Theses and Dissertations
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2024-03-28T15:36:42ZOrganizational factors affecting academic staff at Fisheries Training Institute, Entebbe in Uganda
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Organizational factors affecting academic staff at Fisheries Training Institute, Entebbe in Uganda
Oumo, Joseph Odongo
The study set out to examine Organizational factors affecting the performance of academic staff at Fisheries Training Institute, Entebbe in Uganda. It was carried out along a number of objectives which included: establishing the relationship between leadership style and academic staff performance, assessing the relationship between organizational culture and academic staff performance, establishing the relationship between organizational structure and academic staff performance. The study employed a descriptive survey research design which helped in involving a large number of people and comparing their opinions and data was collected from a sample of 92 respondents. The results were analysed with the help of Statistical Package for Social Scientists (SPSS) computer program, which helped in the computation of responses into frequencies and percentages that were used for comparison of situations. The research hypotheses were tested with the use of a Pearson Correlation Analysis because of the nature of the hypotheses as they mainly aimed at testing relationships. The findings indicate that there is a positive relationship between leadership style and the academic staff performance, organizational culture have significant positive relationship with academic staff performance and organizational structure have positive significant relationship with academic staff performance.
The study recommends that, the administration of FTI needs to reassign activities to the respective employees such that the workload on individuals is reduced, The administration at FTI needs to organize seminars on positive work attitude and administration of FTI should put in place measure that would see students contribute to decision making process.
2015-11-01T00:00:00ZThe contribution of appraisal practices to the performance of academic staff at all saints University Lango, Uganda
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The contribution of appraisal practices to the performance of academic staff at all saints University Lango, Uganda
Ojok, Alfred
This study investigated the contribution of appraisal practices to the performance of academic staff at All Saints University Lango (ASUL), Uganda.
The specific objectives were: to examine the contribution of evaluation by students to the performance of academic staff at ASUL, to assess the contribution of faculty appraisal to the performance of academic staff at ASUL, and to ascertain the contribution of feedback to the performance of academic staff at ASUL. The study was guided by the Equity Theory and Goal Setting Theory, and related literatures reviewed. A cross-sectional survey design involving both quantitative and qualitative data collection was employed. Overall, 186 respondents comprising of 7 university administrators, 26 academic staff and 153 students were assessed. Spearman’s rank correlation coefficient was used to test the contribution of appraisal practices to the performance of academic staff at ASUL. Findings demonstrated that evaluation by students, faculty appraisal as well as feedback contributed significantly to the performance of academic staff at ASUL. Regression analysis for students and academic staff responses indicated that 13.5% and 50.3%, respectively of the variations in the performance of academic staff at ASUL is explained by feedback, evaluation by students and faculty appraisal with feedback being the best predictor.
The study concluded that appraisal practices significantly contribute to the performance of academic staff at All Saints University Lango. Based on the findings and conclusions, the study recommends that: Performance appraisal should not only be conducted to rate the performance of academic staff in the past period but the focus should be to strengthen areas of success and improve on areas of weakness in the future. There should be continuous discussion sessions between the university administrators and the teaching staff on matters regarding performance appraisal.
2016-01-01T00:00:00ZInternationalization and quality of higher education in Africa: A Comparative study of Makerere University Kampala, Uganda and University of Lagos, Akoka, Nigeria
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Internationalization and quality of higher education in Africa: A Comparative study of Makerere University Kampala, Uganda and University of Lagos, Akoka, Nigeria
Okello, Lawrence Rafaih
Widely accepted global phenomenon of internationalization as a mainstream element of higher education assumes that there is value added to the quality of higher education institutions when international dimensions are enhanced (Knight, 1997). This study sought to examine the relationship between internationalization and quality of higher education in Africa, using Makerere University, Uganda and University of Lagos, Akoka, Nigeria as comparative case studies. This study adds empirical evidence on the debates and questions on internationalization of higher education in Africa, notably; whether internationalization of academic program content elevates quality, whether the internationalization of academic program delivery modes enhance quality and whether the internationalization of academic staff mobility activities lead to better quality. The cross sectional study design used in this research was guided by Critical Theory and Comparative Theory of Education. This research drew a sample of 452 respondents comprising of academic administrators, academic staff and students. The study took a crossectional study design with stratified, purposive and simple random sampling selection approaches. The study findings from qualitative and quantitative information obtained reveal both positive and negative correlations between internationalization and quality of higher education in Makerere University and University of Lagos, Akoka. At Makerere University, the correlation between academic program content and the constructs of quality was positively strong (r = 0.56), followed by staff mobility (r = 0.43) and then academic program delivery (r = 0.137). To the contrary, at University of Lagos, Akoka negative correlational results were found in academic program content (r = -.064), program delivery (r = -.095) and a positive correlational result was found in staff mobility activities (r = 0.27). In summary, the findings concluded that internationalization has a potential of shaping quality of higher education in Africa. The study recommends a stronger working synergy between higher education institutions and national, regional and African quality assurance and international agencies to enhance a higher standard in higher education institutions. The study recommends further research to focus on the relationship between internationalization and quality of private higher education in Africa and other parts of the world.
2016-01-01T00:00:00ZAdmission criteria as predictors of academic performance of Law students at Uganda Christian University
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Admission criteria as predictors of academic performance of Law students at Uganda Christian University
Turyatemba, James
This study investigated the predictive validity of admission criteria to the final academic
performance of Bachelor of Laws students in Uganda Christian University (UCU). Its objectives
were to: examine the relationship between students’ performance in Uganda Advanced
Certificate of Education (UACE) examinations and their academic performance for award of the
Bachelor of Laws degree at UCU; determine the relationship between the students’ performance
in the pre-university Law entry examinations (PuLEE) and their academic performance for
award of the Bachelor of Laws degree at UCU and establish the difference in the academic
performance of males and females in the fourth year Law course examinations as predicted by
their achievement in the UACE examinations and pre-university Law entrance examinations at
UCU. A cross-sectional research design was used in the study. A response rate of 77.4% was
achieved while using questionnaires and interviews. A documentary review checklist was also
used. Purposive and random sampling techniques were employed. Thematic analysis of
quantitative and qualitative data was done. Inferential correlation statistics was used to establish
the extent to which admission criteria predict students’ academic performance in the Law course.
A low and positive correlation of 0.048 (p=0.321), though not statistically significant at 0.5%
level was established between UACE points and Year Four CGPA. A positive and significant but
weak correlation of 0.331(p= 0.000) was established between PuLEE results and academic
performance of Year Four Bachelor of Laws students. There was no statistically significant
difference in the performance of males and females in the Bachelor of Laws course. The
combined effect of UACE and PuLEE predicted up to 10.3% of the dependent variable. Based
on these findings, the UACE achievement examinations may not be suitable for selection and
placement of students to HEIs. Universities need to supplement UACE achievement
examinations with tailor-made pre-university entry aptitude examinations in the admission of
undergraduates. Such examinations should measure students’ analytical thinking, deductive
reasoning, problem solving and other psycho-motor skills needed by students to perform better in
their undergraduate studies. There is, however, need for a study to evaluate the content and
criterion validity of pre-university entry examinations to establish their effectiveness as an
admission criterion in Uganda’s HEIs.
2015-12-01T00:00:00Z