Education
72nd Graduation: Doctoral Citations – CEES
KABASIITA Jessica
Antecedents of Organizational Citizenship Behaviour among Academic Staff in Universities in Uganda
Ms. KABASIITA Jessica investigated antecedents of organizational citizenship behaviour (OCB) among academic staff in universities in Uganda using Podsakoff et al.’s (2000) model of OCB. The model stipulates that OCB is a function of employee characteristics, task characteristics, organizational characteristics and leadership behaviours. The study employed a positivist paradigm and data was analysed using multiple linear regression techniques. The study findings revealed that; employee characteristics (job satisfaction & self-efficacy); task characteristics (skill variety & task significance); organizational characteristics (organizational structure, advisory support, & group cohesiveness) and leadership behaviours (transformational behaviours) were significant antecedents of OCB. Therefore, to raise the OCB levels of academic staff, university managers were recommended to improve the working conditions of their staff through innovative ways – including leading by example. The study was self-sponsored and supervised by Prof. F. E. K. Bakkabulindi and Dr. David Onen.
KALULE John
Professional Development Programmes and Academic Staff Pedagogical Practices in CHUSS and COVAB at Makerere University
Mr. KALULE John examined the extent to which Professional Development Programmes (PDP) influence academic staff pedagogical practices in CHUSS and COVAB at Makerere University. It employed an embedded research approach and a cross-sectional survey design. Respondents were sampled using stratified random and purposive sampling. Data were collected using a survey questionnaire, interview guides, and FGDs. Data were analysed using descriptive and inferential statistics. Findings revealed that PDP significantly influenced content knowledge, course organization, and knowledge of pedagogical approaches, while classroom management practices were not. Therefore, there is urgent need for DHR at Mak to organize continuous need-based PDP laying emphasis on practices that address content focus, active learning, coherence, and collective participation in a bid to improve on content knowledge, course organization and knowledge of pedagogical approaches of academic staff. The study was funded by Makerere University and supervised by Prof. Anthony Mugagga Muwagga and Dr. Gyaviira Musoke Genza.
KIMBOWA Simon Patrick
Decision making styles of Heads of Department and work involvement
of Academic staff in Makerere and Nkumba Universities.
Mr. KIMBOWA Simon Patrick studied the effects of decision making styles of Heads of Department on the work involvement of Academic staff in Makerere and Nkumba Universities. Low work involvement of academic staff manifested in delay in marking students’ examinations and release of results, low research and publication levels, low participation in university activities have been reported. Using a descriptive cross-sectional survey designs, this study analyzed the effects of Heads of Departments decision making styles on job involvement, career involvement and organizational commitment of academic staff. The findings showed that HOD’s decision making styles had statistically significant impact on organisational commitment of academic staff but not on job and career involvement of academic staff whereas HOD’s decision making styles had in the two universities. The study recommended revising and strengthening HOD’s decision making styles policies to improve on organisational commitment of academic staff. The study was self-sponsored and was supervised by Dr. Livingstone Ddungu and Ass. Prof. Betty A. Ezati.
KITAGAANA Zaidi
Dynamics of University-Industry Technology Transfer in Uganda: A Case Study of the Faculty of Engineering at Kyambogo University.
Mr. KITAGAANA Zaidi investigated the Dynamics of University-Industry Technology Transfer (U-ITT) at Kyambogo University’s Faculty of Engineering (KyU- FE). He explored the seemingly inappropriate mechanisms of Technology Transfer (TT), inappropriate institutional and industrial policies governing TT and organizational infrastructure, which appear to be out of tune with contemporary trends. The researcher used a descriptive single case study design anchored in the interpritivist paradigm. It was revealed that TT at KyU-FE is low, uncoordinated and at variance with set policies. Some envisaged institutional policies that enhance TT have not come to fruition hence failing to develop an inventory of TT activities at the university. The manpower at the University’s TT offices lack bargaining strength and expertise to negotiate licensing contracts with industry. It was further found that most industries lack research and development departments to negotiate innovations with the University. The study concluded that there is need for strong national and institutional policy direction to govern U-ITT. The study was funded by Kyambogo University and supervised by Dr. Genza Gyaviira Musoke and Associate Professor Oonyu Joseph, RIP.
KIRYOWA Mathias
Financing of Church-founded secondary schools in Uganda and its implications for their school effectiveness: A case of Kampala Archdiocese, Mukono and Namirembe dioceses
Mr. KIRYOWA Mathias investigated key sources of financing, financial resource allocation modalities, and alternative financing mechanisms as coping stratagems for church-founded secondary schools in Uganda. His study revealed that financial inadequacies emanating from pathetic funding models in most of the schools are accountable for the ineffectual instruction, unrestrained adversity, deficient staff and students’ welfare, dilapidated infrastructure among other calamities. The study also discovered that innovative school leadership is paramount in spearheading a diversification strategy for alternative financing sources to break overdependence on government subvention grants and tuition, ensure institutional resourcefulness and ultimately, school effectiveness of church-founded secondary schools. This Study was funded by the Catholic Scholarship Program of Uganda, and supervised by Prof. Anthony Mugagga Muwagga and Dr. Wycliffe Scot Wafula.
MUWANGUZI Eria
Applicability of Smerek and Peterson’s Assessment Model in analyzing Job Satisfaction among the Academic Staff at Makerere University
Mr. MUWANGUZI Eria applied Smerek and Peterson’s Assessment Model dimensions to analysis job satisfaction among the academic staff at Makerere University. The study specifically examined whether intrinsic, extrinsic factors, job characteristics and personal characteristics were significant predictors of job satisfaction among academic staff. Using a positivist paradigm and a descriptive cross-sectional survey research design, it was established that the intrinsic factor of recognition was the most significant predictor of job satisfaction. It was, thus, recommended that Makerere University should strengthen its recognition strategy to improve job satisfaction among the academic staff. The study was self-sponsored and supervised by Assoc. Prof. Betty Ezati and Prof. Christopher. B. Mugimu.
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Over 240 students graduated with certificates and diplomas from the College of Education and External Studies (CEES) under the Love Binti Program, which offers training in fashion design and hairdressing.
Speaking at the graduation ceremony on December 13, 2024, Mr. Joseph Watuleke, the program coordinator at Makerere University, noted that while the program has provided free training for seven years, this year’s graduates were required to co-fund 50% of their tuition to ensure sustainability. Due to rising demand, the college introduced diploma-level training and plans to expand into other vocational courses.
Preparing Job Creators, Not Job Seekers
As the global focus shifts from creating job seekers to fostering job creators, graduates from the Love Binti Program expressed interest in pursuing higher education to enhance their qualifications. They called for universities to prioritize vocational courses at the degree level, citing the growing youth unemployment crisis.
“Universities are still producing job seekers, leaving many graduates unemployed due to a lack of practical skills,” said Mr. Moses Conrad Yesuanjagala, a fashion and design graduate. “If more students were enrolled in vocational training, they would be job-ready upon graduation.”
The students made this plea during the Love Binti International graduation ceremony held at Makerere University’s Rugby Grounds, where 244 students were conferred ordinary and advanced certificates in fashion and design.
Transforming Dreams into Reality
Since its founding in 2018, Love Binti International has graduated 1,930 students in Uganda in hairdressing and fashion design. Mr. Yesuanjagala, 53, expressed gratitude for the opportunity, sharing how his lifelong dream of becoming a fashion designer came true through the program.
“I’m a father of grown children, but I still pursued this knowledge because the skills are practical and marketable,” he said, urging universities to embrace vocational skilling.
Similarly, Ms. Sarah Apio, a fellow fashion and design graduate, called on her peers to pursue their passions fearlessly. “The world needs your unique perspective, talent, and passion. Don’t be afraid to challenge the status quo and pursue your dreams,” she advised.
Institutional Support and Future Prospects
Dr. Jimmy Tibs Tumwesigye, representing the Department of Adult and Community Education at Makerere, emphasized the need for continuous skilling beyond formal education. He encouraged graduates to form groups and apply for government programs like the Parish Development Model and Emyooga for startup capital.
“Be our ambassadors and train at least five more people. That is how we build a skilled and self-reliant society,” he urged.
Dr. Harriet Nabushawo, Dean of the School of Distance and Lifelong Learning, served as the guest of honor. She encouraged graduates to remain proactive, collaborate, and seek out new knowledge and designs online.
On behalf of Makerere University, Dr. Nabushawo pledged continued support for the program, which has been hosted at the university for seven years.
Founder’s Vision and Sustainability Plans
Ms. Elle Yang, founder and executive director of Love Binti International, shared her vision of empowering African men and women through vocational training to combat unemployment. Initially offering fully sponsored programs, she introduced a co-funding model this year due to rising enrollment.
“Instead of giving you fish, I wanted to teach you how to catch it. These skills, if used well, can change your life,” she affirmed.
December 11, 2024
Makerere University has embarked on a comprehensive training program aimed at enhancing the pedagogical and professional competencies of its academic staff. The inaugural training, organized by the Office of the Deputy Vice Chancellor (Academic Affairs), was officially launched by Prof. Mukadasi Buyinza at Fairway Hotel. The training is facilitated by a team from the Centre for Teaching and Learning Support (CTLS) at the College of Education and External Studies (CEES).
In his opening remarks, Prof. Buyinza emphasized the urgent need for retooling academic staff in light of emerging challenges such as artificial intelligence (AI) and evolving teaching technologies. “The digital era has reshaped how we teach and learn. We must equip our staff with the necessary pedagogical skills and ethical professionalism to remain at the forefront of higher education,” he said.
Prof. Anthony Muwagga Mugagga, one of the lead facilitators, highlighted that the training goes beyond teaching techniques, focusing on developing reflective and adaptive educators. “University teaching today demands more than subject expertise. It requires an intentional blend of pedagogical knowledge, ethical standards, and technological competence,” he remarked.
The University Pedagogy and Professionalism Course was designed in response to gaps identified in higher education teaching. According to the course guidelines, many academic staff possess deep subject-matter expertise but lack structured training in pedagogy and andragogy, essential for effective knowledge transfer.
Participants will engage in an intensive curriculum covering themes such as educational theory, professional ethics, teaching models, assessment strategies, and the integration of emerging technologies. The course, guided by the National Council for Higher Education’s strategic plan, aims to foster continuous professional development among university educators.
Prof. Buyinza concluded by reiterating Makerere University’s commitment to nurturing competent and ethically grounded educators. “This initiative reflects our dedication to academic excellence and our role in shaping the future of higher education in Uganda and beyond.”
The training is expected to run in phases, ensuring that all academic staff receive the essential skills needed to enhance the university’s teaching and learning environment.
