Uganda's public universities are still grappling with the challenge of lecturers' job underperformance. While a growing body of research has identified various factors to explain this underperformance, it has not paid much attention to the analysis of whether instructional leadership is among the causes and if it can provide a solution to this challenge. Therefore, this study provides this analysis. The study employed a cross-sectional correlational survey involving collection of questionnaire data from 341 lecturers and 35 heads of departments (instructional leaders) selected from Makerere University and Kyambogo University using stratified sampling. The data was analysed using descriptive, data transformation, and linear regression analysis. Findings established instructional leadership as a positive and significant predictor of lecturers' job performance. These findings suggest that improving instructional leadership by availing lecturers with adequate instructional resources and supervising and monitoring them effectively can improve their job performance. Accordingly, the study recommends to the management of Uganda's public universities to stock sufficient teaching resources and to ensure that their heads of departments play their supervisory and monitoring roles effectively.
A key gap in writing on the University Community Partnership (UCP) approach to higher education delivery relates to the fact that, in general, the fruitfulness of the approach is taken for granted. Furthermore, the usefulness of UCPs is tacitly expected to be two-way with universities helping their communities to address some of their challenges and the experience of partnership helping the universities to enhance their relevance. However, this paper reports the findings of a study that presents a different picture. Investigating the implementation and impact of the UCP approach to the delivery of the Bachelor of Industrial and Fine Arts program at Makerere University’s Margaret Trowel School of Industrial and Fine Arts (MTSIFA), the study found that contrary to the widely held view that the approach to higher education delivery results into universities helping their communities to deal with some of their challenges, at the MTSIFA, the approach has not resulted into service learning. However, it has helped the school to close critical gaps in studio support for its students, thereby enhancing the quality and relevance of teaching and learning. Therefore, using this case, the study argues that UCPs present a panacea to some of the resources constraints inherent to massification that many HEIs in Africa are grappling with.
Universities in Central Uganda exhibit shortfalls in the area of staff diversity management. This is threatening the development of the universities. However, hitherto, the reasons for the said shortfall were not clear. This paper reports on the findings of a study that delved into these reasons, with specific reference to staff recruitment policies and their implementation. It reports that the fairness of the universities’ employee recruitment guidelines and the way these are implemented are significantly and positively with the universities’ diversity management. The failure to manage staff diversity in a fair manner is attributed to unfairness of some of the universities’ recruitment policy guidelines albeit partially; adherence to the guidelines was found to be more significantly related to effectiveness in diversity management. Subsequently, the paper recommends elimination of recruitment guidelines that discriminate against some would be qualifying applicants and strict adherence to the policy guidelines that promote staff diversity.Keywords: Diversity management; Human Resource Management; Governance.
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