Browsing by Author "Ndagire, Lillian"

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    A Collaborative Curriculum Review Process: Applicability to Higher Education Institutions
    (51st Hawaii International Conference on System Sciences, 2018) Egwar, Andrew Alunyu; Bwire, Felix; Arinaitwe, Irene; Male, Vincent; Mpirirwe, Hilda; Baguma, Kenneth; Kamukama, Ismail; Ndagire, Lillian; Nabukenya, Josephine
    Curriculum review is mandatory for all higher education institutions (HEIs). The process brings together different stakeholders’ expertise to evaluate and revise an existing curriculum, positioning the field of study within the current market and industry trends. Although this process is repetitive, it still remains complex, majorly due to divergent stakeholders’ interests, varying levels of expertise, uncertain activity paths and multiple desired outcomes. The paper thus presents a Collaborative Curriculum Review Process (ColCuRP) to support the review of varying curricula in HEIs. We followed a mixed research approach (design science and action research) to design and evaluate the ColCuRP. It underwent four iterations during its evaluation and proved to be successful regards reduction in time for the review process, and supporting the different teams of departmental faculty to review Bachelors, Post Graduate Diploma, Masters and PhD curricula, at four HEIs in Uganda. Moreover, the ColCuRP can be used by inexperienced facilitators.
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    A Conceptual Framework for IT Governance Mechanisms in Uganda’s Higher Institutions of Learning
    (International Journal of Digital Strategy, Governance, and Business Transformation, 2021) Ndagire, Lillian; Maiga, Gilbert; Oyo, Benedict
    Poor implementation of information technology governance (ITG) leads to several IT systems performing poorly, resulting in discontinuity of services, user frustration, loss of IT investment, increased redundancy, duplication of efforts, poor decision making, and reputation loss. In Uganda, implementation of ITG is low as many public sector organizations are yet to streamline. Yet, for higher institutions of learning (HILs), the implementation of ITG is unexplored. Therefore, this study sought to determine the required mechanisms to design an ITG framework for HILs in Uganda (IGHU). A descriptive field study was conducted, and the data were analyzed using SmartPLS 2.3.9 software. The causal relationships and validity of the constructs of IGHU were tested using partial least square path modeling. The coefficient of determination was 0.35; the path coefficient indicated both positive and negative relationships of independent to dependent constructs, and hypotheses such as accountability of IT projects and awareness campaigns were statistically significant.