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

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Now showing 1 - 5 of 153
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    Performance monitoring and quality of teaching of academic staff at Makerere University underscoring four selected colleges
    (Makerere University, 2026) Lule, Robert Orech Okullo
    This study sought to examine the influence of Performance monitoring on the quality of teaching of academic staff at Makerere University underscoring four colleges. The specific objectives of the study were; (i) to examine the influence of planning for monitoring on the quality of teaching among the academic staff, (ii) assess the influence of performance reviews on the quality of teaching among the academic staff and (iii) to examine the influence of monitoring reports on the quality of teaching among the academic staff at Makerere University. This study adopted the cross-sectional survey design and the study employed only quantitative methods to collect the data. The study also adopted Total Quality Management (TQM) theory developed by Deming in (1986). Data were analyzed using Statistical Package for Social Sciences (SPSS). The results of this study concluded that effective planning for monitoring of academic staff activities directly influences the quality of teaching, performance reviews at Makerere University has played a significant role in fostering accountability among academic staff, it has encouraged them to improve their teaching methods and engage more actively with students and monitoring reports on the quality of teaching of academic staff at Makerere University is significant and multifaceted. From the findings well-planned monitoring contributes to institutional coherence, as teaching activities are not only evaluated for individual performance but also for their contribution to the university’s overall objectives. The study concluded that effective planning for performance monitoring ensures that academic staff focuses on activities that align with institutional priorities. The consequence of insufficient planning could be fragmented teaching efforts and reduced instructional quality. This study recommends that Correlation results revealed that fair and consistent performance reviews were significantly associated with higher teaching effectiveness. Descriptive showed that staff motivation and satisfaction were higher where reviews were transparent and constructive. The university should standardize performance review procedures across colleges, ensuring equity and linking recognition to measurable teaching outcomes. Training reviewers to give actionable feedback will help staff leverage reviews for professional growth, innovation in teaching, and maintaining high standards.
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    The effect of the higher education students’ financing scheme on access to university education in Uganda.
    (Makerere University, 2025) Sserubidde, Hilary
    This study investigated the effect of the Higher Education Students Financing Scheme on access to university education in Uganda. Guided by the social inclusion theory and the neoliberal perspective on equity, the study focused on the effects of loan administration, distribution, and recovery mechanisms on equitable access to university education in Uganda. A quantitative, cross-sectional survey design was employed. Data was collected through closed-ended questionnaires from 222 loan beneficiaries randomly selected from four universities. Data analysis involved descriptive statistics at the univariate level and Pearson‘s correlation with linear regression at the bivariate level. Results revealed moderate, significant positive relationships between access to university education and loan administration (r=0.642, p<0.001), distribution (r=0.254, p<0.001), and repayment (r=0.448, p<0.001). These findings suggest that although the Higher Education Students Financing Scheme improves access to university education, gaps remain that could hinder its effectiveness. Therefore, it is recommended that the Ministry of Education and Sports, through the Higher Education Students Financing Department, enhance information dissemination to prospective applicants, ensure fairness in loan allocation across gender, disciplines, and regions, and develop proactive strategies to improve loan repayment to prevent student over-indebtedness.
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    Financial resource mobilization practices in academic units in Makerere University
    (Makerere University, 2026) Adaku, Anicetus
    This study examined financial resource mobilization practices in academic units at Makerere University. Guided by the resource dependency theory, I examined how academic units generate funds internally and externally. I adopted a qualitative research approach, case study research design. I collected data from 12 purposively selected participants: College Principals, Bursars and Deans of Schools through interviews. I analysed the data thematically. Findings revealed that academic units in Makerere University rely on university allocations, and income-generating activities for internal financial resource mobilization. Internal financial resource mobilization in the academic units was narrow-based, university allocations were the dominant source of internal financial resources for the academic units. The academic units mobilized financial resources externally through sourcing research grants, government subventions and grants, donations, and partnerships. The academic units relied more on externally mobilized financial resources. I conclude that while both internal and external financial resource mobilization practices exist at Makerere University, they are inadequately exploited and inconsistent in supporting sustainable revenue generation across the academic units. I recommend that academic units in the University should mitigate overreliance on external financial resource mobilization by actively engaging in capacity building for internal financial resource mobilization to ensure financial autonomy and sustainability.
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    Clinical training and competence development in higher education institutions : a case of Mulago School of Nursing and Midwifery, Kampala-Uganda
    (Makerere University, 2025) Bantia, Mercy
    Clinical training is the backbone of competence development in nursing education. This study aimed to establish the influence of clinical training on competence development among student nurses at Mulago School of nursing and midwifery. A mixed methods design that employed an explanatory sequential paradigm. It employed 66 student nurses who filled in a questionnaire and 19 clinical mentors who were interviewed. Data was analyzed using SPSS to draw distribution of frequency and percentages and a narration made of quantitative data. In addition, using single and multiple linear regression modelling, the three hypotheses were tested. The study found out that unlike for learning environment and supervision, mentoring had the greatest influence on competence development. Thus, the study recommended that Mulago School of nursing and midwifery should put emphasis on mentoring through enhancing skills of mentors in student training. In addition, devise means to motivate mentors for service offered to trainees. These will further enhance competence development
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    The role of actors in the uptake of technological innovations of Mbarara University of Science and Technology
    (Makerere University, 2025) Kananga, William
    The purpose of this study was to examine the role of actors in the uptake of technological innovations of Mbarara University of Science and Technology. The specific objectives were to examine the role of Mbarara University of Science and Technology in the uptake of its technological innovations; to explore the role of the government in the uptake of technological innovations at Mbarara University of Science and Technology; and to examine the role of industry in Mbarara District in the uptake of technological innovations at Mbarara University of Science and Technology. I adopted qualitative approach, phenomenological research design. I collected data from 11 participants selected purposely. Thematic analysis of data revealed MUST institutionalized frameworks like IP policies, strategic partnerships, student placements and prototype development to facilitate uptake of its innovations. The government’s role manifested in national funding programs, supportive policies, and provision of digital infrastructure. The industry roles included formal collaborations, curriculum co-design, and capacity-building initiatives such as internships and mentorships. Structural challenges such as limited commercialization support, fragmented partnerships, and insufficient feedback mechanisms hindered the uptake of technological innovations in MUST. The study concludes that the uptake of technological innovations at MUST is shaped by a tripartite interplay of roles played by the university, government, and industry. The study recommends that MUST should create a dedicated coordination unit that integrates efforts across university departments, government agencies, and industry stakeholders.