Browsing by Author "Atwebembeire, Juliet"

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    Internal Quality Assurance Practices and Andragogy in Higher Education Institutions: Implications for PhD Training in Uganda
    (African Journal of Governance and Development, 2021) Netalisile Malunda, Paul; Namubiru Ssentamu, Proscovia; Atwebembeire, Juliet
    Higher Institutions of Learning will significantly contribute to the transformation of society and economic development of any country when their training approaches focus on developing graduates who generate new knowledge and skills meant to address multiple social, economic and environmental issues. Using a critical narrative literature review, this article examines the contribution of internal quality assurance practices to andragogy in higher education institutions (HEIs) in Uganda. It specifically focuses on staff development and student evaluations as key internal quality assurance practices that explain the application of andragogy in the training of Ph.D. students. The article discusses the current state of training of doctoral students in Uganda and recommends the following strategies for HEIs so as to promote the quality of delivery for doctoral students: i) pursue vigorous staff development programmes to equip lecturers with the necessary andragogical skills to facilitate students’ development of necessary work-based and other competences needed to address Uganda’s social, economic and political issues, ii) systematically and routinely monitor and evaluate the teaching and learning process to inform decision making on quality assurance and teaching practices, and iii) utilise students’ evaluations of the Ph.D. delivery approaches to establish the relevance and improvement of the curriculum.
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    Research Supervision as an Antecedent to Graduate Student Progression in the Public Higher Institutions of Learning in Uganda
    (International Journal of Learning, Teaching and Educational Research, 2021) Netalisile Malunda, Paul; Atwebembeire, Juliet; Namubiru Ssentamu, Proscovia
    This study investigated research supervision as a key factor in the progression of graduate students in the public higher institutions of learning in Uganda. A cross-sectional survey design was used to conduct the study. A total of 312 graduate students on masters' degree programs were randomly selected from 4 public institutions of higher learning. The study also included 20 research supervisors who were conveniently selected and 4 purposively selected graduate school heads. A self-administered structured questionnaire was used to collect the data from the students. The supervisors and research school heads were interviewed. The ordered logistic regression and content analysis methods of data analysis were used to establish the contribution of research supervision to the graduate students’ progression. The findings revealed that the supervisor-supervisee relationship, supervisor guidance and feedback are significant antecedents of the graduate students’ progression. The study thus concluded that public institutions of higher learning institute mechanisms that address the supervisor-supervisee relationship, supervisor guidance and the promptness of any feedback in order to enhance the students’ progression. The study recommends that public institutions of higher learning institute i) annual training programs that focus on promoting a good relationship between supervisors and supervisees, ii) regular research seminars that bring together the supervisors and supervisees and iii) regular meetings between the administration, research supervisors and supervisees in order to review the students’ progress. The institutions should also emphasize adherence to the policy of giving feedback on the students’ research work within set time frames.
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    Staff Participation and Quality Teaching and Research in Private Universities in Uganda
    (Journal of Education and Practice, 2018) Atwebembeire, Juliet; Namubiru Ssentamu, Proscovia; Musaazi, J.C.S.
    This study explored the relationship between staff participation and quality teaching and research in private Universities in Uganda. The study was triggered by the persistent criticisms about the low quality of university graduates and the poor research output from the private universities. The study was approached from the positivist research paradigm and a descriptive cross-sectional survey research design was specifically used to conduct the study. Data were collected from four private chartered universities and the respondents included 181 lecturers, 23 heads of department, 5 Deans, 3 quality assurance officers, 3 Directors of research, 3 senior staff from National council for higher education (NCHE) and 39 student leaders. Descriptive statistics, correlation analysis and content analysis were used to analyze the data collected. Study findings revealed that there was a significant positive relationship between staff participation and quality teaching (r =0.457, P=0.000<0.05) and, staff participation and quality of research (r =0.562, P=0.000<0.05). Thus, it was concluded that the level of staff participation in planning, implementation of the planned activities, and decision making, partly corresponds to improved quality teaching and research, other factors notwithstanding. Therefore, the researchers recommended that in order to enhance quality, the private universities and the NCHE need to develop comprehensive policies that can be based upon to enhance staff participation in planning and decision making on activities that directly enhance the quality of teaching and research.