Management of student evaluations and academic policy improvement in higher education institutions:A case of Uganda Christian University

Abstract

The study examined the relationship between Management of Student Evaluations and Academic Policy Improvement at Uganda Christian University (UCU). Data was collected using questionnaires and interviews with key informants. Both quantitative and qualitative data was collected; quantitative data was analyzed using regression, Pearson’s correlations and ANOVA (analysis of variance). Qualitative data was analyzed using thematic analysis. The overall response rate was 86.7%. The study established a moderate positive relationship between planning student evaluations and academic policy improvement with a correlation 0f 0.399. The coefficient of determination (R2 ) was 15.9% and probability value was 0.000. Finally the study established a strong positive relationship between reporting student evaluations and academic policy improvement with a Pearson’s correlation of 0.7758. The coefficient of determination (R2 ) was 57.4% and the probability value was 0.000. The study concludes that all the three independent variables (IV) that included planning student evaluations, organizing student evaluations and reporting student evaluations had a positive effect on academic policy improvement at Uganda Christian University. The researcher therefore recommends that Uganda Christian University and other institutions of higher learning should devote more efforts on Planning Student Evaluations through ensuring Stakeholders’ involvement, well established Structures and as well as a Policy direction in place if the University is to attain Academic Policy Improvement in form of quality programmes, quality teaching and learning, quality assessment and quality academic staff. Secondly, the researcher recommends that emphasis should be made on Organizing Student Evaluations through data collection process, data processing and data storage if the university is to attain academic policy improvement in form of quality programmes, quality teaching and learning, quality assessment and quality academic staff. Finally the researcher recommends that more focus should be on reporting student evaluations specifically through ensuring a reporting hierarchy, protection/security and feedback if the university is to attain academic policy improvement in form of quality programmes, quality teaching and learning, quality assessment and quality academic staff.