As far as could be established, no empirical study had been conducted with the aim of designing a performance management model for systematically managing institutional performance at public universities in Uganda. The purpose of this study therefore, was to develop an institutional performance management model for universities in Uganda. This was achieved by establishing: the extent to which public universities in Uganda implemented institutional performance management, the challenges impacting institutional performance management implementation in universities in Uganda, how public universities could ensure effective institutional performance management implementation, the various measures of institutional performance that are applicable to universities in Uganda and the key components of the institutional performance management model that could be adopted by universities in Uganda in managing institutional performance. A mixed methods approach was adopted, applying both the qualitative and quantitative methodologies. Phenomenology and cross sectional survey strategies were adopted. Interviews were conducted with purposively selected top administrators of a selected public university and the results informed the survey questionnaire. This instrument was later administered to academic staff in four public universities using a disproportionate stratified random sampling technique. The findings revealed that strategic planning in public universities in Uganda does exist and it is aimed at achieving quality. Despite the existence of strategic planning, academic staff are uncertain about a number of issues related to strategic planning. Respondents generally disagreed that: performance management training is continuously provided to managers and staff, they have an effective performance management system and a formal process exists for units to provide feedback on the attainment of goals. Among the challenges impacting performance management implementation in universities in Uganda was: (i) Lack of a formal performance management environment; (ii) Limited employee engagement/communication problems; (iii) Institutional systems and structural challenges; (iv) Institutional governance challenges. The identified factors for the successful implementation of institutional performance management were categorised into four groups namely: (i) A performance framework, performance culture and employee support; (ii) An individual performance management system; (iii) Alignment; (iv) SMART goal setting. The study established that performance measures for public universities in Uganda could be categorised into five categories namely: (i) Leadership practices, infrastructure and academic profile; (ii) Accountability; (iii) Involvement with external stakeholders; (iv) Information and knowledge transfer; (v) Strategic implementation. Finally, the proposed performance management model consisted of three phases namely: (i) Designing the strategy; (ii) Implementation of the strategy; (iii) Evaluating rewarding and improving performance. University managers should pay close attention to the identified challenges while ensuring that the factors that facilitate successful performance management implementation are in place. The measures identified by this study could be used by policy makers and universities to determine the extent of performance of the various universities, not only in Uganda but also in sub-Saharan Africa and the proposed model could be adopted by universities in Uganda as well as by all institutions of higher learning during institutional performance management implementation. Ultimately, the success of the implementation process is vested fully in the commitment and willingness of management and the employees to participate in the entire process right from the design stage to the evaluation stage.

The purpose of this study was to develop and empirically test a hypothetical model of factors impacting performance of training institutions in Uganda in order to establish their statistical significance. The liberalisation of the education sector in Uganda, which has led to the rapid growth in the establishment of private sector higher education institutions in the country, now necessitates empirical and theoretical research into the factors impacting performance of these training institutions. The mission of higher education training institutions is to constantly create a critical academic community to debate national issues and to generate relevant knowledge for the country’s economic growth and development. The study investigated and analysed how the independent variables (individual-, institutional- and external) impact institutional performance (dependent variable). The study reviewed literature in the areas of individual-, institutional- and external factors supported by Wei’s (2006), Mackenzie-Phillips (2008), Burke-Litwin (1994), Lusthaus, Adrien, Anderson and Carden (1999) and The Jain (2005) models as presented in section 6 of chapter one. The hypothetical model developed was based on the models mentioned. The study sought the perceptions of managers and utilised the quantitative research paradigm. A survey was conducted using a self-administered questionnaire distributed to managers in both public and private training institutions in Uganda. The final sample comprised 488 respondents. Data was collected in 2012 over a period of four months. The returned questionnaires were subjected to several statistical analyses. The validity of the measuring instrument was ascertained using exploratory factor analysis. The Cronbach’s alpha values for reliability were calculated for each of the factors identified during the exploratory factor analysis. In this study, correlation and exploratory factor analysis, the KMO measure of sample adequacy and Bartlett’s test of sphericity and regressions were the main statistical procedures used to test the appropriateness of data, correlation and significance of the relationships hypothesised between the various independent and dependent variables. The study identified nine independent variables as significantly impacting the performance (dependent variable) of training institutions in Uganda. Three statistical significant relationships were found between the individual factors: knowledge acquisition, role identity, employee empowerment and performance of training institutions in Uganda. Four statistical significant relationships were found between the institutional factors: strategic intent, management capabilities, organisational resources, organisational culture and performance of training institutions in Uganda. Two statistical significant relationships were found between the external factors: political/legal, stakeholders and performance of training institutions in Uganda. The study also found five statistically insignificant variables. It was found that managers in training institutions in Uganda should encourage employees to assess their own performance. Managers should formulate a policy on transparency and practice open communication using the right communication channels. Training institutions in Uganda should consider having organic and flatter organisational structures with a wider span of control. Managers should regard economic variables such as inflation rates and tax obligations when planning and drawing up budgets as this will impact their profitability. There is a need in Uganda to collaborate with and forge close relationships with international training institutions and global partners to become more globally competitive. The study has provided general guidelines at individual level how to best utilize employees to improve performance of training institutions in Uganda. Furthermore, general operational guidelines at institutional level for improving performance of training institutions have been given for such institutions to become and remain competitive in the global market place. The study has also highlighted general guidelines regarding managing external environmental factors to assist in improving performance of training institutions in Uganda.

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)

This thesis focuses explicitly on the use of Information and Communication Technology (ICT) as a strategy for delivering effective management of educational services in a cross-section of educational institutions, inclusive of universities. University of Uganda (UNU)1 , in Uganda, is taken as a case study where ICT was introduced with the primary aim of improving effectiveness in the delivery of educational services. ICT has become a tool of great importance in today’s business in all spheres of life globally. From commerce to aeronautics, medicine to education, the daily use of ICT is vital to the success of the business. In the area of higher education management, ICT use is of central significance as universities of the contemporary world cannot afford to ignore the role of that ICT plays in the running of their institutions as a business and, as such, need to ensure they are not left behind by the developments. Therefore, as a matter of necessity, the universities are required to embrace ICT adoption in teaching/learning and administrative activities. This study discusses the concept of ICT, perceptions of stakeholders in the effectiveness of ICT adoption, educational services management and ICT and strategies for effective ICT use in educational services management. / Educational Management and Leadership / D. Ed. (Education Management)

University education is ideally expected to significantly expand higher education capabilities among students. Yet, if left unchecked, university education processes can under-equip students in terms of higher education capabilities. In the last one and a half decades, public university education in Uganda has been rapidly growing in terms of student enrolment and course completion. However, the higher education capability levels among students and consequently new graduates (2001-2010) have apparently been declining, especially in terms of practical reason, sociality and participation, learning dispositions, and science and technology. The current study analyses why the new graduates of public universities in Uganda are seemingly deficient in higher education capabilities. Data for analysis were mainly collected from 221 stakeholders of two public universities, namely Makerere University and Mbarara University. The analysis focused on respondents’ perceptions of the three sub-variables of university education, namely curriculum content, teaching processes, and learning processes. Through regression analysis, it was established that these sub-variables jointly predict higher education capability expansion among students in Uganda by 81.2%. Meanwhile, results from qualitative analyses suggest that the curriculum content of public university education is at an acceptable standard and, therefore, a minor cause of higher education capability deficiency among students. However, the teaching processes are perceived as ineffective since lecturers mainly use non-participatory approaches, teach fewer sessions than timetabled, and engage ‘liberal’ quality assurance measures that are open to abuse. Moreover, the learning approaches of some students seem to be surface in nature and the students’ levels of research learning and practice are low. Hence, the study conclusions suggest that low levels of higher education capabilities among students or new graduates in Uganda are largely due to ineffective teaching and learning processes at the two public universities studied. Consequently, the study recommends that, in a bid to enhance higher education capability expansion among students, public universities should focus on improving teaching processes and learning processes, particularly on staff pedagogical skills, commitment, quality controls, and reducing the number of students enrolled in most university courses. / Development Studies / D. Litt et Phil. (Development Studies)

University education is ideally expected to significantly expand higher education capabilities among students. Yet, if left unchecked, university education processes can under-equip students in terms of higher education capabilities. In the last one and a half decades, public university education in Uganda has been rapidly growing in terms of student enrolment and course completion. However, the higher education capability levels among students and consequently new graduates (2001-2010) have apparently been declining, especially in terms of practical reason, sociality and participation, learning dispositions, and science and technology. The current study analyses why the new graduates of public universities in Uganda are seemingly deficient in higher education capabilities. Data for analysis were mainly collected from 221 stakeholders of two public universities, namely Makerere University and Mbarara University. The analysis focused on respondents’ perceptions of the three sub-variables of university education, namely curriculum content, teaching processes, and learning processes. Through regression analysis, it was established that these sub-variables jointly predict higher education capability expansion among students in Uganda by 81.2%. Meanwhile, results from qualitative analyses suggest that the curriculum content of public university education is at an acceptable standard and, therefore, a minor cause of higher education capability deficiency among students. However, the teaching processes are perceived as ineffective since lecturers mainly use non-participatory approaches, teach fewer sessions than timetabled, and engage ‘liberal’ quality assurance measures that are open to abuse. Moreover, the learning approaches of some students seem to be surface in nature and the students’ levels of research learning and practice are low. Hence, the study conclusions suggest that low levels of higher education capabilities among students or new graduates in Uganda are largely due to ineffective teaching and learning processes at the two public universities studied. Consequently, the study recommends that, in a bid to enhance higher education capability expansion among students, public universities should focus on improving teaching processes and learning processes, particularly on staff pedagogical skills, commitment, quality controls, and reducing the number of students enrolled in most university courses. / Development Studies / D. Litt et Phil. (Development Studies)

Abstracts in English, Zulu and Xhosa / The study developed a management model to address burnout among teaching staff at private universities in Uganda. It examined the causes of burnout among teaching staff; explored the effect of prolonged stressors on burnout; and investigated the impact of burnout on the performance of teaching staff. A qualitative research approach with a case study design was followed. Lecturers (50), senior lecturers (40), faculty deans (25), and directors of teaching and learning and academic registrars (5) from five private chartered universities in central Uganda participated in the study. Participants were purposively selected to constitute multiple case studies. This study was ethically cleared by the research ethics committees of the University of South Africa (Unisa) and Gulu University. The Uganda National Council for Science and Technology subsequently permitted the adoption of an inductive thematic synthesis to analyse the qualitative data. Empirical data revealed that burnout among teaching staff had institutional causes such as: • conflicting directives • teaching staff’s need to accomplish tasks by a known deadline • delays in the issuance of teaching staff contracts • job insecurity • teaching staff’s incompetence due to skills gaps • limited teaching staff support leading to inadequacy • students’ disruptive behaviour • workload Interpersonal causes were: • unresolved family challenges • being overly ambitious • failing to progress academically • financial obligations • limited resources The study indicated that prolonged stress, such as stress caused by being part of a sub-quality product or having limited authority, leads to emotional burnout. Prolonged stress also leads to physical burnout, as was evident in the panic that ensued when payments were delayed after examination results had been submitted. Prolonged stress results in emotional exhaustion and behavioural challenges in the work environment. Participants reported the following: • limited autonomy • overload and pressure arising from deadlines • teaching staff incompetence • conflicts of responsibilities Empirical data revealed that burnout led to the following: • cognitive workplace deficiencies • emotional detachment • employee turnover • ineffectiveness • poor relationships Psychological burnout among teaching staff presented as unfriendliness towards students and poor student performance. A burnout management model was developed based on the findings of the study to address burnout among teaching staff at private universities. The model emphasises individual and institutional management strategies. Suggestions for further research were made. / Lolu cwaningo lusungule isifanekiso sokuphathwa ukwethulwa inkulumo ngokutubeka phakathi kwabafundisi ezimfundweni eziphakeme ezizimele e-Uganda. Luhlole izimbangela zokutubeka phakathi kwabafundisi; luhlole umphumela ongapheli wabacindezeli ekutubekeni; futhi luphenye umthelela wokutubeka ekusebenzeni kwabafundisi. Indlela yocwaningo yokuqoqa nokuhlaziya ngokocwaningo oluhleliwe yalandelwa. Abafundisayo (50), abafundisayo abakhulu (40), abaphathi bezigaba zemfundo ezimfundweni eziphakeme (25), kanye nabaqondisi bokufundisa nokufunda kanye nababhalisi bezemfundo (5) kusukela ezimfundweni eziphakame ezinhlanu ezizimele ezingaphansi kwesivumelwano sikahulumeni wesifundazwe enkabeni yase-Uganda zibambe iqhaza kulolu cwaningo. Ababambe iqhaza bakhethwe ngokwenhloso ukuze bakhe ucwaningo oluningi. Lolu cwaningo lugunyazwe ngamakomidi okuziphatha ngokwezimiso aseMfundweni Ephakeme yaseNingizimu Afrika (Unisa), kanye neMfundo Ephakeme yaseGulu. Umkhandlu kaZwelonke wezeSayensi noBuchwepheshe e-Uganda kamuva uvumele ukwamukelwa kokungenisa kwenhlanganisela yendikimba ukuhlaziya kokuqoqwa komniningwano. Umniningwano wezobuciko wembule ukuthi ukutubeka phakathi kwabafundisi kube nezimbangela zesikhungo ezifana: • iziqondiso ezingqubuzanayo • izidingo zabafundisi ukufeza imisebenzi ngomnqamulajuqu owaziwayo • ukubambezeleka kokukhishwa kwezinkontileka zabafundisi • uvalo lokuphelelwa ngumsebenzi • Ukuhluleka kwabafundisi ngenxa yezikhala zamakhono • ukusekwa okulinganiselwe kwabafundisi okuholela kokungafanelekile • ukuziphatha okuphazamisayo kwabafundi • Izinga lomsebenzi izimbangela zokusebenzisana bekuyilezi: • izinselela zomndeni ezingaxazululwanga • ukuba ngovelele ngokweqile • ukwehluleka ukuqhubekela phambili ezifundweni • izibopho ngokwezimali • izinsiza ezilinganiselwe Ucwaningo lwakhombisa ukuthi ukucindezeleka okungapheli, okufana nokucindezeleka okubangelwa ukuba yingxenye yomkhiqizo engaphansi ngekhwalithi noma ekubeni negunya elilinganiselwe, kuholela ekutubekeni ngokozwelo. Ukucindezeleka okungapheli kuphinde kuholele ekutubekeni ngokomzimba, njengoba kwabonakala ovalweni olwalandela lapho izinkokhelo zabambezeleka emva kokuba imiphumela yokuhlolwa isithunyelwe. Ukucindezeleka okungapheli kubangela ukukhathala ngokozwelo nezinselela ekuziphatheni endaweni yomsebenzi. Ababambe iqhaza babike okulandelayo: • ukuzimela okulinganiselwe • umsebenzi omningi ngokweqile osuka kumnqamulajuqu • Ukungakwazi ukusebenza kwabafundisi • ukungqubuzana kwezibopho Umniningwano wezobuciko wembule ukuthi ukutubeka kwaholela kulokhu okulandelayo: • ukuntula kokuqonda endaweni yomsebenzi • ukuhlukanisa ngokozwelo • Inzuzo yomsebenzi • ukwehluleka • ubudlelwano obungebuhle Ukutubeka kwengqondo phakathi kwabafundisi kunikezwe njengokungabi nabungane maqondana nabafundi kanye nokungasebenzi kahle komfundi. Isifanekiso sokuphathwa sasungulwa ngokususelwe kokwatholakala kwesifundo ukwethula ukutubeka phakathi kwabafundisi ezimfundweni eziphakeme ezizimele. Isifanekiso sigcizelela amasu omuntu ngamunye nezikhungo zokuphathwa. Iziphakamiso zokuqhutshekiswa kocwaningo zenziwe. / Uphononongo lwavelisa imodeli yolawulo ukujongana nokudinwa phakathi kwabasebenzi abafundisayo kwiiyunivesithi zabucala eUganda. Luvavanye oonobangela bokudinwa phakathi kwabasebenzi abafundisayo; luvavanye impembelelo yezinto ezidala uxinzelelo lwexesha elide ekudinweni; kwaye iphande igalelo lokudinwa kwinkqubo yokusebenza kwabasebenzi abafundisayo. Inkqubo yophando esemgangathweni kunye noyilo lwezifundo lwalandelwa. Abahlohli (50), abahlohli abadala (40), iintloko zamasebe ezifundo (25), kunye nabalawuli bokufundisa nokufunda kunye nababhalisi bezemfundo (5) abavela kwiiyunivesithi ezintlanu zabucala ezinamalungelo kumbindi weUganda bathatha inxaxheba kolu phando. Abathathi-nxaxheba bakhethwa ngokwenjongo ukuba yinxalenye yezifundo zophando ezininzi. Olu phononongo lwacaciswa ngokusesikweni ziikomiti zokuziphatha zophando zeYunivesithi yoMzantsi Afrika (i-Unisa) kunye neYunivesithi yaseGulu. IBhunga leSizwe lase-Uganda lezeNzululwazi kunye neThekhnoloji kamva lavumela ukwamkelwa kwenkuthazo yokudityaniswa kwezihloko zokucalula idatha esemgangathweni. Idatha yangokwenene iveze ukuba ukudinwa phakathi kwabasebenzi abafundisayo (kwabafundisintsapho) kube ngoonobangela amaziko anje ngala: • izikhokelo eziphikisanayo • Iimfuno zabasebenzi abafundisayo ukugqiba imisebenzi ngomhla obekiweyo • Ukulibaziseka ekukhutshweni kweekhontrakthi zabafundisintsapho • Ukungaqiniseki ngomsebenzi • Ukungakwazi kwabasebenzi abafundisayo (abafundisi) ukufundisa ngenxa yezikhewu kwizakhono • Inkxaso engonelanga kubasebenzi abafundisayo ekukhokelela ekusileleni • Ukuziphatha okuphazamisayo kubafundi • ubungakanani bomsebenzi Oonabangela bonxibelelwano phakathi kwabantu ngaba: • iingxaki ezingasonjululwanga kusapho • ukuba namabhongo ngokugqithisileyo • ukungabi nankqubela phambili ngokwezemfundo • izibophelelo zemali • izixhobo ezingonelanga Uphononongo lubonise ukuba uxinzelelo oluthathe ixesha elide, olufana noxinzelelo olubangelwa kukuba yinxalenye yemveliso ekumgangatho ophantsi okanye ukuba negunya elilinganiselweyo, kukhokelela ekudinweni ngokweemvakalelo. Uxinzelelo lwexesha elide lukwakhokelela ekudinweni ngokwasemzimbeni, njengoko kwakubonakala kuloyiko olwalulapho xa kulibaziseka ukuhlawulwa emva kokungeniswa kweziphumo zoviwo. Uxinzelelo lwexesha elide luba neziphumo zokudinwa ngokweemvakalelo kunye nemicelimngeni yokuziphatha kwindawo yokusebenza. Abathathi-nxaxheba baxele oku kulandelayo: • Ukuzilawula okunyiniweyo • umsebenzi omninzi kunye noxinzelelo oluvela kwimihla emiselweyo yokungenisa • umsebenzi. • Ukungakwazi kwabasebenzi abafundisayo ukufundisa ngokupheleleyo • Ukungqubana koxanduva lwemisebenzi Idatha yokongokwenene iveze ukuba ukudinwa kukhokelele koku kulandelayo: • ukusilela kwengqondo emsebenzini • ukukhululeka ngokweemvakalelo • Ukutshintsha kwabaqeshwa • ukungasebenzi kakuhle • ubudlelwane obubi Ukudinwa kwengqondo phakathi kwabasebenzi abafundisayo (abafundisi) kuboniswe njengokungenabubele kubafundi kunye nokusebenza kakubi kwabo.Imodeli yokulawula ukudinwa yaphuhliswa ngokusekwe kwiziphumo zophando ukujongana nokudinwa phakathi kwabasebenzi abafundisayo kwiiyunivesithi zabucala. Imodeli igxininisa izicwangciso zolawulo lomntu ngamnye neziko. Iingcebiso zophando olunokuqhutyelwa phambili zenziwa. / Educational Management and Leadership / D. Ed. (Educational Leadership and Management)