UMI Institutional Repository
The Uganda Management Institute Repository is a platform that enables the institute to:
- easily ingest institutional documents, audio, video, datasets and their corresponding Dublin Core metadata
- open up this content to local and global audiences, thanks to the OAI-PMH interface and Google Scholar optimizations
- issue permanent urls and trustworthy identifiers, including optional integrations with handle.net and DataCite DOI
For information visit the UMI Library.
Recent Submissions
An evaluation of critical success factors in a multinational partnership
(Ugandan Journal of Management and Public Policy Studies, 2019-11) Nkata L., James; Holta, Seppo; Barifaijo-Kaguhangire, Maria
This paper discusses critical success factors in a partnership of educational institutions from different countries, institutions, cultures, and regulatory frameworks since 2007. The project was a partnership between Uganda, Ethiopia, and Finland to develop leadership and management capacity in Ugandan Universities. An “appreciative inquiry approach” was adopted to evaluate the project using partnering institutions, project leaders, and partnership documents. The paper describes the approach to the management of the project and discusses specific challenges and critical success factors that contributed to the project’s success. The evaluators’ major focus was on how partners gained consensus on key decisions. Practical examples and outputs from the project are highlighted to illustrate the project’s critical success factors. The discussion was guided by the Collaborative Leadership Theory advanced by David Chrislip and Carl Larson (1994) who proposed that a mutually beneficial relationship should work towards common goals by sharing responsibility, authority and accountability for achieving desired results, and that the collaboration does not only achieve “tangibles” but also intangibles such as the dignity that comes with the ability of individuals to start a new venture and see it to success. This evaluation found that the project’s success was attributed to partner institutions’
innovation, caution and collaboration with each assembling a competent team to detect and mitigate threats to their collaboration. The study concluded that the project’s critical success factors were; emotional intelligence of the project leaders and participants, involvement of key stakeholders, honesty and equal participation. For any partnership to succeed, leadership demands a structure that enables all levels within each institution to contribute to the partnership objectives, and respect each other, because each comes with peculiar expertise, skills and attributes. Inevitable shortcomings in every project notwithstanding, partners successfully navigated the different cultures, security issues, legal and political environment, economic factors and infrastructure limitations.
Co-teaching and co-research in contexts of inequality
(Vernon Press, 2023-05) Shangase, Phindile Zifikile; Gachago, Daniela; Ivala, Eunice Ndeto
There has been a recent surge of interest in the concept of co-teaching across institutions of HE, globally and locally, as a response to limited international mobility due to COVID-19. Traditionally, co-teaching emerged in fields such as teacher education, where pre-service teachers had to practice team teaching as part of their postgraduate training (Guise et al., 2017). More recently, coteaching has been introduced as a response to the massification of access to HE (Morelock et al., 2017), but also in the context of internationalisation and globalisation. For this book, however, we use a broader definition of coteaching (and co-research) following Murphy and Martin (2015), who see coteaching as “two or more teachers teaching together, sharing responsibility for
meeting the learning needs of students, and, at the same time, learning from each other” (emphasis added). We see co-teaching and co-research as teaching and research that connects educators and learners across different institutions and different contexts, be it across South Africa, Africa or the world. We very deliberately linked co-teaching and co-research to the term ‘networked learning’, following the Networked Learning Editorial Collective’s (2021) emphasis on relationships and collaboration rather than technology and foregrounding our strong commitment to social justice.
Teaching-learning quality assurance benchmarks and characteristics that promote learner outcomes among Public Administration students at Uganda Management Institute: An exploratory study.
(International Journal of Educational Administration and Policy Studies, 2013-03) Basheka, Benon; Nkata L., James; Kaguhangire-Barifaijo, Maria
In today’s academic environment, leaders at higher educational institutions face increasing demands as
stakeholders’ expectations rise and resources diminish (Randall and Coakley, 2007). This paper
examines student’s perspectives on the measures of teaching –learning quality assurance benchmarks
and study environment conditions, which are likely to promote attainment of the learners’ outcomes. Of
the 294 students who were sampled for the study, 279 returned the completed survey instrument
suggesting a response rate of 94.5%. The paper identifies critical learning and teaching quality
assurance benchmarks and a number of facilitator-student behaviors considered by students as
pertinent for the realization of their learning outcomes. The results are original and compare well to the
existing body of local and international literature.
Higher education-community partnership: Extricating value addition with specific reference to student internship
(Kampala International University Research Journal (KIURJ), 2017-07) Kaguhangire-Barifaijo, Maria
The paper discusses higher education-community partnerships, such as students’
internships and research that are often intended to promote quality, relevance, skills’
enrichment and socio-economic development. The paper assesses the management and value
addition of students’ internships and higher education-community research partnerships. It
critiques; the planning, organization, implementation, monitoring and assessment of students’
internship activities. The functionality and levels of participation in higher education community
research is also analysed. Horkheimer (1982)’s Critical Theory was adopted to
explain the relationship between higher education institutions (HEIs) and the community in
which they reside. It is concluded that the power relations between the community and HEIs
are lopsided. It is recommended that HEIs engage the community in a more meaningful and
equitable fashion.
Politics in staff representation and democracy in higher education institutions in Uganda: extricating the actors' intentions
(International Journal of Technology and Management, 2017) Kaguhangire-Barifaijo, Maria; Namara, Rose
The article examines the influence of representative politics on democracy in higher education institutions
(HEIs). The research attempted to answer three main questions: (1) What are the intentions of the aspirants
in their struggle to represent their constituents? (2) Why do electorates decide to or not to vote for the
competing aspirants? (3) How has representative politics promoted democracy in the institutions? The study
employed an ethnographic research. A qualitative approach was supported by a longitudinal design to collect
data in two HEIs - Makerere University and Uganda Management Institute - from November 2009 to April
2015. Results revealed that aspirants had both personal and constituent-related desires as pushing factors
for them to stand for elective positions. Ideological pursuits, academic achievements, personal gains and
friendship with aspirants were also identified as motivating factors. The study was guided by the Theory of
Rational Choice and Bandura’s Model of reasoned action. The article concludes that representative politics
in HEIs did not enhance ideals of accountability and responsiveness as desired in democratic institutions;
rather, it served the personal interests of representatives.