Professional development practices and service delivery of academic staff in Kampala International and Kyambogo Universities in Uganda

Abstract

The study sought to establish the relationship between professional development practices and service delivery of academic staff in Kampala International and Kyambogo Universities. I was prompted to carry out this study because of the continued out cry of low academic staff service delivery from these two universities. Data was collected using a self-administered questioner and an interview guide from 478 respondents. The specific objectives of the study were to establish the relationship between professional development practices on teaching, research and community service delivery of academic staff in the two universities. The findings showed that professional development practices significantly related with teaching, research and community service delivery of academic staff in Kyambogo University whereas in Kampala International University professional development practices significantly related with community service delivery while teaching and research did not significantly relate with professional development practices. From these findings, it was concluded that professional development practices significantly related with teaching, research and community service delivery in Kyambogo University. It was further concluded that professional development practices insignificantly related with teaching and research service delivery of academic staff in Kampala International University. On the other hand, professional development practices significantly related with community service delivery of academic staff in Kampala International University. Hence, it was recommended that policies in favour of provision of professional development practices in a bid to improve teaching, research and community service delivery should be designed by University Council and other stakeholders in Kyambogo University while in Kampala International University policies recommending professional development practices should be tilted towards community service delivery not on teaching and research service delivery.