East African School of Higher Education Studies and Development (EASHESD) Collections

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Browsing East African School of Higher Education Studies and Development (EASHESD) Collections by Subject "Academic staff"
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    Applicability of Smerek and Peterson’s Assessment Model in analyzing Job Satisfaction among the Academic Staff at Makerere University
    (Makerere University, 2022-05-22) Muwanguzi, Eria
    The purpose of this study was to assess the applicability of Smerek and Peterson’s model in explaining job satisfaction among the academic staff in Makerere University. In particular, the study examined whether intrinsic, extrinsic factors, job characteristics and personal characteristics are significant predictors of job satisfaction among academic staff. Using the positivist paradigm, the researcher adopted correlational and cross-sectional research designs using a questionnaire survey on 304 respondents. Quantitative data was analyzed using descriptive statistics, Students’ t-test, ANOVA, correlation and multiple regression analysis. Hence, the main findings were that the intrinsic factor of recognition was the only significant predictor of job satisfaction. However, work itself, opportunities for advancement, professional growth opportunities, responsibility, good feelings about the organization and clarity of mission were not. Secondly, extrinsic factors of effective supervisor, good relationship with co-workers, satisfaction with salary and presence of core values were positive significant predictors of Job Satisfaction while effective management and satisfaction with benefits were not. Thirdly, Job characteristics of task autonomy and task significance were positive significant predictors of job satisfaction while task variety, task identity and feedback were not. Fourthly, Personal characteristic of the sex of respondents was the only statistically positive significant factor of job satisfaction while age, education, marital status, lengths of service and the category of department one belongs to were not. In conclusion, in regards to Smerek and Petersons dimensions, the intrinsic factor of recognition was the most important predictor of JS. Secondly, the extrinsic factors of effective supervisor, good relationship with co-workers, satisfaction with salary and presence of core values were substantial predictors of JS. Thirdly, the job characteristics of autonomy and task significance were viewed as significant predictors of JS. Fourthly, the personal characteristic of sex of respondents was a statistical positive significant predictor of JS. The study recommended that the authorities responsible for JS at Makerere University like the Principals, Deans should manage, monitor and supervise staff more effectively, make more informed decisions so as to enhance extrinsic JS. The relevant authorizes, at Makerere university such as the University Council need to make the system of employee recognition more fairly and transparent so as to enhance intrinsic JS. This can be done by providing academic staff with clear information on whom, when and how an employee can be recognized. The authorities responsible for JS at Makerere University such as the Deans and heads of departments should guarantee more academic freedom to the academic staff so that they can rearrange tasks and responsibilities to better align roles in regards to the changing environment inside and outside the University. The University Council should encourage gender sensitive planning, implementation and monitoring strategies as a mechanism of enhancing JS at Makerere University.
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    Commitment and supportive supervision as correlates of academic staff performance in the College of Education and External Studies, Makerere University.
    (Makerere University, 2014) Ssentamu, Thadeo
    The study sought to investigate the relationship between commitment and supportive supervision to academic staff performance in College of Education and External Studies (CEES), Makerere University. It was guided by two objectives that is; (i) to examine the relationship between commitment and academic staff performance, (ii) to examine the relationship between supportive supervision and academic staff performance in CEES. The literature provided discussed the three variables of commitment, supportive supervision and staff performance. The study was guided by a cross sectional survey design, Information was gathered using two instruments from 80 academic staff and 6(six) administrative staff in the three schools which make up the College of Education and External Studies (CEES), namely, School of Education (SoE), East African School of Higher Education Studies and Development (EASHESD), and School of Distance and Lifelong Learning (SoDLL). The Self-Administered Questionnaire (SAQ) was used to collect information from the academic staff while an Interview Guide was used to gather information from the administrative staff. Data obtained were statistically analyzed, and the variables of the study were tested using Pearson’s correlation co-efficient index which found a significant co-relation between commitment and academic staff performance and no relation was found between supportive supervision and academic staff performance. The study concluded that commitment increases performance while supportive supervision practices don’t have any effect on staff performance. And from this conclusion it was recommended that the university administration should raise academic staff commitment through creation of a highly conducive working environment, and that the university council, should not all consider supportive supervision of academic staff especially through coaching, mentoring and monitoring.
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    Communication Methods and Graduate Students Awareness of the Assessment Policies at Makerere University, Kampala
    ( 2012-06) Kabasoka, Cathy
    The study sought to establish the relationship between communication methods and graduate students awareness of the assessment policies at Makerere University. The study was guided by three objectives namely to establish the relationship between (i) written, (ii) oral and (iii) electronic communication methods and graduates students’ awareness of the assessment policies. A co-relational research design guided the study using both qualitative and quantitative research approaches. A sample of 101 students and 10 academic staff participated in the study. Questionnaires and interview guides were used to collect quantitative and qualitative data. Pearson’s Chi-square test was used to determine the magnitude and significance of the relationship between variables. The results revealed that there was a significant relationship between (i) written, (ii) oral and (ii) electronic communication methods and students’ awareness of policies. The conclusions: were that, written communication method was significantly related to students’ awareness of the policies, where as oral communication method was highly positively related to students’ awareness of the assessment policies and that electronic communication method was positively related to students’ awareness of the assessment policies. Recommendations made included; that the university uses three different medium of communication methods together namely; written, oral and electronic communication, so that their good qualities can complement each other.
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    Examining the effect of workplace environment on the well-being of academic staff at Makerere University
    (Makerere University, 2024-01-05) Mbabazi, Annet
    This study examined the effect of the workplace environment on academic staff well-being at Makerere University. It was prompted by persistent ill-being among university academic staff since reports noted that these were stressed due to institutional challenges despite the institution's effort to improve the workplace environment. Using a pragmatist world view through a mixed- methods approach and basing on stratified proportionate random and purposive sampling, 382 academic staff and heads who were reached. Self-administered questionnaires and interviews were administered hence collecting both quantitative and qualitative data. The quantitative data was analyzed descriptively and with inferential statistics multiple linear regression techniques. Qualitative data was analyzed using thematic and content analysis inductively, and later both sets were converged to generate summaries of findings. Quantitatively, results show that; the workplace climate supervisory relationship, and peer group interaction combined stood at R2 =0.281 which implied that these contributed 28.1% of the change in academic staff well-being at Makerere University.This means that 71.9 % of well-being of staff is accounted for by other factors not within this study. Specifically, workplace climate (0.358, p= 0.00) was significant while supervisory relationships (0.066, p =0.158) and peer group interaction (-0.061, p = 0.126) were not significant. The qualitative findings revealed that workplace climate is very important in terms of work pleasure rewarding jobs and development opportunities contribute greatly to well-being. Since this was also found to be significant in quantitative results, it needs to be emphasized in order to enhance well-being at Makerere University. I therefore recommend that management should improve on the well-being of academic staff by; prioritizing work-life balance through effective workload management and utilizes available resources; managers of institutions of higher learning should come up with training and development programs that target academic staff development needs; and managers of higher education Institutions should strengthen interpersonal relationships through social support platforms, and foster a culture of open communication and feedback. (Keywords: Workplace environment, well-being, workplace climate, supervisory relationships, peer group interaction)
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    Knowledge management factors and knowledge sharing among academic staff of Makerere University
    (Makerere University, 2017) Kisamba, Peter Mugerwa
    Knowledge sharing (KS) is an inevitable activity that underpins the business of knowledge management (KM) factors. It is a critical activity since knowledge bears no value if it is not distributed and shared. However, the question of whether KS does really exist among academics of Makerere University, and factors affecting the practice are yet to be known. This study focused on the establishment of the relationship between the individual, organizational, technological and communication KM factors and KS among the academic staff of Makerere University. The method of cluster sampling was used in selecting 136 respondents who filled in self-administered questionnaires. Using SPSS, data analysis was done at descriptive and inferential levels. The analysis of data at the univariate level was based on relative frequencies and descriptive statistics such as means. Using Pearson’s linear correlation co-efficiency and multiple regressions, the four research hypotheses were tested at bivariate and multivariate level respectively. The study found out that unlike for individual, organizational and technological KM factors and KS, communication factors were found to be significantly, positively linearly correlated with KS. The study concluded that communication factors were vital in enhancing KS. The study came up with recommendations that University Top Management should put more emphasis on communication factors in the quest to enhance KS among academics. Top Management should also work towards avenues that facilitate helpfulness communication in research-related activities, interaction with fellow academic staff, build a high level of face-to- face interaction among academics, and promote easy communication with other academics, discussions on research-related matters and collaboration among academics taking place through face-to-face meetings.
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    Non-Financial Rewards and Performance of Academic Staff at Islamic University in Uganda, Kampala Campus
    (Makerere University, 2022-03-03) Marium, Mbatudde
    The study aimed at examining the relationship between non-financial rewards and the performance of academic staff at Islamic University in Uganda (KC). It was prompted by the low performance of academic staff in IUIU (KC). This study was guided by three specific objectives, that is to say, to examine the relationship between (1) Promotion, (2) recognition and (3) training with the performance of academic staff in IUIU. It was a co-relational, crosssectional survey design and majorly quantitative. The opulation size was 126 academic staff and the sample size was 97 persons selected using simple random sampling technique. Data were collected using a survey method and its corresponding tool was a self-administered questionnaire. At the univeriate level each dimension of the independent and dependent variable were analysed descriptively whereas at bivariate level inferential statistics were determined using Pearson‟s Correlation Coefficient index and Multiple Regression Analysis techniques. Results revealed a highly positive significant relationship between promotions, recognition and training with the performance of academic staff in IUIU. Thus, it was concluded that promotions, recognition and training significantly relate with the performance of academic staff at IUIU. From these findings, it was recommended that to increase on the performance of academic staff in IUIU, the University Council, relevant authorities should ensure that they design policies that call for equity in promotion of staff basing on seniority, experience and expertise; ensure that academic staff are recognized more using verbal and non-verbal means. These may involve praising, appreciating, giving gifts like plaques, finally there ought to be emphasis on ensuring that the development policy of academic staff is revised to ensure that all new academic staff receive job induction, offered study leaves, allowed and financed to attend seminars, workshops and conferences. Furthermore, junior staff should be allocated some senior staff members to act as their mentors. Since promotion had a more significant effect on the performance of academic staff in IUIU, it must be more emphasized by university administrators.
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    Predictors of research productivity among academic staff with PhDs in universities in Uganda from Bean’s (1982) Model
    (Makerere University, 2024) Muteesasira, Christopher
    In this study, I sought to examine the predictors of research productivity among academic staff with a PhD in universities in Uganda from Bean’s (1982) model. To Bean, the research productivity of an academic staff arises out of individual variables (research goals, collaboration with research colleagues, research resources, equity of rewards, and research legitimacy) after being influenced by organisational variables (research emphasis, university reputation, university size, university affluence, and university autonomy). I used a positivist paradigm within a Cartesian philosophy, and employed a cross-sectional survey design. A total of 217 academic staff with PhDs, whom I randomly sampled from three universities, provided data by completing SAQs. The study had four hypotheses. I tested three of these using both Pearson’s linear correlation coefficients and multiple linear regression. In contrast, I tested the fourth hypothesis using mediation analysis. None of the organisational variables was found to be a significant predictor of research productivity. Of the individual variables, only collaboration with research colleagues and equity of rewards were significant predictors of research productivity. University reputation significantly predicted research goals and collaboration with research colleagues. University affluence significantly predicted research resources and equity of rewards. University autonomy significantly predicted research legitimacy. Lastly, the results showed significant mediation between research emphasis and research productivity by research goals; university reputation and research productivity by jointly research goals and collaboration with research colleagues; and university affluence and research productivity by research legitimacy. Because the prediction of research productivity by most of the individual and organisational variables individually was not statistically significant, I recommend that university managers consider attending to these factors in synergy if the research productivity of their academic staff with PhDs is to improve.
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    Resource utilization and job satisfaction of academic staff in the College of Education and External Studies in Makerere University.
    (Makerere University, 2014) Anyango, Mary
    The study sought to establish the relationship between resource utilization and the job satisfaction of academic staff in the College of Education and External Studies, Makerere University. It was based on three objectives namely: to establish the relationship between teaching, human and time resources utilization on the job satisfaction of academic staff in the College of Education and External Studies, Makerere University. The study design was correlational cross sectional survey; it was quantitative mainly though involving qualitative elements. The respondents involved 80 academic staff and24 administrative staff in the College who were selected using purposive and convenience sampling techniques. Data were collected using a self-administered questionnaire and interview guide. The variables were related using Pearson’s correlation co-efficient method. The findings revealed a significant relationship between teaching materials, lecturers’ utilization and the satisfaction of academic staff. However, findings also revealed that there was an insignificant relationship between time resources utilization and the satisfaction of academic staff. It was therefore concluded that teaching resources and lecturers’ utilization are significantly related with academic staff satisfaction. It was concluded that time resources utilization insignificantly related with satisfaction of academic staff in the College of Education and External Studies, Makerere University. It was finally recommended that to boost academic staff job satisfaction in the College of Education and External Studies, College Principal, deans and heads of department and coordinators should provide enough teaching materials. The University’s human resource manager should ensure that, lecturers enrolled with required skills, competences and inadequate numbers to see that they are effectively utilized as a way of making them get satisfied on the job. However, time resources should not be majorly considered since they have no relationship on satisfaction.
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    Rewards and retention of academic staff in College of Education and External Studies, Makerere University
    (Makerere University, 2014) Ninsiima, Jolly
    The purpose of the study was to examine the relationship between rewards and academic staff retention in the College of Education and External Studies, Makerere University. Academic staff retention in the college was deemed to be poor with high turnover rates. It was guided by two objectives to establish the relationship between monetary rewards, non-monetary rewards and academic staff retention in the College of Education and External Studies, Makerere University. The study was cross sectional, involving the use of qualitative and quantitative approaches. The study involved a number of 92 academic staff and 24 administrative staff who were selected using purposive sampling. The main data collection instruments involved; a self administered questionnaire and interview guide. Data was analysed using percentages, frequencies, means and standard deviations at descriptive level and using Pearson’s correlation coefficient method to test the study objectives. The findings of the study showed positive significant relationship between financial, non-financial rewards and academic staff retention in College of Education and External Studies, Makerere University. It was concluded that financial rewards, non-financial rewards have a positive significant relationship on academic staff retention in College of Education and External Studies. It was recommended that to increase academic staff retention, the university should put up many generating projects like agricultural farms, soliciting donations, mobilizing funds from the government to increase on the staff salary budget. In so doing, their financial rewards will increase. There should be provision of responsibility, praising and acknowledging staff work by management.
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    Staff development policy and competencies of academic staff: A case study of College of Education and External Studies, Makerere University.
    (Makerere University, 2014) Lubwama, Dorothy Nakku
    The study investigates the relationship between both training and staff support on one hand, with competencies of academic staff in the College of Education and External Studies, Makerere University on the other hand. The co relational and cross sectional survey method was employed in collecting data from the sample of 43 who filled the self-administered questionnaires out of a population of 119 academic staff. Data analysis at univariate level was based on relative frequencies from frequency tables and descriptive statistics such as means and medians on age and other numerical variables. At bivariate level, all hypotheses were tested by correlating the respective numerical aggregate with one of the independent variable with an equally numerical index on the dependent variable using Pearson’s correlation method. At multivariate level, the dependent variable was regressed on the two independent variables at ago using the multiple linear regression to rank – order the independent variables in terms of influence on the dependent variable. On the other hand, qualitative data were presented by reading the verbatim answers in the interview guide and giving them side by side quantitative statistics. The results reveal a positive correlation between training and competencies of academic staff and a negative correlation between staff support and competencies of academic staff. The study concluded that training is necessary if competencies of academic staff in the College are to be raised while staff support did not seem to be necessary as far as competencies of academic staff were concerned. The study recommends that the college pursues more strategic in service training programmes and also consolidate the existing ones so as to train its academic staff so as to realize its objective of having competent staff to increase efficiency and effectiveness.
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    Strategies for internationalisation at home by Academic Staff in the College of Education and External Studies
    (Makerere University, 2018) Nakitto, Zainab
    The purpose of the study was to establish whether the academic staff are internationalised and the strategies the academic staff adopt to promote internationalization at home in the College of Education and External Studies. The study used a qualitative approach and specifically employed a case study design. It was carried out by administering interviews to purposively selected academic staff that included academic staff from the School of Education and School of Distance and Lifelong Learning; and document check of the strategic plan and relevant documents. The findings indicated that majority of the academic staff were internationalised because they had studied abroad, attended international conferences, workshops, use online teaching, benchmarked international curriculum and participated in joint international programs like projects. It was further discovered that although there were no individual strategies laid by the university to enable academic staff to promote internationalization at home, the academic staff implored a number of strategies to promote internationalization. These included online teaching, sharing notes with colleagues in international universities, learner centered approaches, benchmarking international curriculum and use of progressive assessment. It was therefore concluded that although the academic staff were not well conversant with internationalization at home as a dimension of internationalization, they employed a number of strategies which promoted internationalization at home. It is therefore recommended that the academic staff be sensitized on internationalization at home and the role they play in promoting it. The college should facilitate its academic staff to attend international conferences and workshops to enable them become internationalised. That the university provides adequate computers and well franchised classrooms and continuously review curricula to align it to international best practices; the university out to come out with clear individual strategies on internationalization at home.
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    Training and promotion in relation to commitment of academic staff in the College of Education and External Studies, Makerere University.
    (Makerere University, 2014) Nampeera, Mary
    The study purpose was to establish the relationship between training and promotion with commitment of academic staff in the College of Education and External Studies, Makerere University. The study was guided by three objectives; to establish the relationship between on job training, off job training and promotion with commitment of academic staff in the College of Education and External Studies, Makerere University. The study design was cross sectional survey, it was done among 125 academic staff and administrative staff who were purposively selected. The study used a self-administered questionnaire and interview guide as the main data collection instruments. The quantitative data was analyzed using frequencies, percentages, means and standard deviations. The objectives were tested using Pearson's correlation co-efficient technique. Qualitative data was analyzed using thematic method. The findings revealed a positive significant relationship between on job training, off job training, and promotion to commitment of academic staff in the College of Education and External Studies, Makerere University. It was finally recommended that if commitment of academic staff was to be enhanced in College of Education and External Studies, Makerere University, The University Council and College of Education and External Studies’ administrators should; (i) provide monitoring, mentoring and guidance to academic staff, (ii) boost budget allocation towards off job training to alleviate personal facilitation of academic staff and motivate individuals to accept willingly this type of training, (iii) base on the promotion policy when promoting employees and make the promotion policy clear and familiar to the staff so as individual employees strive to get promoted.
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    Training, promotion and academic staff productivity in Upper Nile University, South Sudan
    (Makerere University, 2017) Kudit, Charles John Acwil
    This study investigated the correlations between training, promotion and the productivity of the academic staff of Upper Nile University, South Sudan. The study was guided by two specific objectives, namely: to determine the relationship between training and the productivity of academic staff; and to establish the relationship between promotion and the productivity of academic staff of Upper Nile University. A correlational, cross-sectional survey research design was used to carry out the study. Data were collected from a sample of 105 respondents using survey method. Analysis of data was done using descriptive and inferential statistics as well as content analysis. The study findings revealed that both training (r = 0.666; p = 0.000) and promotion (r = 0.444; p = 0.000) have statistically positive and significant relationship with the productivity of academic staff of upper Nile University. The study thus concluded that effective training and regular promotions can enhance the productivity of academic staff at the University. The researcher therefore recommended that there is need for policy-makers in Upper Nile University to strengthen and improve the training policy that can enable all staff to obtain training opportunities which can assist them to build up their abilities and increase their effectiveness in their work. Second, university management should revise the promotion policy whose criteria entice academic staff to work harder to achieve promotion in the core areas of teaching, research and community services. These would boost the productivity of the academic staff of the University.
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    Workload, rewards and working environment as antecedents of job satisfaction among academic staff at Makerere University.
    (Makerere University, 2014) Aoru, Jacob
    This study aimed to establish whether workload, rewards and working environment were antecedents of academic staff job satisfaction at Makerere University. It was guided by three study objectives which related workload, rewards and working environment to academic staff job satisfaction respectively. This study was a cross sectional survey and co-relational in design. It was an eclectic study with both quantitative and qualitative aspects. However, it mostly took the quantitative approach. The sample comprised of 107 lecturers from three colleges in Makerere University main campus. Data were mainly collected using a self administered questionnaire which was mainly quantitative and face-to-face interviews with a cross section of lecturers from the same colleges, which were mainly qualitative in nature. Data were analyzed using percents and other descriptive statistics especially the means and range. Pearson’s linear correlation coefficient and regression analysis were used to correlate job satisfaction and workload, rewards and working environment respectively. The findings revealed that there was no significant relationship between workload and academic staff job satisfaction at Makerere University while rewards and working environment were respectively significantly positively related to academic staff job satisfaction. The study concluded that; workload was not significantly related to academic staff job satisfaction whereas rewards and working environment were both significantly positively related to academic staff job satisfaction. The recommendations are that; Makerere University should strengthen the existing academic staff workload policy practices and embrace the current strategies including employment of part time academic staff, the university should review its academic staff reward and incentive policy as rewards had proved an indispensable antecedent of job satisfaction, The university should focus its attention to provide a conducive working environment with adequate and relevant educational resources alongside improved working relations and friendly employee policy practices.