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Managerial competencies, internal control systems and financial accountability of non governmental organizations in Kampala city
(Kyambogo University (Unpublished work), 2024-10) Atuhemigisha, Joshua
This study examines the relationship between managerial competencies, internal control systems, and financial accountability in non-governmental organizations (NGOs) in Kampala City. The study was guided by four objectives, which were to: examine the relationship between managerial competencies and financial accountability; examine the relationship between managerial competencies and internal control systems; assess the relationship between internal control systems and financial accountability; and establish the mediating role of internal control systems in the relationship between managerial competencies and financial accountability. To achieve these objectives, a cross-sectional design was used, combining both qualitative and quantitative approaches. The target population consisted of 702 registered and validated NGOs in Kampala City, with a sample size of 248 NGOs determined using the Krejcie and Morgan (1970) sample size formula. Multi-stage sampling was employed for participant selection at various levels. Data was collected through questionnaires and interviews and then analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results indicate significant positive relationships between managerial competencies and financial accountability (β=0.135, P<0.05), managerial competencies, and internal control systems (β=0.669, P<0.05), as well as internal control systems and financial accountability (β=0.557, P<0.05). Additionally, internal control systems were found to partially mediate the relationship between managerial competencies and financial accountability. The study concludes that internal control systems are a major predictor of financial accountability in NGOs in Kampala City. The study recommends that future studies consider longitudinal studies to evaluate the sustainability of these relationships over time. Furthermore, the study recommends that government agencies such as the National Bureau for Non-Governmental Organizations (NGO Bureau) and stakeholders in the NGO sector collaborate to develop capacity-building programs to enhance managerial competencies and internal control systems to ensure financial accountability.
Institutional research culture, technology applications use and research competence of lecturers of Kyambogo university in Uganda
(Kyambogo University (Unpublished work), 2025-11) Atuhaire, Shallon
This study explored how institutional research culture affects the research competence of lecturers at Kyambogo University, with a specific focus on the moderating role of technology application use. The specific objectives were to explore the impact of institutional research culture, evaluate the effect of using technological applications, and determine whether technology application use moderates the relationship between institutional research culture and lecturers’ research competence. Employing a quantitative approach, the study adopted a correlational research design and gathered data from 192 academic staff members. Data analysis was conducted using SPSS and SmartPLS. The descriptive findings indicated that lecturers demonstrated high levels of research competence and technology use, while the institutional research culture was rated as moderate. Inferential analysis showed that both institutional research culture and technology application use had a significant positive impact on research competence. However, the moderating effect of technology use on the relationship between institutional research culture and research competence was negative and statistically insignificant. The study concluded that while institutional research culture plays a key role in developing lecturers’ research competence, and technology use contributes positively, it does not significantly strengthen the effect of a supportive research culture. The study recommends that university leaders foster a strong research culture and provide capacity-building initiatives, especially in the use of technology for research. Additionally, institutions should consider adopting more customized technological tools based on the specific needs of their researchers.
Improving time management for effective studio painting practice : a case of the school of art and industrial design of Kyambogo university
(Kyambogo University (Unpublished work), 2025-08) Arinaitwe Mariam
This research study sought to establish strategies of time management for effective studio painting practice in the school of art and industrial design of Kyambogo university. Future workshop was employed as a research approach to inform and structure the framework of this study; it entailed a series of prepared interconnecting events between the researcher, participants and relevant stakeholders who had direct or indirect links to studio painting practice and a class/studio environment stretching over a long period of time.
Action research design was used which involved stakeholders at the school of art and industrial design establish strategies of time management for effective studio painting practice. Data collection methods such as direct observation, focus group discussions, interviews and questionnaires were employed. As an active participant in the study the researcher became a research instrument. A purposive sampling technique was applied because the selected group had knowledge relevant to the study and this saved time.
Sticking to the theme/topic of discussion and ensuring stakeholders adhered to the rules of the future workshop ensured the reliability of information; ethical considerations were taken into account and detailed field notes and multiple observers were incorporated to raise the credibility and trustworthiness of data.
The study established a positive correlation between adequate time management and effective studio painting practice in the school of art and industrial design of Kyambogo university from 2021 to 2025
The study is expected to benefit painting students because time management is a very crucial aspect to administer as it directly impacts the efficiency, quality and progress of the painting the artist does. The quality of painting and studio practice in the school of art and industrial design and within the broader art education spectrum can be achieved through promoting and implementing new strategies associated with this study, which entails drawing of individual work plans and student motivation through understanding art concepts in the teaching and learning process.
Gender stereotypes in class and subject allocation to teachers : a case study of primary schools in Kikuube district, Uganda
(Kyambogo University (Unpublished work), 2025-10) Ariho, Innocent
This study explored the influence of gender stereotypes on the allocation of classes and subjects to teachers in government-aided primary schools in Kikuube District, Uganda. The study was guided by the Social Role Theory, while examining the representation of male and female teachers in class and subject allocation, the gender beliefs shaping these allocations, and teachers’ perceptions of the process of class and subject allocation. A qualitative phenomenological research design was employed, with data collected from 19 participants: including teachers, headteachers, the District Education Officer, and the District Inspector of Schools, through semi-structured interviews and documentary reviews. The findings revealed a substantial gender disparity in class and subject allocation, with male teachers predominantly allocated to upper primary classes (P5-P7) and core subjects like Mathematics and Science. Female teachers were disproportionately represented in lower primary classes (P1-P3) and often tasked with teaching all subjects under the class teacher system. Gender stereotypes emerged as a key factor influencing these allocation patterns. The study also found out that Headteachers allocated classes and subjects to teachers and often associated male teachers with assertiveness and suitability for upper primary and STEM subjects, while female teachers were perceived as nurturing and better suited for lower primary. Community and parental beliefs also contributed to the underrepresentation of female teachers in upper primary classes and STEM subjects. The study concluded that gender stereotypes had a great impact on class and subject allocation to male and female teachers, thus, perpetuating traditional roles and limiting the academic and professional growth of female teachers. The study recommended the implementation of gender-neutral class and subject allocation policies in schools, and provision of professional development opportunities to challenge gender stereotypes and enhance teachers' expertise across different subjects and class levels.
Undergraduate students’ attitude towards interaction with information and communication technology during the teaching - learning process : a case of Kyambogo university
(Kyambogo University (Unpublished work), 2025) Apio, Judith
Advanced technology might not be used if users fail to embrace the benefit of technology. Students’ acceptance of ICT is a pivotal factor in determining the success or failure of ICT in the teaching and learning process. The purpose of this study was to explore undergraduate students’ attitude towards interaction with ICT during the teaching–learning process at Kyambogo University. An explanatory cross-sectional design employing both quantitative and qualitative approaches was used in this study. Using simple random sampling, quantitative data was collected from 185 student respondents using structured questionnaire. Quantitative data was analyzed using SPPS-23 software. Qualitative data was collected from 45 randomly selected student participants using Focus Group Discussions (FGD) and from 05 purposively selected key informants using interviews. Qualitative data was analyzed thematically. The study revealed that students’ ICT knowledge was influenced by orientation talks, training, exposure and self-study avenues. Students’ ICT usage was found to be moderate. On use and attitude towards usage, the study revealed that students’ ICT use was positively and significantly correlated with attitude (r = 0.535, p < 0.01). Conclusion: The study concluded that moderate ICT usage for teaching and learning was influenced by varying attitude towards ICT usage and ICT knowledge. There is therefore need to increase awareness of ICT applications for teaching and learning to enable students to remain updated with technology trend. Learning approaches such as problem-based and project-based learning that encourage students to use ICT devices and applications as an integral tool should be emphasized.