DETERMINANTS OF QUALITY OF TEACHING AND LEARNING PROCESS IN PRIVATE UNIVERSITIES OF UGANDA: A CASE STUDY OF THE FACULTY OF LAW, CAVENDISH UNIVERSITY UGANDA

Abstract

The study set out to investigate the determinates of quality of teaching and learning process in private higher education institutions (PHEIs) in Uganda, a case study of the Faculty of Law at Cavendish University Uganda (CUU). The specific objectives were; to explore the management strategy; educational tools and facilities; the quality of academic staff and the NCHE policy in ensuring the quality teaching and learning at the Faculty of Law. Literature showed that the determinates of quality teaching and learning process have an effect on student transformation and quality (World Bank, 2001; Kasozi, 2001; NCHE, 2011; Kasozi, 2003; Alain & Shobhana, 2003; Mamdani, 2007; Visitation Committee Report, 2007). The study adopted a descriptive-survey design in which both qualitative and quantitative approaches of data collection were used, involving a total of 376 respondents. Primary data were collected using Self-Administered Questionnaires (SAQs) for students and interview guide for the rest of the responded mentioned above. The study tested four hypotheses using the Pearson correlation and regression analysis. Findings showed that management strategy had no significant effect rendering the effect of management strategy to be a weak; apparently no significant effect exists between the tools and educational facilities because the correlation coefficient was considered to be very weak hence have a weak positive effect; the quality of academic staff showed a high positive effect and the regression between the academic staff and the quality of the teaching and learning process showed that 90% of quality issues was factored by the academic staff. The study revealed that there was no significant effect of the NCHE policy on the quality of teaching and learning which further showed a very weak effect of NCHE policy on the quality of teaching and learning. The conclusion is that management strategy had no significant effect; no significant effect exists between the tools and educational facilities; there was a high positive effect and the NCHE policy has no significant effect on the quality of teaching and learning process. The study made the following recommendations. On management strategy there is need to make the vision operational, management need to fully control University affairs, employ highly qualified staff with PhD, experience and commitment, better policy formulation without social, political, and economic forces and the leadership needs to be proactive. On educational tools and facilities, there is need to connect all computers to a fast and stable Internet, regulates computer misuse, and invest in books both in hard and electronic copies. On the

xvi Quality of the academic staff, clear and well-known policies on recruitment, promotion, staff training, development and termination to boost research and publication, establish established operational appeals committees, PhD needs to be the minimum qualification to teach. Lastly, the NCHE has to setup and be vigilant on its periodic monitoring and evaluation, quality control and assurance. Areas recommended for further research are; how the government can fund private universities for better quality; why PHEIs are not in partnerships/collaborations like public Universities.