Staff Publications

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

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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.
Intellectual curiosity or deception: An investigation into the practice of teaching outside area of expertise in Uganda
(Makerere Journal of Higher Education (MAJOHE), 2017) Kaguhangire-Barifaijo, Maria; Namubiru Ssentamu, Proscovia
Teaching outside one’s area of expertise is increasingly common in higher education institutions (HEIs). Yet institutions and scholars are treating the subject as a taboo. Debate on the subject has been kept hush-hush—citing potential jeopardy to the institutions’ image. In this paper, the authors explore the reasons for the trend. The authors adopted Carl Rogers’ Theory to answer four questions: 1) What drives academicians to teach outside their area of primary expertise? 2) What are the implications of teaching outside one’s area of expertise? 3) What is the performance of those teaching outside their expertise? 4) What strategies are in place to regulate the practice? Data was collected from two HEIs in Uganda. This was done using interviews, students’ evaluations and teaching time-tables. Staff job descriptions and profiles were also analysed. It was concluded that the practice is not affecting quality. Regardless, the paper urges HEIs to be judicious in allowing the practice.
Health remedy fallacies strike social media: what is the role of development education?
(African Journal of Governance and Development, 2019-12) Kaguhangire-Barifaijo, Maria; Kibazo, Peter
The advent of social media has resulted in unequalled excitement but also risks, especially when postings are health-related and not supported by scientific evidence. Unfortunately, the majority of social media users tend to embrace and utilise every health remedy (alternative medicines) posted on social media without questioning their authenticity or even the authors’ credibility, since these ‘information creators’ never display their addresses of even their identities, but the users proceed to ‘ingest’ these remedies. The paper further discusses why social media users become receptive and passive to unsubstantiated information, thereby threatening their health. The authors adopted ‘The Uses and Gratifications Theory’ and ‘The Theory of Social Media Interaction’ to explain the increased fallacies appearing on social media, while the masses continue to be duped. Through an interactive approach, most users, although educated, were found to get excited the first time they landed on ‘useful information’ that hinders most of them from applying logic and critical thinking skills, which presumably, ‘development education’ should ably address at every level of education. Secondly, the power and popular appeal of social media, which quickly convinces and sways users, has affected their questioning stance. The paper thus concludes that people respond differently when it comes to health matters and this impacts their ability to critically analyse health related information. Further, medical professionals do not participate in fallacious arguments on social media is that (1) they make assumptions that the users are logical enough, and will only use such remedies after consulting with physicians and perhaps doing some research, and (2), their medical professional ethics do not allow them to publicly discuss unfounded claims related to medicine.
A comparative analysis of quality of health care delivered in low and high task shifting environments in Uganda: Implications for policy.
(Journal of Human Resource Management, 2020-01-08) Kanyesigye Rullonga, Monicah; Kaguhangire-Barifaijo, Maria; Bayat, Mohamed Sayeed
With the increasing global health workers shortage, developing countries like Uganda are embracing task shifting as a form of availing health care amidst the growing population and increasing disease burden. This study examined the quality of healthcare delivered under task shifting in low and high task shifting environments from patients’ perspective in Kalangala and Bukomansimbi Districts respectively. An exploratory design was employed with both qualitative and quantitative approaches guided by Banduras theories of social learning and social cognitive. Bivariate analysis was carried out through cross-tabulations on associations between task shifting and quality of healthcare indicators to generate chi-square and p-values. Quality of care was assessed as generally good but much better in high task shifting environments because of the availability of simulations, supervision and mentorship programs which facilitate the health workers to learn even when they possess lower qualifications. The study asserts that good quality healthcare can be provided by virtually any person who is conditioned through training, supervision and mentoring. This has a huge implication for Human Resource for Health (HRH) planning, forecasting and development in the epoch of healthy worker shortage. The study designed and recommended a task shifting model that would facilitate the development of policy framework for task shifting implementation.
The invisible accomplishments of faculty in Ugandan Universities: An ‘Iceberg Tip Metaphor’
(Journal of Educational Research and Reviews, 2021-10) Kaguhangire-Barifaijo, Maria; Nkata L., James; Namubiru S., Proscovia
The evaluation of faculty accomplishments has remained unresolved and contentious, threatening the quality of all university functions. Whereas performance evaluation of faculty is derived from their mandate of teaching, research, and community service, there has been no comprehensive tool that specifically measures aspects of quality, effectiveness or even commitment. As a result, without a comprehensive and reliable evaluation tool to evaluate faculty members’ performance, institutional quality may suffer, as may faculty enthusiasm, emotional engagement, and commitment, all of which are vulnerable to institutional productivity and visibility. The paper concludes that the lack of a comprehensive tool to measure all faculty activities affected mechanisms to acquire evidence for certain accomplishments. Therefore, Universities must develop a comprehensive tool to capture multiple accomplishments as a basis for performance evaluations to inform personnel decisions that go beyond class time and paper publications in order to restore visibility of fundamental faculty accomplishments.
A paradox in the supervision of doctoral candidates in Ugandan higher education institutions (HEIs)
(International Journal of Educational Administration and Policy Studies, 2021-12) Kaguhangire-Barifaijo, Maria; Nkata L., James
The paper examines the dynamics and complex dimensions in doctoral supervision in different disciplinary contexts in higher education institutions (HEIs), given that institutional success and reputation depends on ‘research output,’ which creates visibility and competitive advantage. However, traditional doctoral supervision, which frequently results in research output, has remained contradictory and complex due to its multi-layered, challenging, and conflicting tasks. The authors contend that while doctoral supervision necessitates a high caliber pool of trained academics and professionals, with reasonable accommodation and respect for one another, strong ethical values, cordial relationships, and professionalism, institutions continue to face unprecedented challenges in not only finding all of the attributes in a single supervisor, but also finding the best supervision model to employ. The paper concludes that, because supervisors are appointed based on their methodological, experience, and content expertise, the other essential attributes for effective supervision should be incorporated into policies. As a result, in order to resolve supervision nuances, institutions should implement flawless doctoral supervision guidelines and provide healthy supervision environments.
Differentiation of higher education institutions in Uganda and their philosophies: Is it diversion or inclusion?
(Journal of Educational Research and Reviews, 2021-09) Kaguhangire-Barifaijo, Maria; Sessanga, Karim; Bakibinga-Sajjabi, Florence; Oryema, Dan E.
This article discusses university diversions from their original purposes in order to achieve economic independence and sustainability. While these institutions are social systems that reconcile contradictory functions, they have long relied on marketing and branding to attract quality students, funding, and partnerships, in order to endure differentiation. Nonetheless, the majority of institutions have diverted from their original purpose, while others are struggling to distinguish themselves as unique; still others are unable to define their purpose, identify their culture, and also fail to align their inputs with their outcomes. In effect, those institutions that have attempted to uphold differentiation have simply duplicated what already exists in other institutions, albeit with different visions and mission statements. Nonetheless, while the lost differential was initially perceived as a disadvantage, it has proven to be a boon in terms of inclusiveness. The article concludes that the skills’ gaps in the areas of science and technology, as well as the drive to achieve social economic development through regional balance, resulted in the establishment of additional scienceoriented public universities, but with inadequate funding, which necessitated the inclusion of more marketable programs to supplement government funding. The article recommends that, the government should always conduct situational analyses, assess needs, and devise financial mobilization strategies in order for Ugandan universities to maintain their philosophies.
Establishing the viability of an institution ethnography inquiry to diagnose university culture
(Journal of Educational Research and Reviews, 2021-05) Kaguhangire-Barifaijo, Maria; Nkata, James L.; Lwanga Namale K., Elizabeth
This article proposes an ‘institution ethnography inquiry’ to establish dominant university culture to unravel hidden censures which have led to a divisive, deceptive and uncivil culture that has disrupted the normative flow of common sense. An integrative synthesis and review summaries were adopted to guide the discussion. To discern the type of culture that exists in these universities, two objectives were adopted; (i) analyze emerging university culture and its implications, and (ii) assess the significance of an institutional ethnography inquiry in extricating emerging university culture. Attributes of governance, leadership and personal traits were found to be fundamental pointers to both existing and emerging university culture. As a requisite for the adoption of this inquiry, four (4) theories were identified, reviewed and synthesized. All the theories revealed that the proposed inquiry had potential benefits to expose new-fangled and unique culture that blemished the academia, as well as the intricacies that surround institutional politics, that have infiltrated academia. Hence, an ethnography inquiry should be embraced and promoted as a mode of inquiry for its latency to unravel dysfunctional culture and tackle such contentious topics. Nonetheless, ethnographers must undergo intensive training in ethnography subtleties to gain superior competencies
Collegial cooperation turns toxic: Its depth and breadth: What are the implications for higher education institutions (HEIs)?
(Journal of Educational Research and Reviews, 2021-02) Kaguhangire-Barifaijo, Maria; Nkata L., James
Collegiality has been glorified as the strongest governance pillar for higher education institutions, especially in promoting independence of thought, impartial decisions on leadership, mutual respect, and providing peer support. However, the recent corporate culture recently adopted by Higher Education Institutions (HEIs) and a system that rewards individual accomplishments, together with decreased state funding had steadily weakened the collegial philosophy, while toxicity takes the center stage - thereby threatening unity, harmony and institutional visibility. As a result, institutions have turned toxic. Unfortunately, although easily identifiable, toxicity is a difficult phenomenon to deal with, especially in dynamic academia environment, performance-based pay and personal traits notwithstanding. The paper concludes that the lack of conclusive empirical research to establish the depth and breadth of toxicity has made it difficult for personnel to make defensible decisions. The paper recommends that institutions should prioritize institutional inquiry in order to address work related behavior – among others to negate unacceptable behavior that have persistently harmed individuals as well as the institutions. Finally, institutions should make collegiality part of all “Personnel decisions” that clearly stipulate flawless indicators and measures of toxic behavior, in order to enhance collegial, civil and harmonious work environment that promotes staff engagement, productivity and institutional stability.
Public Private Partnerships
(The 5th Annual International Conference on Public Administration and Development Alternatives, 2020-10-07) Nduhura, Alex; Nuwagaba, Innocent; Settumba, John Paul; Molokwane, Thekiso; Lukamba, Muhiya Tshombe
Given the constraints of governments to deliver health care, engaging private investment in the form of public-private partnership (PPP) is gaining popularity. The aim of present study is to review the rationale and types of public private partnerships in improving capacity of healthcare systems. The study adopted a systematic literature review. Based on existing data, this study provides important information on structuring roles and responsibilities of the private and public sector players in PPP arrangements. Well-designed PPPs in healthcare have been associated with financial benefits, quality improvement and access to health services. The findings of this study can be adopted by PPP experts, health policy designers and implementers when making choices to engage PPPs especially at a time when health systems are under stress due to COVID-19 outbreak
Local governments
(2021-10-08) Nduhura, Alex; Settumba, John Paul; Nuwagaba, Innocent; Molokwane, Thekiso; Lukamba, Muhiya Tshombe;
Governments across the world have given local authorities more freedom and power to meet the needs of their citizens and communities. Establishing local authorities has been in line with the quest for self-governance in matters that affect their local aspirations. Existing studies acknowledged that while decen-tralisation has increased urbanization and a sense of fulfilment of local community aspirations, it has plunged local administrations in a state of administrative grief caused by resource constraints to meet needs of the rising populations and local communities. To salvage constraints, public private partnerships (PPPs) have been adopted as a rescue option. Little is known on the applicability of PPPs in local governments in developing economies. The aim of the study was to explore practices associated with PPP application in local government setup. Based on an exploratory review of literature, the study provides guidance on the use and context of the application of PPPs in local government. The outcome of the study is important since the administrative grief is enlarging due to COVID-19 effects, yet the bulk of citizens continue to put pressure on local authorities to deliver service amidst financial constraints.
Public-Private Partnerships in the transport sector
(2021-10-06) Nduhura, Alex; Settumba, John Paul; Nuwagaba, Innocent; Molokwane, Thekiso; Lukamba, Muhiya Tshombe
The need for more efficient and effective public private partnerships (PPP) projects in transport is gaining momentum and will not rescind as population of persons and cars takes upward shifts. This paper seeks to identify international experiences of PPPs in transport from the wider spectrum and ends with narrowing its scope to tolls in road transport. The study undertook an exploratory design. We delved into secondary data collected that majorly from studies that undertook empirical assessment of PPPs using country to coun-try perspective. Data was sourced from scholarly journals, documents, websites searches and newspapers. A collective memory approach is further used to forecast future trends while providing implications for the tomorrow's actions for PPPs adoption in transport. The outcome of the study provides a hub of experiences for implementing PPPs in transport while acknowledging the concession types, remuneration types and critical success factors that policy makers implementers and academia can consider to inform the practice and theory of PPPs in transport.
The role of the university and institutional support for climate change education interventions at two African Universities
(Higher Education Journal, 2022-02-22) Ssekamatte, David
This paper presents findings on the role of the university and institutional support for climate change education interventions at two universities in East Africa. The findings were part of a larger study on opportunities and challenges for climate change education at universities in the African context: A comparative case study of Makerere University in Uganda and University of Dar es Salaam in Tanzania. A comparative multiple case study design was adopted collecting qualitative data from 58 lecturers, researchers, administrators and students on climate change related programmes at the two universities. Data was collected through semi-structured in-depth interviews and focus group discussions. Analysis was done using thematic analysis based on Braun and Clarke’s (Qualitative Research in Psychology, 3(2), 1–41, 2006) approach with the help of MAXDA software. Findings from the cross-case analysis revealed similarities and differences in perspectives and multiple realities of participants at both universities regarding the role of the university and institutional support for climate change education in the African context. The findings shed light on the context and nature of climate change education interventions and how these are supported at both universities. The study contributes to empirical literature on the role of higher education in addressing climate change and the institutional support to the interventions in the African context.
Teacher Evaluation and Quality of Pedagogical Practices
(International Journal of Learning, Teaching and Educational Research, 2016-08) Malunda, Paul; Onen, David; Musaazi, John C. S.; Oonyu, Joseph
This study explored the extent to which teacher evaluation influences the quality of pedagogical practices in public secondary schools in Uganda. It was triggered by the persistent criticisms about the deteriorating quality of teaching and learning in secondary schools in the country. The study was approached from the positivist research paradigm. However, a descriptive cross-sectional survey research design was specifically used to conduct the study. Data were collected from 76 head teachers and 960 teachers drawn from 95 public secondary schools and two officials from the Uganda’s Ministry of Education, Science, Technology and Sports (MoESTS) using survey and interview methods. Ordered logistic regression and content analysis methods of data analysis were used to establish the influence of teacher evaluation on the quality of pedagogical practices in the schools. Study findings revealed that both formative (coeff. =5.557; p=0.000<.05) and summative (coeff. =3.056; p=0.000<.05) teacher evaluations significantly influence the quality of pedagogical practices in school. Thus, it was concluded that the way teachers teach, is partly determined by how well and regularly they are evaluated, other factors notwithstanding. Therefore, the researchers recommended that in order to enhance the quality of pedagogical practices, MoESTS needs to develop standard formative evaluation tools that can be used for continuous teacher evaluation as well as train head teachers on how to effectively appraise their staff
Remuneration and Motivation of Teachers in Government Aided Secondary Schools in Mukono District
(Makerere University Research Journal (MURJ), 2008) Malunda, Paul Netalisile
This article examines the relationship between remuneration and motivation of teachers in government aided secondary schools in Mukono District. It examines relationship between (i) salaries, (ii) allowances, (iii) fridge benefits and motivation of teachers in government aided in Mukono District. A sample of 130 teachers was selected from a total of 313 teachers from eight purposively selected secondary schools in the District. Descriptive cross sectional survey design was used to collect data using questionnaires, interviews, focus group discussions and document analysis. Pearson’s correlation and regression analysis were used to measure the degree and strength of the relationship between remuneration and motivation. The article reveales that remuneration explains 43.3% of the variations in motivation of teachers. The findings indicate that fridge benefits and allowances are significant predictors of teacher motivation. The article recommends that the government of Uganda, through the Ministry of Education and Sports, lifts the ban on teacher recruitment to have all teachers on the payroll, introduces rural schools’ allowances and build low cost houses for accommodation so as to attract qualified teachers to rural schools. These moves should boost teacher motivation.
Performance monitoring and quality teaching and research in Private Universities in Uganda
(International Journal of Learning, Teaching and Educational Research, 2018-10) Atwebembeire, Juliet; Musaazi, John.C.S.; Ssentamu, Proscovia Namubiru; Malunda, Paul, N.
This study assessed the influence of performance monitoring on quality teaching and research in private Universities in Uganda. Specifically, the study investigated how performance tracking, performance reviews, performance dialogue, and consequence management influence quality teaching and research. A positivist approach and cross sectional survey design were adopted for the study. Four chartered private Universities were selected using disproportionate stratified random sampling, basing on the foundation status. Data were collected from 181 lecturers, 5 Deans, 23 Heads of Department, 3 Quality Assurance officers, 3 Senior Officers from the National Council for Higher Education (NCHE) and 39 Student Leaders using a questionnaire, interviews, documents reviews and observation methods. Descriptive statistics and regression analyses, collaborated with content analysis were used to analyze the data. Study findings revealed a positive contribution of performance monitoring to quality teaching and research. The study concluded that staff performance monitoring practices in private universities are coercive and unsustainable in enhancing quality teaching and research. Therefore, the authors recommend that managers in the sampled private universities should use a variety of participatory-oriented performance monitoring mechanisms where targets are agreed upon, constructive feedback is provided on staff performance and staff are rewarding based on performance reviews.

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