Journal articles: 'Makerere University'

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Namuwonge, Winifred. "Experiences of International Graduate Students at Makerere University." East African Journal of Education Studies 7, no. 1 (January 26, 2024): 107–27. http://dx.doi.org/10.37284/eajes.7.1.1721.

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The enrollment of international graduate students is declining at Makerere University. Yet, Makerere aspires to be a research-led institution with an internationalization agenda. There is a need to increase the number of international graduate students as this would help Makerere University to realize its vision. This study, therefore, explored international graduate students' experiences at Makerere University, and the following objective guided it: to explore the experiences of international graduate students at Makerere University. The study was based on the interpretive worldview, subscribing to the transcendental phenomenology of Edmund Husserl, which states that those who have experienced a phenomenon can give it meaning. Eight international graduate students at Makerere University were interviewed, and they were selected from different academic disciplines, which were categorized according to Becher and Biglan's classification. Data were thematically analyzed, whereby two themes, namely non-academic experiences and academic experiences, emerged. It was therefore concluded that international graduate students at Makerere University had both positive and negative non-academic and academic experiences. This study recommends that Makerere University Management should strengthen measures that lead to positive experiences for international graduate students, such as the provision of financial resources, strengthening the operations of the International Office, organizing events for graduate students to facilitate their interactions with the domestic students, and putting in place peer mentors for new international graduate students to foster a sense of community. This study also recommends that the International Office work very closely with the Deans of Schools in the different colleges of Makerere University. This will improve their academic experiences and, ultimately, their numbers at Makerere University. Finally, the university management should strengthen and streamline the activities of the International Office at Makerere University

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Namuwonge, Winifred. "Support Services for International Graduate Students at Makerere University." East African Journal of Education Studies 7, no. 1 (January 16, 2024): 39–60. http://dx.doi.org/10.37284/eajes.7.1.1694.

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Makerere University is focused on being a research-led university, which necessitates it embrace an internationalisation agenda to fit into the global research network. There is a need to boost the number of international graduate students to help Makerere University realise her vision. This qualitative study explores how international graduate students are supported at Makerere University. The following objective guided it: to explore how international graduate students are supported at Makerere University. The study was anchored in the interpretivism world view, subscribing to the transcendental phenomenology of Edmund Husserl to uncover the support given to international graduate students. Eight international graduate students at Makerere University were interviewed and selected from different academic disciplines categorised according to Becher and Biglan's classification of academic disciplines. Both unstructured interviews and documentary check data generation strategies were used in this study. Data analysis followed a thematic approach whereby various forms of support were provided to international graduate students at Makerere University, and how it is provided was identified. It was concluded that those international graduate students received non-academic and academic support at Makerere University. This study recommends that Makerere University Management provide financial, human, and physical resources to the International Office as ways of facilitating international graduate students to complete their study programs and attracting many more to join the University. The International Office may work with the Office of the Dean of Students to organise events for graduate students to facilitate interactions between international and domestic students, and they may also put in place peer mentors for new international graduate students to foster a sense of community. This study recommends that the International Office work very closely with the schools in the different Colleges of Makerere University, especially establishing a desk officer in each of the Dean's Office to handle issues of international students as this may improve their numbers at Makerere University. Finally, the university management should strengthen and streamline the activities of the International Office at Makerere University

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Shullenberger, Bonnie, and William Shullenberger. "The Resurrection of Makerere University." Journal of Blacks in Higher Education, no. 25 (1999): 135. http://dx.doi.org/10.2307/2999415.

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Elisam Magara. "Financing a Public University: Strategic Directions for Makerere University in Uganda." Journal of Higher Education in Africa 7, no. 3 (October 30, 2009): 61–86. http://dx.doi.org/10.57054/jhea.v7i3.1595.

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Public universities all over the world are continually facing challenges arising from increasing expectations from government and the public for universities to serve the broader needs of society. This has impacted the universities’ ability to offer their core functions of teaching and learning, research and outreach. This paper reviews the current resource allocation models, reforms and developments of higher education in Uganda. Despite the available options of funding strategies (donor contributions, government support and the Appropriation in Aid [AIA]), Makerere University still faces the dilemma of unfinished business. It was thus established that the block allocation model currently used by Makerere University, which is based on fixed percentages to units, has led to a lack of co-ordination of services in the university. This has led to the difficulty in supporting university-wide services. This paper attempts, therefore, to provide strategic directions for Makerere University in ensuring effective resource allocation and prioritisation of the University budget in accordance with its core functions. The paper does so by suggesting restructuring from the current percentage- based budgeting to activity-based budgeting and expenditure allocation where the budgets clearly outline the activities expected in the various units for the financial year.

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Tushabe, Monica, Mahadih Kyambade, Gerald Kalisa, and Felister Birungi. "Work-life Balance, Gender Role Beliefs, Gender Participation and Women's Representation in Leadership Positions in Public Universities: A Case of Makerere University." Asian Research Journal of Arts & Social Sciences 21, no. 4 (November 11, 2023): 9–21. http://dx.doi.org/10.9734/arjass/2023/v21i4488.

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The purpose of the study was to determine the relationship between work-life balance, gender role beliefs, gender participation, and women's representation in leadership positions in public universities in Uganda. 280 staff from Makerere University responded to the study. A cross-sectional study survey was adopted which involved descriptive, correlation, and regression approaches. The findings of this study revealed work-life balance, gender role beliefs, and gender participation significantly and positively influence women's representation in leadership positions at Makerere University in Uganda. Women who take on more leadership roles at Makerere University have to realize work-life balance. Women have to be given equal opportunity to participate in all university activities with support accorded to them just as the case is, with male employees. They should be supported to take on leadership roles and higher academic qualifications just as their male counterparts. The results show that among other driving forces to venture into leadership positions, achieving work-life balance is one of the most significant ones. Lack of ample time, gender stereotypes, social and cultural norms as well and family responsibilities are the greatest hindrances women face in achieving balance hence hindering their representation in leadership positions in Makerere University. This study shows how women's representation in leadership positions can be improved by family, domestic, and work-related factors.

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Mills, David. "Life on the Hill: Students and the Social History of Makerere." Africa 76, no. 2 (May 2006): 247–66. http://dx.doi.org/10.3366/afr.2006.76.2.247.

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AbstractHow will history judge British late-colonial efforts to export its model of higher education to Africa? In this article I challenge any simple interpretation of the ‘Asquith Commission’ university colleges – such as Makerere or University College Ibadan – as alien impositions or colonial intellectual ‘hothouses’. Focusing on Makerere University in Uganda, and drawing on a variety of archival and personal sources, I show how its students and faculty engaged in an ambivalent recreation and subversion of the Western idea of the university and its foundational discourses. I suggest that the institution offered a space to question and debate the purpose of an African university education. Students and staff made use of their limited political autonomy to challenge and rework the colonial hierarchies of race and culture. As a result, Makerere remained an influential forum for intellectual debate, cultural expression and social critique until the mid-1970s. Whilst this legacy is made less visible by the subsequent years of political crisis, underfunding and expansion in student numbers, it remains an important historical legacy from which to rethink the future of African universities.

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Cook, Daniel J. "Makerere University Main Library: a status report." African Research & Documentation 80 (1999): 27–29. http://dx.doi.org/10.1017/s0305862x00014709.

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Sicherman, Carol. "Building an African Department of History at Makerere, 1950–1972." History in Africa 30 (2003): 253–82. http://dx.doi.org/10.1017/s0361541300003247.

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Once upon a time, in the euphoric 1960s, a new generation of historians of Africa undertook to write the history of Africa and Africans through the ages, overturning previous Western suppositions that Africa had no precolonial history worth investigating. As J.D. Hargreaves has written, they were “excited by the challenge to apply their craft to the continent which Hegel had judged ‘no historical part of the world’.” Among the explorers of the largely unmapped territories of prccoloniai history were members of the Makerere Department of History and their students, many of whom were to become professional historians. This essay sketches the construction of a modern Department of History at Makerere, a task requiring a new curriculum and a new staff.Makerere began in 1922 as a government technical school for Africans. Courses in medicine and teacher training soon replaced the original more “vocational” instruction in carpentry, surveying, mechanics, and the like. The next several decades saw an evolution into a “higher college,” preparing students from all over East Africa for examinations leading to university degrees. By the late 1930s, a top-level commission recommended fulfilment of an early forecast that Makerere would one day become a university college. In the meantime, as World War II put off any substantial changes, it loomed ever greater as the legendary “mountain” that only the best could ascend. In 1950, finally fulfilling the forecast, Makerere joined in a Special Relationship with the University of London to become the University College of East Africa.

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Mukisa, Elizabeth Juliet, Joseph Kimoga, and Gyaviira Genza Musoke. "PRACTICES OF MANAGING STUDENTS’ SOCIO-ECONOMIC STATUS FOR ACHIEVEMENT OF EDUCATIONAL GOALS IN MAKERERE UNIVERSITY (UGANDA)." International Journal of Psychology 6, no. 1 (January 14, 2021): 1–16. http://dx.doi.org/10.47604/ijp.1196.

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Purpose: Prompted by persistent complaints from different stakeholders in regard to the problem of managing diversity of student socio-economic status in Makerere University, the study set out to examine the factors that enable or disable the students from Low Socio-Economic Status (LSES) backgrounds from achieving their educational goals at Makerere University (Uganda). Methodology: The study drew on social justice literature to stimulate debate on why and how such LSES students can be supported to achieve their educational goals. The study adopted a cross-sectional survey design, which was approached from a mixed research paradigm where both qualitative and quantitative data were collected from 410 Makerere University students. Using closed-ended questionnaires and focused interview guides Findings: The study discovered that management practices like financial and material resources mobilization for the underprivileged were absent. It was therefore concluded that practices on socio-economic diversity reflected absence of recognitive and distributive equity. Unique contribution to theory, practice and policy: The study’s major contribution lies in the provision of knowledge on up-to-date policies and practices of managing student SES diversity to enable students of a LSES background to achieve their educational goals.

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Summers, Carol. "Becoming an African University: Makerere 1922-2000 (review)." Africa Today 52, no. 2 (2005): 94–95. http://dx.doi.org/10.1353/at.2006.0019.

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Omona, Walter. "Providing Online Information Services in Makerere University Library." Information Development 19, no. 4 (December 2003): 274–78. http://dx.doi.org/10.1177/026666690301900407.

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Lutaaya, Bernadette, Bisaso Ronald, and Florence Nakamanya. "Perceived Changing Academic Roles of Deans in Higher Education: A case of Makerere University." East African Journal of Education Studies 7, no. 1 (March 9, 2024): 417–36. http://dx.doi.org/10.37284/eajes.7.1.1807.

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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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Ssali, Kizza Francis, David Onen, and Genza Musoke Gyaviira. "Determinants of Academic Staff Retention at Makerere University and Kyambogo University." Makerere Journal of Higher Education 10, no. 2 (August 6, 2019): 65. http://dx.doi.org/10.4314/majohe.v10i2.6.

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Nalunkuma, Racheal, Jonathan Nkalubo, and Derrick Bary Abila. "Knowledge on Infection Prevention and Control and associated factors among undergraduate health professional students at Makerere University College of Health Sciences, Uganda." PLOS ONE 16, no. 8 (August 10, 2021): e0255984. http://dx.doi.org/10.1371/journal.pone.0255984.

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Introduction To practice adequate Infection Prevention and Control (IPC) measures, health professional students need to have adequate knowledge of IPC. In this study, we assessed the knowledge of health professional students at Makerere University College of Health Sciences on Infection Prevention and Control. Methods We conducted a cross-sectional online survey among health professional students studying at Makerere University College of Health Sciences located in Kampala, Uganda. An adapted questionnaire was used to measure knowledge on Infection Prevention and Control among students. Results A total of 202 health professional students were included in the study. The mean age was 24.43 years. Majority were male 63.37% (n = 128), from the school of medicine 70.79% (n = 143) and used one source of information for IPC 49.50% (n = 100). Being in year three (Adjusted coefficient, 6.08; 95% CI, 2.04–10.13; p-value = 0.003), year four (Adjusted coefficient, 10.87; 95% CI, 6.91–14.84; p < 0.001) and year five (Adjusted coefficient, 8.61; 95% CI, 4.45–12.78; p < 0.001) were associated with a higher mean in total percentage score of knowledge on IPC compared to being in year one. Conclusion IPC knowledge was good among health professional students in Makerere University although more emphasis is needed to improve on their IPC knowledge in various sections like hand hygiene. Infection Prevention and Control courses can be taught to these students starting from their first year of university education.

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Okello-Obura, Constant, and Elisam Magara. "Electronic Information Access and Utilization by Makerere University Students in Uganda." Evidence Based Library and Information Practice 3, no. 3 (September 4, 2008): 39. http://dx.doi.org/10.18438/b8zs58.

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Objectives – The objectives of this study were to establish the level of computer utilization skills of Makerere University (Uganda) Library and Information Science (LIS) students; to determine the use of electronic information resources by LIS students; to determine the attitudes of LIS students towards electronic information resources; and to establish the problems faced by LIS students in accessing electronic information resources. Methods – A questionnaire survey was used for data collection. Results – The majority of Library and Information Science students at Makerere University depend on university computers for their work, and very few of them access the library’s e-resources. The few who access e-resources are self-taught. The majority of students surveyed were unaware of Emerald and EBSCO databases relevant to Library and Information Science students, and they found accessing e-resources time-consuming. Conclusion – The study concluded that a concerted effort is needed by both LIS lecturers and university librarians in promoting use of the library’s electronic resources.

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Bwiruka, Jane, John Maani, and John Ssetumba. "Student Teachers’ Perceptions and Experiences on Mentoring Practices and Competence Development at Makerere University in Uganda." American Journal of Education and Practice 5, no. 2 (May 4, 2021): 26–52. http://dx.doi.org/10.47672/ajep.707.

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Purpose: This study explored the perceptions and experiences of student teachers on mentoring practices and competence development at Makerere University in Uganda. Methodology: Basing on the three mentoring models of mentoring developed by Twoli (2011) as the analytical lens, this study explored the mentoring practices currently existing at Makerere University, the model of mentoring the University is aligned to and how it develops Student teachers’ competences. The three mentoring models are the corporate model (traditional model), the more improved collaborative model and the emerging model of mentoring practices. Phenomenology was adopted as a qualitative research design anchored in the constructivist interpretivist paradigm. Data was collected using unstructured interviews from purposively selected twelve finalist student teachers and triangulated with review of documents and literature to cross validate the findings. Data was analyzed using the framework analysis. Findings: Makerere University is still tagged in the corporate/ traditional model of mentoring student teachers basing on the way they organize, supervise and moderate their student teachers on practicum. Unique Contribution to Theory, Practice and Policy: The Ministry of Education and Sports (MOE&S) in Uganda through the National Council for Higher Education (NCHE) should include mentorship programmes as a formalized minimum standard in teacher education institutions. Universities and other teacher preparation institutions should introduce mentorship programmes for university staff and schools. The study also recommended that lecturers and senior teachers should be sensitized about the effects of relying on the traditional/corporate mentoring model through professional development courses.

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Mukisa, Elizabeth Juliet, Dr Gyaviira Genza Musoke, and Joseph Kimoga. "PRACTICES OF MANAGING STUDENTS’ DIVERSITY OF RESIDENTIAL STATUS AND ACHIEVEMENT OF EDUCATIONAL GOALS IN MAKERERE UNIVERSITY (UGANDA)." African Journal of Education and Practice 7, no. 1 (January 13, 2021): 26. http://dx.doi.org/10.47604/ajep.1194.

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Purpose: The Purpose of the study was to explore the management practices that govern students’ residential affairs that enable the pursuit of educational goals in Makerere University. The research objective that guided the study was how management practices regarding residential affairs enabled or disabled on-campus and off-campus students to pursue their educational goals. Methodology: Cushioned by the social justice literature we inquired on how Makerere University managed students’ residential affairs and how such management practices supported the students to achieve their educational goals. We adopted a qualitative approach informed by comparative phenomenological design. A purposive sampling technique was used to obtain 8 informants drawn from the science and humanities schools. Data was analysed qualitatively using thematic analysis. Findings: The study found out that management practices such as allocation and flexibility regarding residential affairs enabled pursuit of educational goals. However, absence of regular supervision contributed to poorly maintained halls of residence, toilets and bathrooms are filthy, dilapidated rooms, poor security and meals. These acted as barriers in the way the students pursued their educational goals. Contribution to theory, practice and policy: the findings and discussion will contribute to the knowledge required for managing students’ residential affairs for Makerere University and other higher learning institutions through formulation and implementation responsive strategies for convenience that enable students to accomplish their educational goals.

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Sicherman, Carol. "2 - Makerere’s Myths, Makerere’s History: A Retrospect." Journal of Higher Education in Africa 6, no. 1 (August 16, 2008): 11–39. http://dx.doi.org/10.57054/jhea.v6i1.1621.

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Stemming from the author’s experience of writing a history of Makerere, this paper examines how the myths that have grown up around the university in the eighty-five years since its founding have obscured a clear view of the evolving institution, which the paper defines as ‘a university in Africa’ rather than ‘an African university’. The first myth, of an egalitarian paradise enjoyed by fully- funded students, was questioned even during its heyday by intellectuals disillu- sioned by the failure during the 1960s to fulfil the late-colonial dream. In the aftermath of the tormented 1970s and 1980s, a variant myth declared that new funding formulas made Makerere even more egalitarian. Proponents of this myth claimed that anyone who qualified for admission could attend; however, since government scholarships went to increasingly smaller proportions of the student body, only those who could raise the necessary funds themselves could take ad- vantage of the supposedly widened access. After questioning the meaning of ‘Af- rican’ in a socio-political context still strongly flavoured by foreign influence, the paper moves to consider the challenges that researchers may encounter in writing about universities in Africa: challenges that differ according to whether the re- searcher is an insider or outsider. The paper ends by asking what African academ- ics can do to rid Makerere of the diseases threatening its institutional health.

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Pirouet, M. Louise. "Book Review: Becoming an African University: Makerere 1922-2000." Race & Class 47, no. 3 (January 2006): 108–10. http://dx.doi.org/10.1177/030639680604700311.

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Ronald, Allan, Moses Kamya, Elly Katabira, W. Michael Scheld, and Nelson Sewankambo. "The Infectious Diseases Institute at Makerere University, Kampala, Uganda." Infectious Disease Clinics of North America 25, no. 2 (June 2011): 369–83. http://dx.doi.org/10.1016/j.idc.2011.02.007.

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Sutherland, Carla. "Securing the future: student financing at Makerere University, Uganda." Journal of International Development 12, no. 4 (2000): 549–58. http://dx.doi.org/10.1002/1099-1328(200005)12:4<549::aid-jid690>3.0.co;2-k.

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Otyola, Wandera, Kasamba Julie, Nakanwagi Caro, and Namwiyiri Rogers. "Motivation and Employee Engagement among Employees at Makerere University." European Journal of Human Resource 7, no. 2 (September 22, 2023): 19–30. http://dx.doi.org/10.47672/ejh.1588.

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Purpose: The purpose of this study was to examine the relationship between employee motivation and engagement. A sample of 56 participants was selected using simple random sampling techniques at Makerere University. Methodology: This study adopted a quantitative study approach that used a correlational survey design. A self-administered questionnaire was used in the data collection. The collected data were further coded and analyzed using the Statistical Package for Social Science. Findings: Descriptive statistics showed that 64.9% of the respondents were female and 32.1% were male; the majority were between 31 and 41 years old (66.1%). Results from the Pearson product-moment correlation coefficient (r) further indicated that there was a statistically significant positive relationship observed between employee motivation and engagement (r = -.353**p = .000<0.01). Recommendations: Based on the above findings, it was recommended that organizations also focus on creating high levels of job satisfaction among their employees by providing better working conditions and fringe benefits to keep them engaged in their jobs since they are the focal point for the growth and expansion of any organization.

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Mwaka, Amos Deogratius, Gersave Tusabe, Christopher Orach Garimoi, Sunita Vohra, and Charles Ibingira. "Integration of traditional and complementary medicine into medical school curricula: a survey among medical students in Makerere University, Uganda." BMJ Open 9, no. 9 (September 2019): e030316. http://dx.doi.org/10.1136/bmjopen-2019-030316.

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ObjectiveTo describe the disposition and sociodemographic characteristics of medical students associated with inclusion of traditional and complementary medicine in medical school curricula in Uganda.DesignA cross-sectional study conducted during May 2017. A pretested questionnaire was used to collect data. Disposition to include principles of traditional and complementary medicine into medical school curricula was determined as proportion and associated factors determined through multivariate logistic regression.Participants and settingMedical students in their second to fifth years at the College of Health Sciences, Makerere University, Uganda. Makerere University is the oldest public university in the East African region.Results393 of 395 participants responded. About 60% (192/325) of participants recommended inclusion of traditional and complementary medicine principles into medical school curricula in Uganda. The disposition to include traditional and complementary medicine into medical school curricula was not associated with sex, age group or region of origin of the students. However, compared with the second year students, the third (OR 0.34; 95% CI 0.17 to 0.66) and fifth (OR 0.39; 95% CI 0.16 to 0.93) year students were significantly less likely to recommend inclusion of traditional and complementary medicine into the medical school curricula. Participants who hold positive attributes and believe in effectiveness of traditional and complementary medicine were statistically significantly more likely to recommend inclusion into the medical school curricula in Uganda.ConclusionsInclusion of principles of traditional and complementary medicine into medical school curricula to increase knowledge, inform practice and research, and moderate attitudes of physicians towards traditional medicine practice is acceptable by medical students at Makerere University. These findings can inform review of medical schools’ curricula in Uganda.

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Anyango, Mary, Regis Zombeire Kamaduuka, and Maria Goretti Kaahwa. "Performance Management and Quality of Lecturers’ Services at Makerere University." East African Journal of Education Studies 2, no. 1 (December 1, 2020): 161–72. http://dx.doi.org/10.37284/eajes.2.1.243.

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The purpose of this study was to establish the relationship between goal setting and quality of lecturers’ services. This was based on the deteriorating quality of lecturers’ services in Makerere University, the pioneer university in Uganda. The study was a cross-sectional survey, targeting academic staff in College of Humanity and Social Sciences (CHUSS), College of Commerce and Business Administration (CoBAMS) and College of Education and External Studies (CEES). These lecturers were selected using simple random sampling technique. Data was collected using a self-administered questionnaire. It was analysed using Pearson’s correlation coefficient index and regression analysis techniques. Results revealed that there was a highly positive significant impact between goal setting and quality of lecturers’ services (teaching, research supervision, writing and publication, and finally community services). It was hence concluded that goal setting is a strong predictor of quality of lecturers’ services. Thus, a recommendation that once lecturers’ quality of services is to be enhanced at Makerere University there should be high engagement of lecturers on boards, council, senate to influence decisions geared towards achieving university objectives missions and goals.

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Bridges, Roy, and Merrick Posnansky. "African History at Makerere in the 1960s: A Further Perspective." History in Africa 31 (2004): 479–82. http://dx.doi.org/10.1017/s0361541300003648.

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As two expatriate academics who taught at Makerere in the 1960s (RB 1960-64; MP 1964-67), we were naturally interested in the article, “Building an African Department of History at Makerere, 1950-1972” in HA 30(2003), 253-82. The story Carol Sicherman has to tell is an important one and she has produced a well-documented and forcefully delivered account. It is to be hoped that she will be able to bring out a complete history of Makerere, which is something that is badly needed. We do, however, have some reservations about the picture of the early 1960s that emerges.Our criticism of the impression given of what was happening at Makerere in the History Department in the early 1960s, before the arrival of J. B. Webster in 1968, is in two main respects. First, it may not be fair to judge everything in terms of how far an African syllabus taught by Africans had been established; the Department and the University might have had legitimate aims in addition to this. Second, even granting that moving towards an African syllabus was an aim in the 1960s—and we think it was—Sicherman tends to underestimate on the one hand the difficulties which then had to be overcome, and on the other the extent to which the aim was realized and the essential basis laid for Webster's work.

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Berglund, Eeva. "Mahmood Mamdani. Scholars in the Market Place: The Dilemmas of Neo-Liberal Reform at Makerere University, 1989–2005." Suomen Antropologi: Journal of the Finnish Anthropological Society 34, no. 2 (January 1, 2009): 100–108. http://dx.doi.org/10.30676/jfas.116530.

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M AHMOOD MAMDANI. Scholars in the Market Place: The Dilemmas of Neo-Liberal Reform at Makerere University, 1989–2005. Dakar, Senegal: Council for Development of Social Science Research in Africa (CODESRIA), 2007. Pp. 312. ISBN: 978-2-86978-201-3.

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Lutaaya, Bernadette. "Reframing the Perceived Changing Academic Roles of Deans: A Case of Makerere University." East African Journal of Education Studies 7, no. 1 (March 9, 2024): 437–58. http://dx.doi.org/10.37284/eajes.7.1.1808.

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Existing literature shows that deans in higher education institutions are key in nurturing, facilitating growth and setting high standards for faculty, staff, and students among other stakeholders. They are also expected to create a positive work environment within schools, colleges, or departments. However, less literature has concentrated on how these deans reframe their perceived changing academic roles at Makerere University. This study therefore set out to explore the reframing strategies of deans as regards their perceived changing academic roles in the context of Makerere University. Findings indicate that deans reframe their perceived changing academic roles at Makerere University using multi-frame. That is using all four or three of the frames to view a particular decision through four different lenses before selecting the best option. These four lenses are majorly the human resource, followed by structural and political. The symbolic frame was the least exploited among the frames, yet science-based disciplines were seen to be using the political frame majorly. The study concludes that multi-framing as recommended by Bolman and Deal was adhered to by all deans meaning that despite the complex environment in which they work, they have remained relevant due to the use of three or four frames. It was noted that the political frame was highly used in the science-based disciplines, especially the hard applied fields. The study recommends that the symbolic frame be exploited by the deans due to its benefits including deans being role models and using ceremonies where faculty meet, share, and relax to break the routine of academic work for this is energizing. Further still, the study recommends that deans embrace the political frame to boost their schools financially

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Otyola, Roberts Wandera, John Bukenya, Proscovia Nalwadda, Edward Kamaga, Godfrey Bagamba Wamani, Suzan Bantebya, and Mukisa Jonathan. "Qualitative Review of Monitoring and Evaluation Practices in Higher Institutions in Uganda." European Journal of Human Resource 7, no. 2 (November 15, 2023): 31–44. http://dx.doi.org/10.47672/ejh.1653.

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Purpose: The purpose of the study was to investigate how the practices employed in the Monitoring and Evaluation processes contribute to the overall goal of Higher Education Institutions in Uganda. It was carried out using a qualitative document review method. The study was guided by five objectives: to examine the legal framework of monitoring and evaluation in Uganda’s higher education institutions, to formulate monitoring and evaluation policy in higher education institutions, to assess the establishment of constituent colleges of Makerere university, to examine how monitoring and evaluation policy affects university teaching quality, and to assess how the M & E policies are performed at the university senates and council committees. Findings: The findings of the study show that the Uganda Ministry of Education and Sports (MoES) has prioritized the concept of quality assurance in the sector at all education levels. Each college at Makerere University is administered as a semi-autonomous entity within the larger university and the overall supervision of the college is the responsibility of the university council and it is the responsibility of College leadership to conduct regular M&E of services offered in their units to ensure that quality is not compromised. Student evaluation of teaching (SET) is used in Makerere university where questionnaires are given to students to evaluate the quality of instruction by their instructors at the end of every lecture, course or semester. There is also peer observation of teaching where colleagues from the same department, subject or discipline help in giving and receiving feedback from one another on the quality of teaching and effectiveness. Recommendations: However, the study recommends that monitoring and evaluation should be implemented even in the secondary and primary education, institutions should have both internal and external evaluations for consistency and transparency, more research should be done on the challenges facing the established policies in higher education institutions of learning in Uganda.

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Otyola, Roberts Wandera, John Bukenya, Proscovia Nalwadda, Edward Kamaga, Godfrey Bagamba Wamani, Suzan Bantebya, and Mukisa Jonathan. "Qualitative Review of Monitoring and Evaluation Practices in Higher Institutions in Uganda." American Journal of Education and Practice 7, no. 4 (November 16, 2023): 54–76. http://dx.doi.org/10.47672/ajep.1654.

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Purpose: The purpose of the study was to investigate how the practices employed in the Monitoring and Evaluation processes contribute to the overall goal of Higher Education Institutions in Uganda. It was carried out using a qualitative document review method. The study was guided by five objectives: to examine the legal framework of monitoring and evaluation in Uganda’s higher education institutions, to formulate monitoring and evaluation policy in higher education institutions, to assess the establishment of constituent colleges of Makerere university, to examine how monitoring and evaluation policy affects university teaching quality, and to assess how the M & E policies are performed at the university senates and council committees. Findings: The findings of the study show that the Uganda Ministry of Education and Sports (MoES) has prioritized the concept of quality assurance in the sector at all education levels. Each college at Makerere University is administered as a semi-autonomous entity within the larger university and the overall supervision of the college is the responsibility of the university council and it is the responsibility of College leadership to conduct regular M&E of services offered in their units to ensure that quality is not compromised. Student evaluation of teaching (SET) is used in Makerere university where questionnaires are given to students to evaluate the quality of instruction by their instructors at the end of every lecture, course or semester. There is also peer observation of teaching where colleagues from the same department, subject or discipline help in giving and receiving feedback from one another on the quality of teaching and effectiveness. Recommendations: However, the study recommends that monitoring and evaluation should be implemented even in the secondary and primary education, institutions should have both internal and external evaluations for consistency and transparency, more research should be done on the challenges facing the established policies in higher education institutions of learning in Uganda.

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Philbrick, Joseph L. "Love African Style: A Comparison of Sex Differences in Love-Attitudes of East African University Students." Psychological Reports 63, no. 3 (December 1988): 913–14. http://dx.doi.org/10.2466/pr0.1988.63.3.913.

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On the Munro-Adams Love-Attitude Scale, 25 men and 25 women, enrolled at Makerere University, had nonsignificantly different scores despite their coming from different disciplines and subcultural groups. Scores were more moderate in this endorsement than were the American normative group.

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Kwesiga, Joy C., and Elizabeth N. Ssendiwala. "Gender mainstreaming in the university context: Prospects and challenges at Makerere University, Uganda." Women's Studies International Forum 29, no. 6 (November 2006): 592–605. http://dx.doi.org/10.1016/j.wsif.2006.10.002.

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Wamala, Robert, Bruno Ocaya, and Joseph C. Oonyu. "Extended Candidature And Non-Completion Of A Ph.D. At Makerere University, Uganda." Contemporary Issues in Education Research (CIER) 5, no. 3 (July 9, 2012): 175. http://dx.doi.org/10.19030/cier.v5i3.7094.

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Although student persistence in graduate programs is widely regarded as an important topic in the literature of higher education, many such works focus on the completion of studies. This paper examines the dynamics of attrition resulting in either delayed or non-completion of doctoral studies. Administrative data of 294 Ph.D. students at Makerere University in the 2000 to 2005 enrollment cohorts were analyzed. The total elapsed time from first enrollment to submission of a final dissertation or thesis copy was taken as a measure of completion time. A multinomial logistic was applied for assessing the likelihood of completion and extended candidature, rather than withdrawal, five years after initial enrollment in doctoral studies. In the results, the estimates rates of extended candidature (48.6%) and withdrawal (36.4%) indicate a low timely completion rate of doctoral students at Makerere. The observed associations, modeled by a range of candidate, candidature, and institutional variables, including discipline area, suggest the need for establishing measures to promote progress in doctoral studies at early stages of commencement as well as throughout the course of candidature.

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Sebbowa, D. "History Education during COVID-19: Reflections from Makerere University, Uganda." Yesterday and Today 27 (2022): 117–42. http://dx.doi.org/10.17159/2223-0386/2022/n27a5.

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The COVID-19 pandemic forced most governments in Africa to temporarily close educational institutions in attempt to reduce the spread of the pandemic. In Uganda particularly, Higher Education Institutions, Universities and schools adopted the online and blended approaches to afford continuity of learning during the lockdown. This article provides a reflection of the opportunities, challenges and lessons learnt in teaching and learning of history during the COVID-19 pandemic. Qualitative data was obtained from a narrative inquiry of the researcher's own teaching experience and interviews with pre-service history teachers from Makerere University. Findings indicated that, while online and blended approaches facilitate history education through Makerere University e-Learning (MUELE) Learning Management System, WhatsApp exchanges, Zoom, emails, mobile phone text messaging and print media; there were persistent challenges such as limited Information Communication Technology (ICT) tools, digital illiteracy, digital divide, increased workloads as well as social-emotional stress and distractions at home. The article concludes with a key lesson for Teacher Education programmes to shift the way they train pre-service history teachers to embrace online learning with access to offline, downloadable, print learning materials to facilitate blended learning approaches. This is relevant in preparation of different generations of teachers to integrate blended pedagogy in History Education in response to the new normal caused by the COVID-19 pandemic.

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Ssempebwa, Jude, Stella A. Eduan, and Damtew Teferra. "Gaps in the Decision-Making System at Makerere University, Uganda." Africa Education Review 16, no. 4 (October 15, 2018): 112–26. http://dx.doi.org/10.1080/18146627.2017.1370851.

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Nsubuga, Gideon, David Patrick Kateete, Sharley Melissa Aloyo, Lwanga Newton Kigingi, Nasinghe Emmanuel, Kezimbira Dafala, Moses Levi Ntayi, Moses L. Joloba, and Kamulegeya Rogers. "Biobanking in East and Central Africa: A case of the Integrated Biorepository of H3Africa Uganda." Open Research Africa 5 (September 30, 2022): 33. http://dx.doi.org/10.12688/openresafrica.13495.1.

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Biorepositories are essential because they guarantee the proper storage and distribution of biospecimens and their associated data for current and future research. In Eastern and Central Africa, the Integrated Biorepository of H3Africa Uganda (IBRH3AU) at Makerere University in Uganda was the first of its kind. It is strategically located at Makerere University College of Health Sciences, which is home to some of Uganda's most relevant and impactful infectious and non-infectious disease research. Since its inception as a pilot project in 2012, the IBRH3AU biorepository has grown into a state-of-the-art facility serving the H3Africa consortium and the rest of the scientific community. IBRH3AU has built a solid infrastructure over the past ten years with cutting-edge methods and technologies for the collection, processing, quality control, handling, management, storage and shipment of biospecimens. H3Africa researchers, local researchers, postgraduate and postdoctoral students, and the greater scientific community in Eastern and Central Africa and beyond have benefited from IBRH3AU's exceptional biobanking services.

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Wamala, Robert, and Joseph C. Oonyu. "Completion Time Dynamics For Masters And Doctoral Studies At Makerere University." Contemporary Issues in Education Research (CIER) 5, no. 2 (April 3, 2012): 131. http://dx.doi.org/10.19030/cier.v5i2.6946.

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This paper examines the dynamics of completion time of masters studies and how such dynamics relate to those of doctoral studies at Makerere University, Uganda. The assessment is based on administrative data of 605 masters degree students at the University in the 2004 and 2005 enrollment cohorts. The total elapsed time from first enrollment to submission of final dissertation copy was adopted as a measure of completion time. A time-to-event approach in a Cox model was applied in the investigations. A median completion time of 3.8 years (range, 1.85.9) suggests a delayed completion of studies. The established associations, modeled by a range of candidate, candidature, and institutional variables including discipline area corroborate the results obtained by the analysis of doctoral completion time at the University. The findings suggest that masters completion dynamics mirror those of doctoral studies at the University.

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GODFREY, ASIIMWE B. "Uganda: A Century of Existence. By P. G. OKOTH. Kampala: Fountain Publishers, 1995. Pp. 278. £14.95, paperback (ISBN 9970-02-0226)." Journal of African History 38, no. 1 (March 1997): 123–77. http://dx.doi.org/10.1017/s002185379653690x.

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This book is a collection of essays presented by Makerere University academicians at a Faculty of Arts conference held in April 1994 to commemorate the centenary of Uganda's foundation as a state. The papers are grouped broadly by discipline, separate sections covering history, philosophy, linguistics, literature and social and cultural studies.

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Howell, Caroline. "A Cupboard of Surprises: Working in the Archives of the Church of Uganda." History in Africa 28 (2001): 411–15. http://dx.doi.org/10.2307/3172226.

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I spent a month in Uganda on a ‘fact-finding mission,’ attempting to ascertain the general potential of the archives there for my D. Phil research. I planned to work in the manuscripts section of Makerere University library and in the Uganda National Archives at Entebbe. In addition, since my interest was in church-state relations in the pre-independence period, I was particularly keen to discover what church or mission material might be accessible to me. I knew of no researcher who had used local church records in recent years, and certainly not for the decolonization era.Although I tried to secure institutional affiliation and research clearance prior to my departure (through MISR, the Makerere Institute of Social Research), I still had to climb a mountain of paperwork on arrival. At Makerere University itself, the library archives held some material of interest to me, such as an extensive newspaper collection, local church publications, some of the papers of the major political parties from the 1950s and 1960s, and a number of relevant research dissertations. Nevertheless, due to the prohibition of photocopying and a shutdown of at least two hours for lunch each day, working through it called on reserves of patience and negotiating skills that I did not realize I had!At the Uganda National Archives, Entebbe, although a number of detailed handlists existed for early twentieth-century papers, later material was far less readily accessible. Files from the 1940s, for instance, did not appear to be cataloged at all.

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ALIGAWEESA, MILLICENT A. K. "THE ROLE OF A UNIVERSITY IN NATIONAL DEVELOPMENT: A CASE STUDY OF MAKERERE UNIVERSITY." Journal of Educational Administration 25, no. 2 (February 1987): 294–307. http://dx.doi.org/10.1108/eb009937.

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Abdullahi, Nasir Umar. "Ngũgĩ wa Thiong'o’s Writing Career: the Rise and the Development of a Dynamic African Literary Star." International Journal of Literature, Language and Linguistics 3, no. 6 (August 10, 2023): 1–16. http://dx.doi.org/10.52589/ijlll-sqjmvmp5.

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A myriad of Ngugi’s readers may presuppose that the literary career of this celebrated African writer began at the University. Albeit it was at Makerere that he triumphantly wrote and subsequently published his first and second novels, Weep Not Child and The River Between for which reason he reveals in his own words that “I started writing in 1960. I was then a student at Makerere University College” (Homecoming: 47), and for Lindfords, Ngugi’s literary career begun specifically “towards the end of 1960” (23), evidences corroborate that Ngugi has started his literary writing since at the secondary school: the Alliance High School. The motive behind this article is to unveil that Ngugi’s literary writing career history is marvellous and distinctive. Although famous African writers the likes of late Achebe have written earlier than him, he is such a rare prolific writer, who has written at different places, at different periods, for different motives, with varying degrees of inspirations, all of which demonstrate an unprecedented, literary dynamism in his entire literary writing career.

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Kakeeto, David, Anthony Muwagga Mugagga, and Ronald Bisaso. "Cultural Processes and Teacher-Educators’ Technology Knowledge and Skills at Makerere University." Britain International of Linguistics Arts and Education (BIoLAE) Journal 2, no. 3 (December 12, 2020): 825–37. http://dx.doi.org/10.33258/biolae.v2i3.343.

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The study was set out to examine the influence of cultural processes on teacher educators’ digital competence at School of Education, Makerere University, and Kampala Uganda. A case study design was employed taking a quantitative approach. Objectives of the study were to establish how individual and institutional values influence teacher educators’ technology knowledge and skills at Makerere University. Participants were teacher trainers from School of Education and data were collected using a self administered questionnaire. Data were analyzed using; ANOVA, Pearson Product moment Correlation coefficient and Regression. It was found out that: both individual and institutional values have got a significant positive influence to teacher educators’ technology knowledge and skills. It was concluded that; individual values in form of: level of education, teaching experience, attitude or belief and disciplinary background are very fundamental in promoting teacher educators’ technology skills and knowledge; institutional values in form of: leadership styles, policy guidelines, curriculum and structural facilities are critical aspects in promoting teacher educators’ technology knowledge and skills. It was recommended that The School of Education should develop an evaluative instrument to regularly assess the extent to which ICTs have promoted teaching and learning, University administrators should change their leadership styles, adopt transformational leadership style according because results indicated that it promotes teacher educators’ technology knowledge and skills

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Sebbowa, Dorothy Kyagaba, and Harriet Mutambo Nabushawo. "Emerging Technology Mediation among Pre-service History Teachers at Makerere University." Makerere Journal of Higher Education 11, no. 1 (August 31, 2019): 15–29. http://dx.doi.org/10.4314/majohe.v11i1.2.

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General pedagogy in higher education is constrained in terms of creativity and innovation. In the area of History Education, many teachers view history as a single accurate story about the past so they are slow in embracing dialogic and inclusive pedagogies that are mediated by emerging technologies (ETs) that can bring interpretation of the past in conversation with the present. This may become an impediment to improving the quality of learning since today’s students need to be taught using ETs that are aligned with the way they learn and think. Therefore, this study sought to support students’ participation in doing history mediated by ETs. Data was collected using interviews and observation from an educator and 20 pre-service teachers at Makerere University. The data were analysed through a Hermeneutic cycle-driven analysis. The findings revealed that historicity is constructed through active engagement in doing history by interpreting images, videos, pictures and texts as relics from the past afforded by ETs. Dialogical approaches to learning history through open conversations between the educator and students embedded by ETs helped the pre-service teachers to learn in a democratic way. If utilized this will be relevant to the pre-service teachers’ future students.

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Ochieng, Joseph. "Value and importance of informed consent to researchers at Makerere University." Annals of Tropical Medicine and Public Health 5, no. 1 (2012): 16. http://dx.doi.org/10.4103/1755-6783.92872.

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Nakasujja, Noeline, Rhona Baingana, Joy Gumikiriza, and Moses Galukande. "What Influences Students Choice for Health Professions Education at Makerere University?" Advances in Medical Education and Practice Volume 12 (December 2021): 1499–504. http://dx.doi.org/10.2147/amep.s307328.

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Kaweesi, Muhamadi. "Academic Staff Research Orientations in Uganda: A Study of Makerere University." INTERDISCIPLINARY JOURNAL OF EDUCATION (IJE) 1, no. 1 (May 18, 2018): 62–84. http://dx.doi.org/10.53449/ije.v1i1.38.

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Academic staff research orientations have become subject to growing interest in the context of research-led universities. Whereas a number of studies have explored research orientations in higher education, research literature on the subject deals typically with the topic in the context of European and American universities. As such, studies delving in the way academics conceptualize research orientations across disciplinary fields remain few, at least in the context of Sub-Saharan African research-led Universities. This paper uses the institutional theory as the guiding theory to explore the conceptualization of academic research orientations at Makerere University. With the help of semi-structured interviews with 12 participants from 4 academic disciplines, the interpretive paradigm was preferred for this paper because the study phenomena are interpretive. As such, I chose to use qualitative methods, in which things are studied in their natural settings and to make sense of, or interpret, phenomena in terms of meanings people bring to them. The study results revealed that although academics engage in basic, policy-relevant, community-oriented, and entrepreneurial research, they as well seem to strongly understand research in terms of donor rules that exert conformance pressures and expectations. Based on the study findings, the conclusion is that research at Makerere University is largely conceptualized in terms of the donor-driven orientation. Among others, I recommend that the University should selectively collaborate with donors to ensure that locally generated research agendas are not overridden by the interests of the donors.

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Ibingira, BR, and J. Ochieng. "Knowledge about the research and ethics committee at Makerere University, Kampala." African Health Sciences 13, no. 4 (February 1, 2014): 1041. http://dx.doi.org/10.4314/ahs.v13i4.26.

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Oonyu, Joseph C., and Robert Wamala. "Examination Phase Of The Masters Thesis: A Plausible Cause Of Delayed Completion Of Graduate Studies At Makerere University, Uganda." Journal of International Education Research (JIER) 8, no. 3 (July 9, 2012): 303–8. http://dx.doi.org/10.19030/jier.v8i3.7112.

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This paper investigates the influence of the examination stage of student theses on the completion time of graduate studies at Makerere University, Uganda. The assessment is based on the administrative data of 504 Masters degree students in the 2000 to 2008 enrollment cohorts at the School of Education, Makerere University. The total elapsed time from submission of a thesis for evaluation to a viva voce was adopted as a measure of the examination period. Additionally, the period from viva voce to submission of the final thesis was investigated. The analysis included frequency distribution, summary statistics, and a Pearson Chi-square test. A median examination period of 11 months (range, 155), in the results, is a lengthy one when compared to the two-year stipulated duration of Masters studies at the University. Subsequently, the fact that about six in every ten students (59.9%) submits a final thesis beyond a months period after a viva points to further delays in the review process of students reports. No significant variations in the submission period were observed by student characteristics. In sum, the findings underscore the need to strengthen administrative support systems, particularly aspects related to the review process of students reports, to ensure students timely completion of graduate programs.

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Mirembe, Drake Patrick, Jude T. Lubega, and Martha Kibukamusoke. "Leveraging Social Media in Higher Education: A Case of Universities in Uganda." European Journal of Open, Distance and E-Learning 22, no. 1 (July 1, 2019): 70–84. http://dx.doi.org/10.2478/eurodl-2019-0005.

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Abstract Social media platforms have transformed the way we live and work. These platforms have opened up new opportunities for service provisioning and business models. Therefore, this paper presents findings of how leading Ugandan Universities are integrating social media in the teaching and learning processes. The researchers adopted a multi-methodology research approach which involved; collecting, analysing and integrating quantitative (surveys) and qualitative (focus group discussions and interviews) research methods. A total of 300 respondents were targeted (students and lecturers) of which 250 responded (196 male and 54 female). The respondents from Makerere University, Uganda technology and Management University (UTAMU) and Makerere University Business School. The results of the study indicated that majority (94.8%) of the respondents use WhatsApp, 86.5% Facebook, 82.1% YouTube, 53.8% Twitter, 39.8% Instagram and 9.2% snapchat. It was observed that 225 about 91.1% of student’s use social media for learning purposes. A total of 238 respondents use smartphones to access social media. While majority of students on social media platforms use these platforms for learning purposes, majority of lecturers (37.6%) never engage students on social media. Therefore, there is a mismatch on social media usage between students and lectures and this calls for the development of social media policies at universities to promote and guide the integration of these platforms in the teaching and learning processes.

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Kibirango, Moses M., John C. Munene, and Abbey Mutumba. "Makerere University Business School co-evolution journey: the role of extraordinary performers." Emerald Emerging Markets Case Studies 8, no. 3 (September 12, 2018): 1–16. http://dx.doi.org/10.1108/eemcs-03-2017-0049.

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Subject area Corporate entrepreneurship; Intrapreneurship; Human Resources. Study level/applicability MBA students in Human Resource, entrepreneurship and/or PhD students in the areas of Human Resource, Corporate Entrepreneurship and/or on Intrapreneurship studies. Case overview This case reveals that progressive change originated from individual’s positive deviance approaches, opportunistic sensitivity, ability to learn, evaluate and the ability to develop ideas on how to exploit or pursue identified opportunities (intrapreneurial behaviour). Expected learning outcomes The student will learn to deal with the complex nature of organisations and the tendencies of institutional processes to be uncertain, unpredictable, and uncontrollable; appreciate the internal workings of an organisation, the external environment; and understand the role of generative leadership, positive deviance, novelty ecosystems and intrapreneurial behaviour and the fact that connections and interactions in a social network are non-linear or non-proportional. This means that complex system predictions can be much more than simple regression predictions. They will be able to apply both bottom-up and top-down influences from proactive leadership or generative leadership events and benefit from positive results and the emergence of innovation. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS: 3 Entrepreneurship.

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Oonyu, Joseph C. "Contraceptive Knowledge and Practices of Undergraduate Female Students at Makerere University, Uganda." Women's Reproductive Health 7, no. 1 (January 2, 2020): 60–72. http://dx.doi.org/10.1080/23293691.2019.1690305.

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Journal articles on the topic 'Makerere University'

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