Browsing by Author "Lutaaya, Bernadette"

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    Perceived Changing Academic Roles of Deans in Higher Education: A case of Makerere University
    (East African Journal of Education Studies, 2024) Lutaaya, Bernadette; Bisaso, Ronald; Nakamanya, Florence
    Existing literature shows that deans in higher education institutions are key in nurturing, facilitating growth, and setting high academic standards for faculty, staff, and students among other stakeholders to be able to achieve the academic goals and objectives in this changing and challenging higher education environment. They are also expected to create a positive work environment within schools, colleges, or departments. However, not much has been written on how these deans perceive their changing academic roles and how they reframe the same in the context of Makerere University. This qualitative and case study therefore set out to explore the perceived changing academic roles of deans in Makerere University. Findings reveal that deans perceive their changing academic roles as hectic, multiple, financially constraining, and politically constrained. The study concludes that the perceptions of deans are attributed to the growth and strategic direction of the university, the needs of the market, and the transformation of Makerere University to a collegiate system of governance and increased technology among others. The study recommends that deans can gradually draw on the associated benefits of the political frame including networking and partnerships to be able to manage financially and overcome financial constraints. Deans should leverage committees to establish grants and partnerships. The university and its governing body should withdraw or relieve the teaching loads from the deans to enable them to concentrate on curbing financial constraints
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    Reframing the Perceived Changing Academic Roles of Deans: A Case of Makerere University
    (East African Journal of Education Studies, 2024) Lutaaya, Bernadette
    Existing literature shows that deans in higher education institutions are key in nurturing, facilitating growth and setting high standards for faculty, staff, and students among other stakeholders. They are also expected to create a positive work environment within schools, colleges, or departments. However, less literature has concentrated on how these deans reframe their perceived changing academic roles at Makerere University. This study therefore set out to explore the reframing strategies of deans as regards their perceived changing academic roles in the context of Makerere University. Findings indicate that deans reframe their perceived changing academic roles at Makerere University using multi-frame. That is using all four or three of the frames to view a particular decision through four different lenses before selecting the best option. These four lenses are majorly the human resource, followed by structural and political. The symbolic frame was the least exploited among the frames, yet science-based disciplines were seen to be using the political frame majorly. The study concludes that multi-framing as recommended by Bolman and Deal was adhered to by all deans meaning that despite the complex environment in which they work, they have remained relevant due to the use of three or four frames. It was noted that the political frame was highly used in the science-based disciplines, especially the hard applied fields. The study recommends that the symbolic frame be exploited by the deans due to its benefits including deans being role models and using ceremonies where faculty meet, share, and relax to break the routine of academic work for this is energizing. Further still, the study recommends that deans embrace the political frame to boost their schools financially