Browsing by Author "Nakamanya, Florence"

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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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    “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.