Browsing by Author "Kimoga, Joseph"

Now showing 1 - 7 of 7
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    Discovering How Makerere University Deans Utilize Their Psychological Capital Self-Efficacy in Managing Conflicts
    (East African Journal of Arts and Social Sciences, 2025) Nalwadda, Proscovia; Kimoga, Joseph; Bwenvu, Gerald
    This study, aimed at assessing how Makerere University academic deans utilise their psychological capital self-efficacy in managing conflicts. Adopting a qualitative approach, through a phenomenological research design, this study was conducted at Makerere University in Kampala district. Data collection involved in-depth interviews using purposive sampling techniques, targeting 14 deans from the 9 colleges within Makerere University choosing 5 females and 9 males. Thematic analysis of the data based on the study's objectives was applied where results revealed diverse dynamics in the utilisation of psychological capital self-efficacy influenced by cognitive processes, gender, academic rank, and religious background. Male deans with higher academic ranks preferred symbolising cognitive processes, and visualising conflict situations comprehensively before resolution. Female deans on the other hand favoured observational cognitive processing, enhancing self-efficacy by learning from experienced colleagues. Deans using self-reflective cognitive processing, mainly Catholics, analysed past actions to guide future strategies. Some male deans at higher academic levels employed self-regulatory cognitive processing, setting precise objectives and adjusting strategies based on feedback. The study underscores the need for gender- and culture-sensitive training programs. Future research should focus on exploring the interplay of cognitive processes, gender, educational rank, and religious background in conflict management
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    Enhancing critical thinking through academic collaborations
    (African Educational Research Journal, 2024) Lamaro, Gloria; Kimoga, Joseph; Nampijja, Dianah; Frank, Reichert
    This study investigated the role of academic collaborations in enhancing critical thinking skills among graduate students, drawing on Critical Theory. A qualitative research approach was utilized, incorporating an exploratory case study design to investigate the effects of collaborative academic practices on the development of critical thinking. Data collection methods included personal interviews, focus group interviews (FGIs), and document analysis, involving current graduate students, alumni from the 2015 cohort, and teaching staff. The findings revealed that academic collaborations significantly contribute to the development of critical thinking skills. Participants reported that interdisciplinary teamwork, resource sharing, and expertise exchanges enable students to approach problems from multiple perspectives, thereby, broadening their analytical capabilities. The study highlighted that collaborative efforts facilitate access to diverse methodologies and knowledge which enriches students' educational experiences and enhances their problem-solving abilities. Moreso, the study found that collaborative projects and joint research initiatives provide practical opportunities for students to engage with real-world issues, promoting a deeper understanding and application of theoretical concepts. This process not only fosters intellectual growth but also prepares students to tackle complex challenges in their professional fields. The research aligns with established theories on collaborative learning and critical thinking, supporting the view that academic collaborations are vital for intellectual development. It underscores the importance of creating a supportive environment for interdisciplinary work and effective communication among collaborators. This study recommends prioritising interdisciplinary projects, offering faculty training for collaborative initiatives, and developing assessment frameworks to evaluate the impact of these collaborations on students' critical thinking skills. These insights highlight the benefits of academic collaborations in higher education and suggest practical steps to improve collaborative practices for better educational outcomes.
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    Interagency collaboration for graduate employment opportunities in Uganda Gaps in the structure of organizations
    (Education+ Training, 2020) Ntale, Peter; Ssempebwa, Jude; Musisi, Badiru; Ngoma, Muhammed; Musoke Genza, Gyaviira; Kimoga, Joseph; Byalusaago Mugimu, Christopher; Mpeera Ntayi, Joseph; Balunywa, Wasswa
    The purpose of this paper is to identify gaps in the structure of organizations that hinder collaboration of organizations involved in the creation of graduate employment opportunities in Uganda. Design/methodology/approach – Data was collected from staff and leaders of 14 organizations that were purposely selected to represent government, private, and civil society organizations. These organizations were selected based on their mandates, which touch on the employability of university graduates in the country in very direct ways. This was a cross-sectional survey design—based on a self-administered questionnaire, key informant interviews, and documentary analysis. Findings – Organizations were found to have “Tell”/directive decision-making, high power distance between employees, and jobs were not coded in a way that gives employees freedoms to interact and build collaborative relationships. Finally, rules and regulations were very restrictive, disorienting employee’s abilities to collaborate. Research limitations/implication – This research concentrated on the gaps that exist in the structure of organizations from which the results point to inadequate relational, interactional, inclusive, and democratic space among different stakeholders. It would be useful for future research to examine the extent to which the structure of organizations not only impacts collaboration but also measures the level to which it affects organizational performance. Practical implications – The knowledge economy of the twenty-first century demands for collaborative engagements with different stakeholders if they are to survive the competitive business environment. Collaborative engagement helps in the sharing of knowledge, expertise, and resources, development of more coherent services, facilitation of innovation and evaluation, avoiding duplication of work, and minimizing conflicts and competition while creating synergy among partners. Originality/value – Unlike previous studies, which have examined employability of graduates from a supply side perspective, this study investigates organizations from both the supply and demand perspectives and identifies synergy that is as a result of bringing organizations to work together.
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    State-Public University Contractual Relationship Impact on Student’s Accessibility Rights: The Agency Theory Perspective.
    (East African Journal of Education Studies, 2021) Kimoga, Joseph
    The state-public university contractual relationship constrains public universities to be driven by the state expected level of quality output of graduates. The relationship reduces institutional substantive and procedural autonomy in specific key areas like student admission. In order to achieve good results consonant to the state support, universities are directed to ensure strict scrutiny of those they admit. This locks out many qualifying students from accessing studies at state-funded institutions. This study uses the perspective of agency theory to assess the impact of state – public university contractual relationship on student’s accessibility rights. The interpretive phenomenological analysis enabled to appreciate data collected through self-administered questions given to seven participants in four public and regional universities. The analysis bases on parameters of selection and admission. The study recommends capital grant, national ranking of academic units, and policy imperatives for special interest groups as the means by which sub-Saharan higher education institutions can maximise students’ access rights
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    Teacher Development and Management System (TDMS) Training Programme and the Performance of Head Teachers in the Management of Public Primary Schools in the Greater Masaka Region of Uganda
    (International Journal of Education and Research, 2015) Wandira Kaggwa, Theopista N.; Onen, David; Kimoga, Joseph
    This study investigated the effect of teacher development and management system (TDMS) training programme on the performance of head teachers in the management of public primary schools in the Greater Masaka Region of Uganda. This was prompted by public outcry over the deteriorating standards of primary education in the region despite Government efforts to improve performance of school heads. The researchers employed a descriptive, cross-sectional sample survey research design. Data were collected with the use of survey and interview methods from 234 head teachers, 364 teachers, 19 Centre Coordinating tutors (CCTs), six Education Officers (DEOs) and six District Inspectors of Schools (DISs) selected through purposive and stratified random sampling techniques. The data were analyzed with the use of appropriate descriptive (mean, percentage, SD) and inferential (t-test) statistical techniques as well as content analysis methods. Study results revealed a significant difference in the performance of trained and untrained head teachers: the trained ones managed schools better than their untrained counter-parts. Second, the TDMS programme had weaknesses in its curriculum and delivery. Finally, training in institutional leadership (p=0.043<.05), school governance (p=0.044<.05), and personnel (p=0.031<.05) management were found to have a positive significant effect on the performance of head teachers in the management of public primary schools. The researchers thus concluded that the TDMS programme was largely effective in improving the performance of head teachers in the management of public primary schools in the Greater Masaka Region of Uganda, other factors notwithstanding. It was thus recommended that Government of Uganda should continue training head teachers, strengthening their training curriculum and make training opportunities more accessible to many teachers. This would enable head teachers to improve their performance as well as that of their teachers and pupils.
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    “This Motivates Me to Work towards Great Performance”: Higher Education Female Leaders’ Voices on the Nature of Support to Their Leadership
    (American Journal of Educational Research, 2017) Nakamanya, Florence; Bisaso, Ronald; Kimoga, Joseph
    Existing literature pays less attention to what enables the women occupying senior and middle leadership positions to succeed in Uganda universities. While support of all kinds to women in leadership in developed contexts has also been given some attention by scholars, little attention has been dedicated to those in developing contexts. The study set out to access the voices of Higher Education female senior and middle leaders on the nature of macro and micro support to their managerial performance. The findings reveal institutional policies, support from senior management, and family support as apparent in women’s successful leadership. The study concludes that despite the macro and micro support, women may not be attracted into leadership because the policies in place are gender biased, males continue to dominate the senior and middle positions, as well as the patriarchal tendencies which reserve leadership for men. The study recommends that, universities should implement gender related human resource policies that are free from bias and continuously organize leadership workshops and trainings for the incumbent and aspiring female leaders. The political sector and the Ministry of Gender, Labour, and Social Development should continue to educate the population on gender roles, responsibilities, rights, and freedoms in society. This may then help to attract more women to take part in leadership including HE institutions.
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    Using Case Scenarios to Foster Critical Thinking Skills among Graduate Students
    (East African Journal of Education Studies, 2024) Lamaro, Gloria; Kimoga, Joseph; Nampiija, Dianah; Frank, Reichert
    In a rapidly evolving professional landscape, critical thinking is paramount for success. This study investigated the transformative impact of case scenarios on enhancing critical thinking skills among graduate students at Gulu University. The purpose was to examine how these scenarios facilitated the practical application of theoretical concepts, fostering a deeper understanding of complex issues. Utilizing a qualitative research methodology, the researchers conducted interviews and focus group discussions with recent graduates, current graduate students, and lecturers, providing comprehensive insights into participants’ perceptions and experiences regarding case scenarios. Results indicated that participants viewed critical thinking as essential for both academic achievement and professional competence. Case scenarios emerged as instrumental in promoting analytical thinking, problem-solving abilities, and the synthesis of diverse perspectives. Graduates reported significant improvements in their capacity to deconstruct complex issues, critically evaluate evidence, and generate innovative solutions. The study also highlighted the importance of incorporating culturally diverse scenarios, which enriched students' understanding of various socio-economic contexts crucial for their professional development. However, it identified gaps in the systematic integration of case scenarios into the curriculum, suggesting a need for more consistent application and institutional support. In conclusion, the findings emphasized the critical role of case scenarios in cultivating the skills necessary to navigate the complexities of modern professional environments. By effectively bridging the gap between theoretical knowledge and practical application, these scenarios enhanced students’ analytical and creative capabilities, preparing them to tackle multifaceted problems. Educational stakeholders were urged to prioritize the integration of diverse, contemporary case scenarios into curricula, while future research should focus on longitudinal studies assessing the long-term impact of these scenarios on students' critical thinking skills