Browsing by Author "Genza, Gyaviira Musoke"

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    Exploring the Influence of Institutional Management Practices on Student Discipline: A Case Study of Makerere University and Kampala International University
    (East African Journal of Arts and Social Sciences, 2025) Luttamaguzi, John Bosco; Muwagga, Mugagga Anthony; Genza, Gyaviira Musoke
    This study explores the influence of institutional management practices on student discipline in Ugandan universities, focusing on Makerere University and Kampala International University. A qualitative approach, guided by interpretivism, pragmatism, and constructivism, was employed to understand how management practices shape student behaviour. Using a descriptive case study design, data were collected through focus groups, interviews, document reviews, and observations from a diverse group of 40 participants, including students, lecturers, administrators, and police officers. Thematic analysis revealed that factors such as administrative transparency, accessible services, orientation programs, and consistent timetabling highly influenced student responsibility, compliance, and honesty. The study highlights the importance of student-centric management practices in fostering a disciplined academic environment. Despite limitations in scope, the study provides valuable insights into the role of institutional management in enhancing student discipline and contributes to ongoing discourses in higher education governance
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    Lifelong Educational and Decolonization Programs for the Batwa Indigenous People of Southwestern Uganda
    (East African Journal of Interdisciplinary Studies, 2024) Sekiwu, Denis; Adyanga, Francis Akena; Genza, Gyaviira Musoke; Rugambwa, Nina Olivia; Muwagga, Anthony Mugagga
    This article is based on a study conducted among the Batwa Indigenous people in southwestern Uganda between 2021 and 2022. The study aimed to explore culturally relevant lifelong education and decolonization programs for the Batwa people. Using indigenous research methodology, 60 participants comprising of elders, parents, children and teachers were recruited from the Batwa community for the study. We used Egalitarian liberalism and justice in education (ELJE) theory as analytical framework. Key findings demonstrate that participants were conscious of the challenges faced by their community and collectively brainstormed practical redress measures. These measures include but are not limited to setting up an entrepreneurship education program, vocational and skilling programs, and promotion of Rutwa language. Besides, some specific Batwa life skills identified by participants are briefly described as imperative for integration in the schooling system to achieve the decolonization mission