Relevant bibliographies by topics / Leadership – Culture – Uganda

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  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters

Academic literature on the topic 'Leadership – Culture – Uganda'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Leadership – Culture – Uganda"

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Nanyonga, Rose Clarke, Edna N. Bosire, David J. Heller, Elizabeth Bradley, and Nancy R. Reynolds. "Predictors of nursing leadership in Uganda: a cross-sectional study." Health Policy and Planning 35, Supplement_1 (2020): i51—i64. http://dx.doi.org/10.1093/heapol/czaa100.

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Abstract Evidence regarding the role of nurses-in-leadership and how to engage nurses in policy decisions is minimal in sub-Saharan Africa. The purpose of this study was: (1) to assess the leadership practices of nurses-in-leadership in Uganda (by self-report) and from the perspective of ‘followers’ (direct-report, peers, co-workers, other); and (2) to determine factors (positively) associated with leadership practices. We surveyed 480 nurses, 120 in leadership roles (Response Rate 57%) and 360 ‘followers’ (Response Rate 60%), who were recruited from five hospitals in Kampala, Uganda. We used the Leadership Practice Inventory (Self and Observer), a project-specific demographic questionnaire and Denison’s Organizational Culture Survey (DOCS). Sixty-three per cent of the respondents held a registered nursing certificate; 79% had received formal leadership training; 47% were based in private for-profit (PFP) hospitals, 28% in private not-for-profit (PNFP) and 25% in public hospitals. Among the five leadership practices, nurses-in-leadership used the practice of Model the Way (M = 8.27, SD = 1.30), Challenge the Process (M = 8.12, SD = 1.30) and Encourage the Heart (M = 8.04, SD = 1.51) more frequently (on a 10-point Likert Scale). Inspire a Shared Vision (M = 7.82, SD = 1.57) and Enable Others to Act (M = 7.62, SD = 1.66) practices were used less frequently. The same rank order was true for leadership scores from the perception of followers. However, leadership scores by followers were significantly lower (P < 0.01) than the nurse leader self-reported scores across all sub-scales. Leadership practice scores were higher in public than private hospitals (P < 0.0001). Organizational culture (OC) was associated (P < 0.001) with leadership practices. Although overall leadership practice scores were generally high, the less frequent use of Inspire and Enable practices suggests opportunities for targeted improvement. Moreover, differences between self-reported and leadership scores by followers suggest perception gaps between leaders and their followers. The positive relationship between public hospital settings and self-reported leadership practices among nurses-in-leadership suggests that important nursing leadership practices are possible even in a low-resource clinical setting.
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Bananuka, Juma, Zainabu Tumwebaze, and Laura Orobia. "The adoption of integrated reporting: a developing country perspective." Journal of Financial Reporting and Accounting 17, no. 1 (2019): 2–23. http://dx.doi.org/10.1108/jfra-09-2017-0089.

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Purpose The purpose of this paper is to establish why firms in developing countries are slow to adopt integrated reporting (IR) and what needs to be done to ensure such firms embrace the practice of integrated reporting using evidence from Uganda. Design/methodology/approach This study uses a narrative cross sectional survey conducted using qualitative data collection techniques specifically the structured interviews. We conducted interviews on senior executive managers of Capital Markets Authority, Professional accountancy bodies, Uganda Securities Exchange (USE) and firms listed on Uganda Securities Exchange. The study also involved an analysis of annual reports of listed firms on USE from 2010 to 2016. Findings Results suggest that, firms are slow to adopt integrated reporting because of the scarce resources, culture and leadership, stakeholders demand, the regulatory requirement, the effect of globalization and the mindset, lack of awareness about IR and the nature of business and size. Results further suggest that integrated reporting be made mandatory for all firms, especially those that are publicly interested, such as financial institutions, and those that are listed on the stock exchange. Originality/value IR being an emerging phenomenon there are few empirical studies exploring IR practices in a developing economy perspective. To the best of the authors’ knowledge this is the first paper that provides some insights into IR from a Ugandan perspective using the Diffusion of innovation theory.
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Senaji, Thomas Anyanje, Elham Metwally, Samuel Sejjaaka, Bill Buenar Puplampu, James Michaud, and Hassan Adedoyin-Rasaq. "LEAD - Leadership effectiveness, motivation, and culture in Africa: Lessons from Egypt, Ghana, Kenya, Nigeria, and Uganda." Canadian Journal of Administrative Sciences / Revue Canadienne des Sciences de l'Administration 31, no. 4 (2014): 228–44. http://dx.doi.org/10.1002/cjas.1298.

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Cunningham, Jeremy, and Suren Ladd. "The role of school curriculum in sustainable peace-building: The case of Sri Lanka." Research in Comparative and International Education 13, no. 4 (2018): 570–92. http://dx.doi.org/10.1177/1745499918807027.

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The civil war between the Sri Lankan government and the Liberation Tigers of Tamil Eelam (LTTE) ended in 2009, with total defeat of the LTTE and many thousands of civilian casualties. The country is now engaged in peace-building. Key elements of the secondary school curriculum – truth-seeking, social cohesion and active citizenship – may contribute to this. Six state secondary schools serving different ethnic and religious groups were selected for qualitative research into how far this is the case. Data was collected on the application of knowledge, skills and values in lessons, extra-curricular programmes and whole school culture. The analysis suggests that truth-seeking is weak, with no teaching about the historical roots of the conflict or contemporary issues. There are efforts to build leadership skills and impart democratic values, but the critical thinking and discussion skills necessary for social cohesion and active citizenship are largely absent. The findings are discussed in relation to evidence from Uganda, Cambodia and Northern Ireland.
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Isabirye, James. "Can indigenous music learning processes inform contemporary schooling?" International Journal of Music Education 39, no. 2 (2021): 151–66. http://dx.doi.org/10.1177/0255761421996373.

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This autoethnographic study investigated possibility of incorporating indigenous pedagogies into Ugandan school music and, possibly, general education. School music education in Uganda currently occurs within a colonial-influenced system that does not connect with learners’ indigenous cultures. The colonial system fosters belief that “western” is modernity and “indigenous” is backwardness that should be erased. School music learning is currently experienced in a teacher-dominated, “banking” (Freire, 1970) school system that disempowers learners and produces graduates who cannot address the musical needs of their worlds. Ugandan government measures to improve music and general education have not improved the situation. Literature on the role that indigenous pedagogies could play in a contemporary music education is limited. Through this study, I sought to understand what might happen when indigenous education pedagogies are incorporated in a contemporary, formal school setting. Informed by relevant literature, I interrogated and analyzed my own learning and teaching experiences in Ugandan communities and schools and found that embedding indigenous learning and teaching processes in music classrooms fostered growth in learner leadership, ownership, agency, and identity in the context of mutually shared participatory experiences that learners found relevant and meaningful—experiences that engendered joyful, passionate, collaborative learning, and reification of reflective practice among learners.
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Namirembe, Theresa Frances, Alex Wanjala, and Joseph Muleka. "Narrating the Ugandan nation in Mary Okurut’s The Invisible Weevil." Tydskrif vir Letterkunde 57, no. 2 (2020): 57–66. http://dx.doi.org/10.17159/tl.v57i2.6424.

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This article seeks to study how Mary Okurut narrates the Ugandan nation through her novel The Invisible Weevil while at the same time exploring how the author centers upon women in her imagination of the new nation. The arguments in this article are derived from concepts proposed by Benedict Anderson and Homi Bhabha, among other scholars, on nationalism. These are arguments that explore the question of identity formation in nations and what holds these nations together in terms of their cultural standpoints and even at times a desire for a better nation for future generations. Through a close textual analysis that focuses on elements of narratology, the study explores the issue of nationalism in the novel. Of interest to this study is how Okurut as a contemporary writer engages history in the novel to narrate the nation and the challenges it faces as it evolves through different and tumultuous leaderships. The narration is undertaken through the viewpoint of various characters who describe different periods, thus creating a channel through which knowledge from each epoch is transmitted by the actions of women who attempt to define a new nation of Uganda that would be devoid of pestilence from ‘the invisible weevil’.
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DIPIO, DOMINICA. "Traditional Leadership Wisdoms and Their Contemporary Parallels — The Madi of Uganda." Matatu 42, no. 1 (2013): 37–63. http://dx.doi.org/10.1163/9789401210584_005.

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Wilberforce Turyasingura and Lazarus Nabaho. "Organisational citizenship behaviour and service delivery in urban local governments in Uganda." Commonwealth Journal of Local Governance, June 28, 2021, 24–39. http://dx.doi.org/10.5130/cjlg.vi24.7752.

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The quality of service delivery in decentralised local governments (LGs) in Uganda remains largely unsatisfactory, despite central government’s efforts to improve resource allocation and develop supporting legal frameworks. This has been partly linked to the extent to which LG staff exhibit ‘organisational citizenship behaviour’ (OCB). Extant literature has not given adequate attention to OCB in the decentralisation discourse, especially in sub-national governments within developing countries such as Uganda. This paper tackles the issue of OCB among LG employees and its relationship to service delivery by addressing the following questions: (a) what is the level of OCB among LG employees and (b) to what extent do various dimensions of OCB relate to the quality of service delivery in the decentralised LG context? The study is a cross-sectional survey of 165 LG staff in central Uganda. Both quantitative and qualitative data were collected. Using content analysis and correlational analysis, the study found that OCB among LG employees is too low, and that higher levels of OCB are associated with improved service delivery. The study recommends that LGs should prioritise effective leadership and supervision, a client-centred performance culture, and empowerment of staff in order to promote OCB among employees and thereby enhance service delivery to local communities.
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Tibeihaho, Hector, Charles Nkolo, Robert Anguyo Onzima, Florence Ayebare, and Dorcus Kiwanuka Henriksson. "Continuous quality improvement as a tool to implement evidence-informed problem solving: experiences from the district and health facility level in Uganda." BMC Health Services Research 21, no. 1 (2021). http://dx.doi.org/10.1186/s12913-021-06061-8.

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Abstract Background Continuous quality improvement processes in health care were developed for use at health facility level, and that is where they have been used the most, often addressing defined care processes. However, in different settings different factors have been important to support institutionalization. This study explores how continuous quality improvement processes were institutionalized at the district level and at the health facility level in Uganda. Methods This qualitative study was carried out in seven districts in Uganda. Semi-structured interviews with key informants from the district health management teams and document review were conducted. Thematic analysis was used to analyze the data. Results All districts that participated in the study formed Continuous Quality Improvement (CQI) teams both at the district level and at the health facilities. The district CQI teams comprised of members from different departments within the district health office. District level CQI teams were mandated to take the lead in addressing management gaps and follow up CQI activities at the health facility level. Acceptability of quality improvement processes by the district leadership was identified across districts as supporting the successful implementation of CQI. However, high turnover of staff at health facility level was also reported as a detrimental to the successful implementation of quality improvement processes. Also the district health management teams did not engage much in addressing their own roles using continuous quality improvement. Conclusion The leadership and management provided by the district health management team was an important factor for the use of Continuous Quality Improvement principles within the district. The key roles of the district health team revolved around the institutionalisation of CQI at different levels of the health system, monitoring results of continuous quality improvement implementation, mobilising resources and health care delivery hence promoting the culture of quality, direct implementation of CQI, and creating an enabling environment for the lower-level health facilities to engage in CQI. High turnover of staff at health facility level was also reported as one of the challenges to the successful implementation of continuous quality improvement. The DHT did not engage much in addressing gaps in their own roles using continuous quality improvement.
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Tumusiime, Molly, Paul Kaduyu, Hassan Kanakulya, and Rose Mukisa. "Using a participatory curriculum and cascade-training model to empower Ugandan youth to make responsible social, beconomic, sexual and reproductive health decisions." Nepal Journal of Obstetrics and Gynaecology 13, no. 2 (2018). http://dx.doi.org/10.3126/njog.v13i2.21904.

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Aims: To demonstrate an integrated, gender-transformative holistic approach to promote youth empowerment and community referral for healthcare in Uganda. Methods: The USAID-funded Fistula Care Plus (FC+) project supported implementation of sexual and reproductive health (SRH) education for in- and out-of-school youth. FC+ used the adapted Aflateen PLUS curriculum, integrating SRH with concepts such as financial and leadership skills and planning for future, FC+ trained and provided continuous supervision support to 19 teachers and 29 peer-educators to facilitate the curriculum to 10 in-school youth clubs and 10 out-of-school youth groups across Jinja and Kamuli Districts. Results: In- and out-of-school youth participating in the Aflateen clubs reached an additional 5,950 community members with SRH and financial savings information and referred 1,364 individuals to health care, including family planning, maternal care, STI testing, and evaluation of fistula symptoms. Conclusion: The Aflateen Plus curriculum’s learner-centered and in-depth engagement approach engages youth to critically think about present and future decisions. The curriculum and club model empowered youth and promoted a culture of information sharing and community referral to reduce vulnerability. Stakeholder engagement (e.g., teachers, peer-educators, local government, and health care sector) increased ownership and sustainability of the intervention.
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Dissertations / Theses on the topic "Leadership – Culture – Uganda"

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Shero, Phillip A. "Embedded Leadership| The Role of Gisu Clan Elders in Uganda in Supporting and Limiting Executive Authority." Thesis, Regent University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3632014.

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Research has identified a problem of executive authorities in Africa that operate largely free of accountability and/or balance of power, often resulting in oppression, tyranny, or other abuses of power. In response to calls for greater understanding of indigenous African leadership (Littrell, 2011), this dissertation used problem-focused ethnographic methods to investigate characteristics of Gisu/Masaaba clan elder leadership in East Africa, specifically as elders interact with executive authority. Elders are a tribal form of leadership wherein leaders are embedded in the community but lack political power. The research question asked: What are the modalities indigenous to Gisu culture, specifically from elder councils, that facilitate accountability and balance of power in African governance, and how could biblical descriptions of elders be useful in the Gisu's self-perception and construction of elder-based leadership? The study (N = 49) employed participant observation as well as directed observation and interview-based participant listening with elders, youth, and government leaders to produce rich qualitative data. After coding emergent themes and categories, thick descriptions of Gisu clan elder leadership formed a foundation for analysis. Emergent themes were first analyzed using indigenous typologies and then using analyst-constructed typologies before being interpreted to present an indigenous portrayal of traditional Gisu elders' characteristics, concerns, actions, and modalities. Research data provided support for elders' facilitating accountability through speaking directly to the leader, escalating complaints to higher authorities, and taking the case to the public; the data also offered support, to a lesser degree, for elders facilitating balance of power related to executive authority through formation of supraclan bodies such as the Inzu ya Masaaba and Elders Forum as well as through persistently utilizing the modality of elders' voice to call for reform. Drawing from the research data, the author offered suggestions for how biblical descriptions of elders could be useful in the Gisu's self-perception and construction of elder-based leadership, specifically addressing two threats to elder self-perception and construction of elder-based leadership by way of reclaiming important traditional aspects of eldership.

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Mukasa, Geoffrey Sebuyika. "The impact of culture on preferred leadership attributes : a Ugandan perspective." Thesis, 2008. http://hdl.handle.net/10500/3334.

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The relative political stability in Uganda resulted In increased Foreign Direct Investment (FDI) and growth in several national/multi-national organisations. Furthermore, business leadership in Uganda has experienced change as the older generation hand over the reins to the younger generation of business leaders who are relatively more exposed to the Mrican management philosophy and leadership models which are congruent with African culture and contextual issues. This study investigated within a Ugandan context, leadership attributes that are perceived as contributors to or inhibitors of outstanding leadership. It then determine whether, when analysed by ethnicity (i.e. Bantu speaking versus non-Bantu speaking), the researcher could identify meaningful differences in the culturally endorsed leadership profiles; and link societal cultural attlibutes to preferred leadership attributes. A triangulation method was used to conduct this cross-cultural research, which combined archival data, a quantitative survey and personal interviews. The sample comprised of 163 junior, middle and senior managers from over 15 organisations within Uganda. An adapted version of Project GLOBE questionnaire was used for the quantitative survey, and results showed that out of the nine societal cultural dimensions, only Power Distance and Institutional Collectivism cultural dimensions indicate significant differences between Bantu speaking as compared to non-Bantu speaking managers. Furthermore, out of the six leadership dimensions only Humane Orientation and Charismatic / Value Based leadership dimensions, indicated significant differences between the above mentioned. However, these results contrasted some avers of the personal interviews. The study concludes that societal cultural differences do exist between the Bantu speaking and non-Bantu speaking managers and this may require some marginal differences In the leadership attributes that a leader portrays. Nevertheless, irrespective of ethnicity, the most preferred leaders' attributes in Uganda are Decisiveness, Performance Oriented and Charisma 2: Inspirational; whilst the least preferred leaders' attributes were Face-Saver, Self Centred and Malevolent.
Graduate School of Business Leadership
D. Econ. (Business Leadership)
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Book chapters on the topic "Leadership – Culture – Uganda"

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Atwijukire, Innocent, and Judith Glück. "Conceptions of wisdom in rural Uganda." In Practical Wisdom, Leadership and Culture. Routledge, 2020. http://dx.doi.org/10.4324/9780429055508-7.

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