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Organisational knowledge creation: an examination of the influence of dynamic capability in manufacturing firms
(Journal of Information & Knowledge Management, 2026-02-26) Galimaka, Denish Butagasa; Mafabi, Samuel; Kyogabiirwe, Janatti Bagorogoza; Munene, John C.; Kagaari, James; Fiona Mulira
The study aims to establish whether the three specific component factors of dynamic capability (DC) that demonstrate commonalities across successful firms — Adaptive capability (AC), innovative capability (IC) and absorptive capability (ACAP) — influence organisational knowledge creation (OKC) in manufacturing firms in Uganda. Following a positivist approach, the study employed a cross-sectional design with quantitative approaches. Data were collected from 107 manufacturing firms using a survey questionnaire, and analysed using SmartPLS 3 software. The results showed that, in contrast to ACAP, AC and IC significantly influence OKC. Further, a positive and significant relationship between DC and OKC was established. This paper therefore advances works on OKC by delineating the influence of the component factors of DC which are identifiable, concrete and measurable across successful firms on new knowledge production in manufacturing firms.
Multilingualism as a resource for literacy acquisition and development in primary schools in Uganda
(East African Journal of Education Studies, 2026-01-28) Nankindu, Prosperous; Masembe, Edward
This study explores the notion of Linguistic Citizenship (LC) in multilingual contexts of Uganda, where 65 indigenous languages are spoken, and English is used as the main language of education. The core objective of the study was to find out the level of literacy among Primary school learners in Uganda and thereafter establish how multilingualism can be harnessed as a resource for literacy development at the primary school level in Uganda. Through a document analysis of three survey reports, the study identifies three critical issues that stakeholders must address to improve literacy levels in Uganda. These three issues are: (i) Uganda still has many people with no formal education at all, (ii) literacy rates in Uganda are below 50%, and (iii) teaching and learning of local languages can greatly improve literacy in Uganda. Thus, for literacy rates of the country to improve, education policies should shift from a monoglot mentality to a multilingual one. We conclude that multilingualism is a big resource that can be harnessed for literacy development in Uganda.
Article 6 of the 1995 constitution of the republic of Uganda: an exploration of a language policy and planning process in a multilingual African country
(East African Journal of Arts and Social Sciences, 2026-02-06) Prosperous Nankindu
This paper, through archival research, publishes the language policy of Uganda, which is stated in the 1995 Constitution of the country. The paper made a Critical Discourse Analysis of the drafting history of the Constitution. The debate by the Constituent Assembly delegates, who drafted the constitution, clearly indicated a lack of harmony on the language issue. The delegates concluded that the former colonial language, English, is the official language of Uganda, a state of affairs in almost all countries which were under British rule. The study concludes that the key principles of the constitution, unity, peace, equality and freedom, cannot be achieved through the recommended media of communication in official capacities and in schools.
Language in education policy debates in Africa today
(Journal of Linguistics, Literary and Communication Studies, 2026-02-21) Nankindu, Prosperous; Ssembatya, Henry Hollan
Through critical research methods using document analysis, this study investigated the current Language in Education Policy (LiEP) debates in Africa. There are many such debates going on across the continent but the literature available is very thin. Three multilingual African countries; the Federal Republic of Nigeria, the Republic of Congo and Islamic Republic of Mauritania were selected for the study. The study found out that, colonial languages are dominant and are the languages mainly used as media of instruction in schools and languages of assessment in the sampled countries. Although three countries were selected, the debates are not any different in the rest of the African countries. The findings of this research are generalisable to the situation across the entire continent thus critical in influencing future LiEP on the continent. It is imperative to note that, the use of colonial languages in education should not be at the expense of African languages.
Harnessing whatsapp for continuous professional development: a selfdirected approach for luganda teachers
(East African Journal of Education Studies, 2025-06-09) Masaazi, Fred Masagazi; Edward Masembe; Willy Ngaka
Prosperous Nankindu
This study examines the Luganda Teachers Association WhatsApp group as a self-directed Continuous Professional Development (CPD) medium. It was established that the group facilitates teacher collaboration, experience sharing, and skill development in areas such as pedagogy, lesson planning, classroom practices, and assessment. Employing discourse analysis, the researchers dedicated a significant portion of the study to examining members' posts, extracting meaning, and identifying themes and patterns aligned with the study's objectives. The analysis focused on forum administration, professional and social benefits, and prevalent discussion topics, providing a comprehensive understanding of the online community's dynamics. The findings highlight the benefits of using WhatsApp for professional and social development, including enhanced teaching skills and community building. However, the study also notes the potential risks of over-dependence on WhatsApp as a source of information, which may impact professional growth and mental well-being. The study recommends that teachers shouldn’t entirely use WhatsApp for continuous professional development. The Ministry of Education should revive the traditional method of holding a physical CPD programme. A regulatory framework is also necessary to help teachers overcome dependence on WhatsApp as a professional development outlet.