East African School of Higher Education Studies and Development (EASHESD) Collections
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ItemAntecedents and moderators of performance impacts of management information systems in Makerere University: a study based on the Task Technology Fit Theory(Makerere University, 2026-01)This study examined the antecedents and moderators of performance impact of management information systems (MISs) in Makerere University using Goodhue and Thompson‘s 1995 task–technology fit (TTF) model. Four key systems used in Makerere: academic management information system (ACMIS), integrated financial management information system (IFMIS), human resource management information system (HURIS), and Makerere library information system (MakLIBIS) were evaluated through five constructs: task characteristics (XT), MIS characteristics (XM), task–MIS fit (TMF), utilization (UM), and performance impact (PI). A quantitative approach was adopted, and data were analyzed in SPSS using descriptive statistics and linear regression models to test three hypotheses on the relationships among these constructs. It was established that TMF was the strongest and most significant predictor of PI (β = 0.412, p < 0.001), while UM showed a positive but nonsignificant influence. UM itself was significantly predicted by TMF, and TMF was in turn determined by both task and MIS characteristics, with system characteristics exerting a greater effect. Respondents acknowledged positive MIS contributions but highlighted challenges such as uneven integration across departments, limited user training, and inadequate system flexibility. Theoretically, the study extends the applicability of the TTF model to higher education in the context of a developing country like Uganda. Practically, this study emphasizes the need for MIS design and upgrades to prioritize task–system alignment, enhanced user capacity-building, and institutionalized monitoring of TMF and UM as performance indicators. Notable limitations are the single-institution scope, cross-sectional design, and reliance on self-reported data. Future research should therefore adopt longitudinal and multi-institutional approaches and explore additional predictors such as IT support and organizational culture to broaden insights into MIS effectiveness.
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ItemThe State of Technical, Vocational Education and Training (TVET) related programmes in public Universities in Uganda: application of systems theory(Makerere University, 2026-01-27)Knowledge on the state of technical vocational education and training (TVET) related programmes in universities is important in guiding university managers and policy makers in effectively steering the programmes. However, in Uganda there is scanty literature on TVET and no literature gives a comprehensive account of TVET related programmes in universities, yet the scope of the existing policy is both silent and excludes TVET related programmes in universities. Such a scenario renders policy makers and managers of public universities vulnerable to making uninformed policies and decisions in regard to the TVET related programmes. In this study, I examined TVET related programmes in public universities based on systems theory (i.e., inputs, transformation mechanisms, outputs and the environment). I employed a qualitative research approach and a case study design. I purposively selected TVET related programme coordinators and students as sources of data. I employed thematic analysis based on the framework method of qualitative data analysis by Gale et al. (2013) to analyse the data. The study findings revealed that; universities had few senior lecturers and professors; students chose to study TVET related programmes due to the promise of employment; universities had insufficient educational facilities for the teaching of TVET related programmes; government grants to universities were inadequate and were affected by budget cuts and delays; there was no specific policy on TVET related programmes in universities. Key recommendations included; the Ministry of Education and Sports (MoES) should put in place a policy to guide the provision of TVET related programmes in universities; MoES should strengthen career guidance on TVET related programmes in high schools. University managements should recruit senior lecturers and professors in faculties holding TVET related programmes. Government should revise the grants to the universities offering TVET related programmes.
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ItemMotivation and performance of academic staff in Uganda Christian University (UCU) Mukono(Makerere University, 2026)This study investigated ‘the extent to which motivation influences the performance of academic staff in Uganda Christian University’. The study was guided by Three (03) research objectives; To examine the extent to which extrinsic motivation influences the performance of academic staff in Uganda Christian University. To assess the influence of intrinsic motivation on the performance of academic staff in Uganda Christian University. To examine the relationship between welfare services and the performance of academic staff in Uganda Christian University. A case cross sectional survey research design was used to collect and analyse data obtained through quantitative research methods from 120 respondents. Quantitative data was analyzed using SPSS which is a statistical package. Statistical parameters such as frequencies and percentages were used to measure the degree of agreement or disagreement on the study variables while Pearson correlation coefficient model was used to test the relationship between the dependent variable and the independent variable. The study found that the significance values (P = 0.000, 0.000 and 0.002) of intrinsic motivation factors, extrinsic motivation factors and welfare services factors which were less than the alpha value 0.05 indicated that these factors were related to performance of academic staff in Uganda Christian University at the 5% significant level. This implied that the level of application of such factors was high as they could influence performance of academic staff in Uganda Christian University positively hence high contribution of factors towards good performance in the University. The study concluded that intrinsic motivation, extrinsic motivation and welfare services factors have contributed to good performance of academic staff in Uganda Christian University positively which was reflected through the significant values (P = 0.000, 0.000 and 0.002)) being less than the alpha value 0.05. the study recommends that the University should provide extrinsic motivation such as providing reasonable salary and pay it promptly to lecturers, issuing appointment letters regularly and promptly, making funds available for academic staff to undertake research and undertake further studies, putting policies in place to guide employees, among others. The study also recommends that the University should provide welfare services such as providing of transport allowances in the right amounts, providing decent accommodations for the academic staffs, providing quality meals for the academic staff during work hours, putting in place a robust medical and safety policy and increasing on salary for the staffs such that it is able to provide multiple fringe benefits.
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ItemDirectorate of Education Standards (DES) supervisory practices and management of education programs in private secondary schools in Kampala Capital City(Makerere University, 2026)The study examined the relationship between the Directorate of Education Standards supervisory practices and management of education programs in private secondary schools in Kampala capital city. The objectives to the study were; to examine the relationship between monitoring, routine inspection, supervision of education programs and the management of private secondary schools in Kampala Capital City. A mixed-method research approach involving a cross-sectional survey were used. Using questionnaires and interviews, data was collected and analysed descriptively using inferential statistics. The study population constituted of 123 respondents of which a sample of 118 respondents were selected from the 5 private secondary schools in Kampala City constituting head teachers, school proprietors, inspectors of schools, and classroom teachers. Questionnaires and interviews methods were used to seek respondent’s opinion on the study at hand. The Pearson Product Moment Correlation Coefficient was used to determine the degree of influence between the two variables. The Pearson Product Moment Correlation Index obtained on supervision and education management is represented as (r = .578, n= 61, P=0.000<.05). The Correlation Coefficient (r) of 0.578 indicates a moderate positive correlation between supervision and education management in private secondary schools. This implies that private schools need to consider supervision strategies to improve education management practices. This could involve regular monitoring, mentorship programs, or professional development for supervisors. The findings suggest that when education standards are effectively implemented, it positively affects education management in private secondary schools. Overall, the study concludes that effective implementation of education standards in private secondary schools in Kampala City relies on staff capacity building, consistent monitoring and evaluation, and strong leadership with active stakeholder involvement. These elements collectively enhance teaching quality, ensure compliance with standards, and improve learner outcomes. It is therefore important that school inspectors establish a schedule for routine site visits to assess the overall condition of the school facilities. Private secondary schools in Kampala City need to define clear objectives for education program supervision, including improving academic performance, enhancing teaching quality, and ensuring compliance with educational standards. In addition, private secondary schools in Kampala City need to establish a system for regular evaluation and monitoring of the implementation of education standards within the school.
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ItemFaculty engagement with strategies for internationalisation at home in Makerere University(Makerere University, 2026)There is limited empirical evidence on strategies for internationalisation at home (IaH) that faculty adopt and engage with to enhance international and multicultural competencies of the non-mobile students who may not have the opportunity to study abroad. This study explores how faculty at Makerere University engage with strategies for Internationalisation at Home (IaH). Adopting a qualitative research approach and a case study research design, I collected data through semi-structured interviews with sixteen (16) purposively selected faculty members at Makerere University. Document reviews were also conducted to triangulate and enhance credibility, resulting in four themes: institutional environment adaptation, human resource-oriented initiatives, student-oriented initiatives, and research and collaboration initiatives. Findings showed that in relation to institutional strategies, faculty engaged with quality assurance and human resource policies, university leadership, and the International Relations Office (IRO) when initiating and approving collaborations. The study also revealed that faculty engaged in individual strategies, including hosting visiting scholars, integrating international and multicultural perspectives into the curriculum, training in foreign languages, adopting and using new technologies in teaching, and integrating international standards into research. This study concludes that faculty engagement with strategies for IaH in Makerere University is both proactive and reactive with respect to institutional and individual strategies, respectively. The study recommends the development and implementation of an internationalisation policy and strategy to harmonise and systemise the integration of IaH activities across the university, strengthen the IRO by establishing coordination centers at the colleges, and initiate capacity-building for staff to integrate international and multicultural competencies into teaching, research, and knowledge transfer.