Staff Publications

Permanent URI for this collectionhttps://umispace.umi.ac.ug/handle/20.500.12305/333

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Browsing Staff Publications by Author "Basheka, Benon"

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    Adopting new approaches for public procurement efficiency: critical success factors (CSFs) for the implementation of e-procurement in Uganda’s public sector
    (International Journal of Procurement Management, 2012) Basheka, Benon; Oluka, Pross N.; Mugurusi, Godfrey
    In the public sector, the issue of efficiency and effectiveness (value for money) is now a key governance agenda. Electronic procurement has become prominent in the language and strategy of the public sector effectiveness in both developed and developing countries. E-procurement is currently one of the key topics in the e-government arena; many organisations need advice and guidance about proceeding with this new approach. In this paper, we examine the critical success factors (CSFs) for implementation of e-procurement technologies in Uganda’s public sector context. The findings of this study confirm that in Uganda’s context, the major CSFs for e-procurement include: 1 careful involvement of suppliers 2 systematic risk management approaches 3 systematic redesign of organisational processes 4 use of experienced consultants 5 careful selection of software providers. We suggest policy and managerial implications in the adoption of e-procurement.
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    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.