he study aimed at establishing the influence of human resource practices on quality assurance among secondary school teachers in the central region of Uganda. It was guided by the objective of establishing the relationship between on-job training, off-job training, and promotions on quality assurance among teachers in the central region of Uganda. It was a desktop content review of literature journal articles and research dissertations that was thematically analysed. The findings obtained showed that to a great extent, the provision of on-job training, off-job training and promotions to teachers enhances the quality assurance in secondary schools. Thus, it was concluded that the professional development of teachers is a critical aspect that all administrators should not neglect. Consequently, it was recommended that junior teachers should be assigned to senior teachers who should act as coaches, supervisors and mentors. Also, off-job training policies should be developed to enhance teachers’ teaching skills and once trained; the teachers have to be promoted.
Ecologies of innovation as a mediator between nexus of generative influence and entrepreneurial networking among small and medium enterprises in Uganda
(Journal of Small Business & Entrepreneurship, 2020-05-28) Mayanja, Samuel Ssekajja.; Ntayi, Joseph Mpeera.; Munene, J.C.; Waswa, Balunywa.; Kagaari, R.K. James.
This paper examines the mediating role of ecologies of innovation in the relationship between nexus of generative influence and entrepreneurial networking among small and medium enterprises (SMEs) in Uganda. A cross sectional survey design using quantitative approach was employed in this study. Data were collected with the help of self-administrated questionnaire from 228 SMEs. Systematic random sampling technique was used. Multiple regression data were analyzed with the help of SPSS software. The results indicated that ecologies of innovation fully mediates the relationship between nexus of generative and entrepreneurial networking. The data was cross sectional in nature, thus limiting monitoring changes in resources accessed from entrepreneurial networks by entrepreneurs over time. The implications are that, policy makers and managers of SMEs should pay more attention to the role of nexus of generative influence in creating ecologies of innovation, conducive environment for employees to interact with mutual influence to advance creativity and innovation that enhance increased access to resources from entrepreneurial networks. The study of nexus of generative influence, ecologies of innovation and entrepreneurial networking using complexity theory among SMEs in Uganda is a contribution to literature.

Browse

Browsing Journal Articles by Issue Date