Browsing by Author "Mayanja, Jamiah"

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    Customer Relationship Management Perception among Students of Higher Institutions in Uganda
    (A Journal of Contemporary Research, 2020) Mayanja, Jamiah; Tibaingana, Anthony
    Higher Education Institutions are increasingly recognizing the need to apply customer relationship management approaches to learning as a way of increasing students’ enrollment and retention in the education sector. This paper investigates students’ perception of customer relationship management strategy to learning in higher education institutions in Uganda. It draws from a quantitative data generated through questionnaires. The questionnaires covered three customer relationship management components, namely; the people, the processes and the technology involved. The respondents in this study were 400 in number, and it was a random selection of students from Makerere University, Uganda. Findings from the study present technology as the most significant component required for the successful implementation of customer relationship management strategy to Higher Education tutelage in Uganda. Therefore, universities should invest in technology to make people and processes of customer relationship management, more efficient and effective in Uganda, being also a crucial area in students’ satisfaction.
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    Lived Experience of Developing a Blended Learning Academic Programme in a Traditionally Presential University
    (Pan-Commonwealth Forum, 2019) Muyinda, Paul Birevu; Siminyu, Samuel Ndeda; Aguti, Jessica Norah; Mayende, Godfrey; Nampijja, Dianah; Kajumbula, Richard; Mayanja, Jamiah; Ssebbowa, Dorothy Kyagaba; Nabushawo, Harriet; Kabugo, David; Walimbwa, Michael; Mbulankende, Julius Shopi; Turyakira, Nazarius; Isabwe, Ghislain Maurice Nobert
    Information and communication technologies (ICTs) are presenting pedagogical affordances that are not only being embraced by open distance learning universities but also traditional presential universities. Presential universities are adopting blended learning and teaching approaches in their provisions albeit with some resistance from some staff. This paper shares the experiences and lessons learned from developing the Master of Instructional Design and Technology (MIDT) blended learning curriculum in a traditional presential university. The lessons are drawn from three (3) research questions, namely: 1) What process steps are traditional presential universities taking in the design and development of blended learning curriculum? 2) What is compelling presential universities to adopt blended learning? 3) How are presential universities metamorphosing into blended learning? The paper takes a case study approach employing in-depth document analysis and personal experience explications from staff at the heart of developing curriculum. Findings indicate that contemporary realities such as globalization, increased emphasis on learner-centeredness, increased proliferation of ICTs and others are disrupting the ivory tower traditions and practices of presential universities. These universities are being compelled to open up their gates to non-traditional learners through blended learning, but with a lot more caution. The caution is evidenced by the great amount of rigor invoked in the process of approving blended learning curricula as compared to traditional face-to-face curricula. As such champions of blended learning curricula in presential universities should be prepared to spend more time, energy and resources to have blended learning curricula approved. Putting in place policies and strategies for spurring blended learning; sensitizing staff on the affordances of blended learning and training faculty on how to employ blended pedagogy should take centre stage. Further, the top management of these universities need to be involved at all levels of blended learning curriculum development.
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    Technology orientation and export performance: the moderating role of supply chain agility
    (Emerald, 2023-11-20) Nakabuye, Zaina; Mayanja, Jamiah; Bimbona, Sarah; Wassermann, Micheal
    Purpose The purpose of this paper is to investigate the relationships between technology orientations and export performance of small and medium-sized enterprises (SMEs). Design/methodology/approach A quantitative research design was adopted for this study. The paper formulates hypotheses from the literature review. These hypotheses are tested using structural equation modeling with data collected from 231 SMEs in Uganda. Data were analyzed using SPSS version 23 and AMOS. Findings The findings of this study showed technology orientation has a positive and significant relationship with the performance of Ugandan SMEs and that supply chain agility moderates technology orientation and export performance. Research limitations/implications The study discusses the findings, advances limitations and managerial implications. It also suggests future research avenues. It proposes some recommendations to help Ugandan SMEs to form flexible supply chains, use the latest technology and create strong relationship ties with their partners in the supply chain. Practical implications The study suggests that managers of Ugandan SMEs should use the latest technology in production, marketing, logistics and supply chain management which will enable them to respond quickly to customer tastes and preferences leading to higher levels of export performance. Originality/value This study contributes to the literature on strategic management showing the reliability of scales used and the confirmatory of the factor structure. This study shows that in strategic management technology, orientation is critical in increasing export performance. This study has extended the resource-based view (RBV) and dynamic capabilities theories.