Browsing by Author "Kimoga, Joseph"
Now showing 1 - 3 of 3
Results Per Page
Sort Options
Item 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, WasswaThe 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.Item 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, JosephThis 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.Item “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, JosephExisting 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.