The study critically examines developing and sustaining effective governance of universities in Uganda and the extent to which effective governance has contributed to university management. The specific objectives of the study were to; identify obstacles met in implementing measures of effective governance, identify and describe the steps taken in developing and sustaining effective governance in Ugandan universities, and to develop a governance model suitable for Ugandan universities. A mixed research methodology utilising both quantitative and qualitative research paradigms was employed to gather data for this study. The study covered five purposely selected universities in Uganda. Survey questionnaires were administered to vice-chancellors, board members, registrar, deans, heads of department, academic staff and students. Semi-structured interviews also were conducted. The quantitative data was analysed using SPSS while qualitative data was organised into different categories. The following salient findings emerged from the study; the findings presuppose that the universities are governed by boards that are competent and the governance environment was conducive. The governance structures indicate good university governance and the response showed that there were good structures of management in university governance Other findings indicated that Ugandan universities are faced with many obstacles which are limiting the effective governance. It was also indicated that the quality of risk management and internal controls in universities were high. The conclusion indicated that universities were continuously given more pressure by the government, public employers, politicians, and interested organisations. As a benchmark, university performance was seen as an important factor to justify the relevant functions performed by both public and private universities. It was recommended that Ugandan higher education needs improvement in the governance of universities to reduce the challenges faced. This could be initiated not through incremental change but more importantly through the governance renaissance where by the universities can be provided with a greater leeway in their functions to sustain effective governance. / Educational Leadership and Management / D. Ed. (Educational Management)

The study critically examines developing and sustaining effective governance of universities in Uganda and the extent to which effective governance has contributed to university management. The specific objectives of the study were to; identify obstacles met in implementing measures of effective governance, identify and describe the steps taken in developing and sustaining effective governance in Ugandan universities, and to develop a governance model suitable for Ugandan universities. A mixed research methodology utilising both quantitative and qualitative research paradigms was employed to gather data for this study. The study covered five purposely selected universities in Uganda. Survey questionnaires were administered to vice-chancellors, board members, registrar, deans, heads of department, academic staff and students. Semi-structured interviews also were conducted. The quantitative data was analysed using SPSS while qualitative data was organised into different categories. The following salient findings emerged from the study; the findings presuppose that the universities are governed by boards that are competent and the governance environment was conducive. The governance structures indicate good university governance and the response showed that there were good structures of management in university governance Other findings indicated that Ugandan universities are faced with many obstacles which are limiting the effective governance. It was also indicated that the quality of risk management and internal controls in universities were high. The conclusion indicated that universities were continuously given more pressure by the government, public employers, politicians, and interested organisations. As a benchmark, university performance was seen as an important factor to justify the relevant functions performed by both public and private universities. It was recommended that Ugandan higher education needs improvement in the governance of universities to reduce the challenges faced. This could be initiated not through incremental change but more importantly through the governance renaissance where by the universities can be provided with a greater leeway in their functions to sustain effective governance. / Educational Leadership and Management / D. Ed. (Educational Management)

School Governing Bodies (SGBs) function across South Africa as governance structures aimed at improving effectiveness of the schools. The appointment of SGB's and their establishment to improve school governance is not only unique to South Africa but is a trend in all democratically elected countries such as the United States, Britain, Australia and Brazil. The purpose of this study was to explore the leadership role of the School Governing Bodies in selected South African secondary schools. The study was underpinned by four leadership theories namely, the contingency theory, participative theory, transformational theory and the instructional leadership theory. An empirical investigation was informed by the literature review. The qualitative study was guided by an interpretive paradigm. Purposive sampling was used to select four secondary schools in Nkomazi West Circuit, Ehlanzeni District, Mpumalanga. A total number of four SGB's from each school and the school principals participated in this study. Observations of SGB meetings, individual interviews with the principals of the participating schools and focus group interviews with SGB members were used to collect data, which were analysed using a qualitative approach. The findings revealed that SGB's in the four participating schools did not experience major challenges in executing their roles because they had a clear understanding of their responsibilities. However, lack of adequate training with regard to financial management was a challenge. Further findings indicated that all SGB members had received training on various aspects of school management before they commenced with their duties. Most training workshops were conducted in English and although this was not an obstacle to study participants, it was a challenge SGBs. It is therefore recommended that adequate financial management workshops be conducted and that further workshops be organised by principals at school level to address SGB members’ specific needs. / Educational Management and Leadership / D. Ed. (Education Management)