Journal Articles

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Analysis of the Influence of Forms of Urban Agriculture on the Socio- Economic Status of the Farmers in Kampala and Mbarara Cities, Uganda
(East African Journal of Agriculture and Biotechnology, 2024-06-08) Leonard, Ninsheka; Edward, Ssemakula; Christopher, Tiyo; Rebecca, Kalibwani; Wilson, Mugizi
The study analysed the influence of the forms and drivers of urban agriculture on the socio-economic status of farmers in Kampala and Mbarara cities in Uganda. The study adopted a cross-sectional research design using multiple methods of data collection. A multistage cluster sampling technique involving simple random sampling to get both primary and secondary sampling units, snowball to get target respondents and purposive sampling for key informants and focus group members was used. Data were collected using social survey questionnaires for households, focus group discussions checklist (FGDs), key informant interview guides and observations, from a sample of 384 respondents. The study found a strong association between forms of urban agriculture and the socioeconomic status of the urban farmers in Kampala and Mbarara Cities. Subsistence forms (backyard, roadside and rooftop gardens), commercial forms (zero grazing, poultry, fish farms and crop farms), and tourist forms (demonstration sites) had a significant influence on household food and income security of urban farmers. The study established the lack of land, improved technologies and training as major obstacles and recommended the establishment of community networks, availing subsidies and credit and recruitment of extension personnel as interventions to help urban farmers.
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.
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.
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.
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, 2020-07-26) 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.
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.
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.
Graduate Students’ Perceptions Regarding Blended Instruction Implementation at Kyambogo University, Uganda: Implications for University Management
(Journal of the National Council for Higher Education, 2021-08) Kasule, George Wilson
Background: Undeniably, universities across the globe, particularly in African countries like Uganda, more than ever before are faced with acute challenges, e.g. coping with the ever increasing number of people that desire university education as well as conducting their core activities, such as teaching in pandemic situations like COVID-19. Kyambogo University (KyU) has made an attempt to position herself to adequately handle a huge number of students as well as to teach effectively in a pandemic era, such as that of COVID-19. The University Senate resolved that all programmes be offered through blended instruction starting with the 2020/2021 academic year. Problem: KyU management has not made a comprehensive effort to ensure that students are equipped with the necessary knowledge and skills for online learning as well as ensuring that the students have the gadgets and other ICT accessories that make e-learning possible. There is no empirical data that gives insights regarding whether students have adequate knowledge and skills to use online learning platforms; the attitudes of students regarding online learning; adequate internet data; and reliable power/electricity which are basic considerations for e-teaching and e-learning to take place. Thus, this study set out to find out the views of graduate students regarding blended instruction implementation and the associated implications for KyU management. Research questions: Do graduate students have adequate knowledge and skills to use online learning platforms? What is the attitude of graduate students to blended instruction? Do graduate students have adequate internet data for online learning? Do graduate students have reliable power/ electricity for online learning? What do graduate students deem as vital for effective implementation of blended learning at KyU? Methods: The study employed a cross-sectional survey. Twenty-one graduate students from the Faculty of Education at KyU were selected purposively. Data was collected through an open-ended questionnaire. The data was analysed through percentages and content analysis. Results: The findings of the study indicate that the majority of the students (71.4%) have not been introduced to online teaching platforms; 81% do not have adequate knowledge and skills to use online learning platforms; 61.9% think that online teaching and learning at KyU is a good idea; 71.4% indicated that they cannot get adequate internet data that can enable them to be part of the online teaching and learning; and 61.9% stated that they do not have reliable power/electricity at their place of work/home that can enable them to effectively participate in online learning at KyU. Conclusions: Blended instruction is an idea that is very much welcome by the graduate students. However, aspects of such instruction, e.g. internet connectivity, power availability, internet data availability, knowledge and skills to use ICT, and attitude of the lecturers and students, are some of the obstacles that hamper effective implementation of blended instruction at KyU. Implications: An aggressive attitude change strategy for students and lecturers regarding the adoption of online teaching and learning is needed. Pragmatic measures to ensure that students and lecturers are trained and have adequate knowledge and skills in ICT, and have reliable internet, adequate internet data, reliable electricity/solar power, need to be undertaken.
The influence of institutional culture on organisational effectiveness in selected public universities in Uganda
(East African Journal of Education Studies, 2024-09-02) Turyahikayo, Wilberforce; Mugizi, Wilson; Kasule, George Wilson
Organisational effectiveness is a vital component of universities and other organisations because it leads to various positive outcomes, including customer satisfaction, employee relationships, improved business processes, learning and growth, and profitability. However, despite its importance, Ugandan universities are currently struggling with low levels of organizational effectiveness. Therefore, this study assessed the influence of institutional culture on organisational effectiveness of selected public universities in Uganda. Specifically, the study assessed the influence of artefacts, espoused belief and values and basic underlying assumptions culture dimensions on organisational effectiveness. The study employed a quantitative approach, utilizing a correlational research design. With a small population of 265, the researchers aimed to survey the entire population although those who provided responses were 231 participants. The data were collected using a close-ended selfadministered questionnaire. The data were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM) using SmartPls to test casual linkages between the variables. The results indicated that espoused beliefs and values, and basic underlying assumptions had a positive and significant impact on organisational effectiveness in public universities. The study concluded that espoused beliefs and values, and basic underlying assumptions are essential for organisational effectiveness of public universities, and basic underlying assumptions are vital for organisational effectiveness in public universities. The study recommended that university managers should promote espoused beliefs and values through enabling openness and learning, teamwork and adherence to rules, and basic underlying assumptions of mutual responsibility and shared objectives, and participation in decision-making in the management of universities.
Institutional Support and Teacher Competence in Government-Aided Secondary Schools in South Western Uganda
(East African Journal of Education Studies, 2024-12-05) Arineitwe, Phiona; Kasule, George Wilson; Mayengo, Nathaniel
This study examined the influence of institutional support on teacher competence. In particular, the study investigated whether the influence of induction, continuous professional development and rewards had a significant influence on teacher competence in government-aided secondary schools. This quantitative study used correlational research. Data were collected from a sample of 329 teachers from secondary schools in southwestern Uganda. Data were analysed using partial least squares structural equation modelling (PLS-SEM) with SmartPLS 4. The findings revealed that induction, continuous professional development, and rewards have a positive and significant influence on teacher competence. Based on the findings, it was concluded that induction, continuous professional development and rewards are important for teacher competence development. Therefore, it was recommended that The Ministry of Education and Sports, head teachers, and other stakeholders such as Boards of Governors should establish institutional support that facilitates the development of teacher competence through induction, continuous professional development, and rewards. The practical contribution of the study is that it identifies institutional factors that can help to promote teacher competence.
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.
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.
Integration of water and sanitation facilities programs for menstruation management: a focus on university planning and budgeting processes at Kyambogo University, Uganda
(Sexuality, Gender & Policy- Wiley, 2024-02-16) Pomlet, Nassozi; Charles, Muweesi; Lawrence, Sserwadda
This study investigated the integration of water and sanitation facilities' programs for menstruation management with a focus on university planning and budgeting processes at Kyambogo University. The study employed qualitative methods of data collection and analysis from students and members of the university's top management. Findings revealed that there is limited engagement of female and male students in the budgeting and planning of water and sanitation facilities for menstruation management by the estates department; more so, the generic budget does not adequately cover all the requirements for menstruation management by female students, and female students perceive water and sanitation facilities for menstruation management as generally available but inaccessible and unacceptable in various ways. Thus, the study generates knowledge about the status of water and sanitation facilities for menstruation management to enable female students to participate in academic activities in higher education institutions by recommending that the Directorate of Planning and Development at Kyambogo University should promote a participatory and gender-equity inclusive plan and budget that ensures that water and sanitation facilities for menstruation management become an integral aspect in planning and budgeting processes of the estates department. The university should equitably improve the current status of water and sanitation facilities for menstruation management by providing specific water in toilet rooms including changing rooms, replacement of broken doors to provide privacy, and other required facilities to enhance effective menstruation management.
Leadership behaviours and organisational commitment mediated by job satisfaction of academic staff at Kyambogo University
(East African Journal of Education Studies, 2024-05-03) Joshua, Kimata Kato; Wilson, Mugizi; George, Wilson Kasule; Peter, Kyozira
The study examined the relationship between leadership behaviours and the organisational commitment of academic staff at Kyambogo University, mediated by job satisfaction. Specifically, the study tested the influence of leadership behaviours on organisational commitment and job satisfaction, the influence of job satisfaction on the organisational commitment of academic staff, and the mediating effect of job satisfaction on the influence of leadership behaviours on organisational commitment. Based on the three- component model by Allen and Meyer (1990), organisational commitment was studied in terms of affective, continuance, and normative commitment. The study adopted a correlational research design on a sample of 175 full- time academic staff of Kyambogo University. The study utilised a self- administered questionnaire to collect the data. Data analysis involved carrying out partial least squares structural equation modelling (PLS-SEM). The results indicated that leadership behaviours positively but insignificantly influenced job satisfaction, while job satisfaction positively and significantly influenced organisational commitment, and leadership behaviours positively and significantly influenced job satisfaction. The results also revealed that job satisfaction partially mediated the influence of leadership behaviours on organisational commitment. The study concluded that while leadership behaviours are not a prerequisite for increasing organisational commitment among academic staff members, they improve academic staff members' job satisfaction. Also, academic staff members' commitment is increased by their job satisfaction, and job satisfaction partially significantly affects the association between leadership behaviours and academic staff members' commitment. The study recommends that to improve organisational commitment, university leaders should not overfocus on leaders’ behaviours. Nevertheless, to improve job satisfaction, they should exhibit those leadership behaviours that enhance job satisfaction. Further, university leaders can improve academic staff satisfaction by implementing appropriate job satisfaction practices. Last but not least, in addition to good leadership practices, university leaders should implement appropriate job satisfaction practices to enhance academic staff members' commitment.
Leadership development schemes for middle-level academics in merged universities: the case of Kyambogo University
(Journal of Higher Education in Africa / Revue de l'enseignement supérieur, 2019) Kasule, George Wilson
Does the current generation of middle-level academics in most African universities, for example deans and heads of departments, adequately possess the leadership competence required to handle prevailing and future university obligations and challenges? In response to this question, this article, through a systematic literature review, explores the status quo of leadership competence of middle-level academics; factors that hinder leadership competence development; and measures needed to enhance leadership competence in African universities established out of mergers such as Kyambogo University in Uganda. Here, it is established that the status quo of leadership competence of middle-level academics, e.g., heads of departments, need improvement; and factors that hinder leadership competence development of middle-level academics can be perceived in two dimensions, i.e. “Institutional Factors” (e.g., poor working conditions, ineffective bureaucracy, etc.) and “Personal Factors” (e.g., lack of commitment, corruption etc.). Measures needed to enhance the leadership competence of academics include upgrading university facilities, adequately involving academics in university decision-making processes, and depoliticising university management and leadership, among other things. The article concludes that middle-level academics, such as Deans and heads of departments in African universities like Kyambogo, must do all it takes to improve their leadership competence, with other factors remaining constant if they want to meaningfully address the numerous grave challenges facing university education on the African continent.
Leadership styles and organisational communication in selected public universities in Uganda
(Interdisciplinary Journal of Management Sciences, 2024-07-01) Turyahikayo, Wilberforce; Mugizi, Wilson; Kasule, George Wilson
This study aimed to assess the impact of leadership styles on organisational communication in selected public universities in Uganda. Specifically, the study examined the influence of transformational and transactional leadership styles on organisational communication within these universities. The four public universities included in the study were Kyambogo University, Gulu University, Busitema University, and Mbarara University of Science and Technology. A correlational research design was employed, and data was collected from a sample of managerial staff, namely administrative and academic heads, using a self-administered questionnaire. Descriptive statistics and partial least squares structural equation modelling (PLS-SEM) were used to analyse the data using SmartPLS. The descriptive findings indicated that the organisational communication within the university was satisfactory, and the utilisation of transformational leadership styles by the leaders was high, while the use of transactional leadership styles was moderate. The findings from the Structural Equation Modeling confirmed that both transformational and transactional leadership styles had a positive and significant impact on organisational communication, while the passive-avoidant leadership style had a positive but insignificant impact. As a result, it was concluded that while transformational and transactional leadership styles are crucial for enhancing organisational communication in public universities, the passive-avoidant management/laissez-faire style is not. The study recommended that university leaders should emphasise the use of both transformational and transactional leadership styles to improve organisational communication. This study's implication is that it identifies the leadership styles necessary for enhancing organisational communication in universities.
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.
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.

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