Financial Accountability and Performance of Private Universities in Uganda : A moderating effect of resources and competence of proprietors

Simple item page
dc.contributor.authorAkatwijuka, Habaasa I.
dc.contributor.authorSekiwu, Denis
dc.contributor.authorTuryahebwa, Abanis
dc.contributor.authorKikawa, Cliff R.
dc.date.accessioned2025-04-21T08:39:35Z
dc.date.available2025-04-21T08:39:35Z
dc.date.issued2018
dc.description.abstractWorldwide, higher education has undergone significant changes in response to societal demands and needs in the USA, Europe, Latin America, Canada, Asia, and Africa. In fact, private higher education has evolved more rapidly than the public system, and in many nations, it is seen as a supplement to the public system (Obasi, 2016). To enhance access to higher education, many nations, like Nigeria, Malaysia, and Indonesia, liberalized and encouraged the privatization of higher education and many private universities mushroomed in those countries (Lawita, 2018). In the last three decades, many private universities have been mounting support and dedication to address performance challenges. Many universities in different parts of the world started implementing policies aimed at improving performance of these education institutions (Amponsah & Onuoba, 2013). Many around the globe view good performance in following areas, that is, adjustment and restructuring of the teaching curriculum, research, daily operations, the human resources, financial management, adequate learning infrastructure, financial sustainability, strategic planning, resource mobilization, environmental issues, competitive position, quality teaching and research, social corporate responsibility among others (Aleixo, 2018; Amponsah & Onuoba, 2013). The World Bank and international monetary fund required sub-Saharan African nations like Uganda to adopt certain policies known as the structural adjustments, which called for the removal of subsidies from higher education and advocated for cost sharing in university education. These policies, along with an increase in population that was not matched by the government's expansion of new educational institutions or universities, all contributed to the acceleration of the establishment of private universities in Uganda in 1988 (Ochwa-Echel, 2016). The demand for private universities was further enhanced by the introduction of universal primary education in 1997 that doubled primary enrollment from three million in 1998 to six million in 1999 and to 8,297,000 in 2009. This was followed by the introduction of universal secondary education in 2006 which increased the number of potential applicants for university entrance from 728,393 in 2005 to 1,194,454 in 2009 (UBOS, 2010). Following the explosion of private universities globally, the number of private universities has grown from 40.6%
dc.identifier.citationAkatwijuka, H. I., Sekiwu, D., Turyahebwa, A., & Kikawa, C. R. Financial Accountability and Performance of Private Universities in Uganda: A moderating effect of resources and competence of proprietors. New Paradigms on Research in Africa, 75.
dc.identifier.urihttps://kenyasocialscienceforum.wordpress.com/wp-content/uploads/2024/10/book-3-new-paradigms-on-research-in-africa.pdf#page=82
dc.identifier.urihttps://nru.uncst.go.ug/handle/123456789/11051
dc.language.isoen
dc.publisherNew Paradigms on Research in Africa
dc.titleFinancial Accountability and Performance of Private Universities in Uganda : A moderating effect of resources and competence of proprietors
dc.typeBook chapter
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Financial Accountability and Performance of Private Universities in.pdf
Size:
2.11 MB
Format:
Adobe Portable Document Format
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Social Sciences