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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The Acting Vice Chancellor, Assoc. Prof. Umar Kakumba has welcomed a delegation from the German Adult Education Association (DVV International) led by the Board Chair Hon. Martin Rabanus. The delegation was in the country to assess the impact of their partnership with Makerere University and the community.
DVV International and Makerere University, Department of Adult and Community Education have been partners since 1986.
The support has been in the areas of teaching and learning. DVV International supported the development and launch of the Master of Adult and Community Education (MACE) in 2007. Makerere University has since graduated many who now work as lecturers in Higher Institutions of Learning, programme managers, development workers, adult education trainers and so on. Before then, DVV International was supporting undergraduate students of the Bachelor of Adult and Community Education (BACE) with financial support towards internships and practical training during the Recess term of Year 2.
Speaking in his office on April 15, 2024, Assoc. Prof. Kakumba appreciated the Germany government for the support over the years. Saying through this support Makerere has continued to foster adult education by settling up Adult Education centres in Lira and Mbale for this purpose.
DVV International has over time supported staff in the area of research and publications. Some of the beneficiaries include Dr. Stella Achen, Dr. Twine Banakuka, among others. In early 1990s the organization helped to renovate the building housing adult and community education. The organization has also previously supported staff to acquire Masters and PhDs.
Prof. Kakumba appealed to Hon. Martin Rabanus to consider renewing the MoU between the two institutions in an effort to continue training adult educators.
Hon. Martin Rabanus applauded Makerere University for the achievements obtained so far and the contribution the partnership has enabled. “We are happy that we were able to provide adults an opportunity for them to get a certificate and improve their lives,” he said. “Thank you for the corporation for the last 40 years.”
Present in the meeting were the Principal of College of Education and External Studies(CEES), Prof. Anthony Mugagga, the Dean of the School of Distance and Lifelong Learning, Dr. Harriet Nabushawo and Dr. Stella Achen – Head of Department, Adult and Community Education.
Scholars have called for the inclusion of patriotism in the country’s curriculum, arguing that starting as early as nursery school will go a long way in transforming our society. The call was made during a stakeholders’ workshop organized to discuss the integration of patriotism in the teacher education curriculum among selected Public Universities a project supported by the Makerere University Research and Innovations Fund (Mak-RIF).
Lack of a shared Ugandan culture, beliefs & national value system is one some of the things that were identified as those that hinder the spirit of Patriotism.
It was also noted that the sense of patriotism demonstrated by most students who graduate from universities in Uganda is at its lowest. This, Dr. Dorothy Kyagaba, said is manifested in the persistent riots, rise of the crime rate, vandalism, rampant students’ death, Individualism which are detrimental to the nation.
Although legal frameworks & initiatives, National Patriotic Programs, trainings in secondary schools, and patriotism clubs in high schools exist, the sense of patriotism among universities is still disturbingly low, Dr Kyababa said.
To this end, the research teams seeks to analyze the teacher education curricula to ascertain aspects of patriotism among selected Public Universities in Uganda, to establish teacher trainees’ perception of patriotism among selected Public Universities and to build capacities of teacher trainees in integrating Patriotism among selected Public Universities in Uganda.
Some scholars have argued that using practitioners & teacher education to build a sense of patriotism in preservice teachers as a community of practice increases the odds that future generations will care about each other and love their country.
Speaking during the stakeholders’ meeting on April 15, 2024, the Principal of CEES, Prof. Anthony Muwagga Mugagga, said that many people confuse patriotism with being a member of a political party. This he said is far from the true meaning of the word. Patriotism according to scholars’ entails living in harmony with each other, limited violence, sense of unity, peaceful environments with each other, preserving a county’s heritage, interests, respecting each other’s culture, values, and love and commitment to the country’s democratic principles. To achieve this, Prof. Mugagga advised that people ought to be taught about self-management, honesty, emotional intelligence, etiquette, hygiene, entrepreneurship, soft skills and survival skills among other things.
In her remarks, the Assistant Commissioner of the National Secretariat for Patriotism Corps Dr. Tibamwenda Brenda demystified the Misconceptions about Patriotism emphasizing that it is not an NRM agenda or a recruitment group but it is rather a program that would help learners better through protecting the environment, cherishing hard work, honesty, accountability and fairness.
Prof. Betty Ezati, who also attended the meeting advised that patriotism ought to start at home. “Patriotism should start at home and pre-primary. For higher institutions of learning, let us train the teachers to love their country and in so doing, they will pass this on to the young generation,” she said.
In her closing remarks, the Principal Education Officer, Teacher Education Training & Development, Ministry of Education and Sports Mrs. Elizabeth Kisakye Nsamba emphasized “a need for a think tank to re-conceptualize Patriotism in Teacher Education with a well-structured programme”
The Stakeholders’ workshop was graced by key Stakeholders from the Ministry of Education and Sports, Uganda National Institute of Teacher Education, Uganda National Teachers’ Union, National Secretariat for Patriotism Corps Teacher Educators and Preservice teachers among others. The study will be conducted at the School of Education Makerere University, Faculty of Education, Kyambogo University and Faculty of Education, Mountains of the Moon University.
Education
Call for Papers: Makerere University Journal of Research and Innovations in Teacher Education (RITE)
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Humanities & Social Sciences1 week agoMak Luminaries Call for the Promotion of Humanities & Literature in Uganda’s Education System for a Balanced Citizenry with Human & Moral Values
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Agriculture & Environment2 weeks agoTwo Slots For Student Study Exchange Programme at University of Padova, Italy
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General2 days agoProf. Justin Epelu-Opio, Our Longest Serving DVC Rests
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General2 weeks agoUNAFRI: Post of Deputy Director-General
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Veterinary & Biosecurity1 week agoCareer Guidance session for finalist students held at CoVAB