Original Research

Determinants of the quality of academic staff in the process of teaching and learning in private universities in Uganda

Jimmy Alemiga, Martha Kibukamusoke
Africa’s Public Service Delivery & Performance Review | Vol 7, No 1 | a244 | DOI: https://doi.org/10.4102/apsdpr.v7i1.244 | © 2019 Jimmy Alemiga, Martha Kibukamusoke | This work is licensed under CC Attribution 4.0
Submitted: 27 August 2018 | Published: 27 August 2019

About the author(s)

Jimmy Alemiga, Department of Management and Administration, Uganda Management Institute, Kampala, Uganda
Martha Kibukamusoke, Department of Governance and Public Administration, Uganda Technology and Management University, Kampala, Uganda


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Abstract

Background: Private Universities (PUs) have existed in Uganda since the 1990s during the time when higher education was privatised due to the high demand for higher education. However, this undermined the quality of higher education in many ways because issues like enrolling students who do not qualify to join universities and recruiting academic staff that do not qualify among others hinder the quality of the teaching and learning in these PUs. The National Council for Higher Education (NCHE), an institute established under Act of Parliament No. 15 of 2011 to implement the University and Other Tertiary Institutions Act of Parliament 2001, is the regulator body of higher education in Uganda. The mandate of the NCHE includes among others: to regulate, to accredit and to ensure that higher education institutions effectively deliver quality, relevant and standard education to the society. This is through the drafting of the quality assurance framework composed of two core components: the regulatory component at the NCHE level and the institutional component at each individual university level.

Aim: The general objective of the study was to investigate determinants of the quality of the academic staff specifically focusing on the academic staff recruitment, development, promotion and dismissal.

Setting: The study used the total quality management theory to explain the quality of teaching and learning processes in PUs in Uganda.

Methods: The study adopted descriptive and case study designs where data was collected through interviews and observation methods.

Results: The study found that PUs have the academic recruitment, promotion, dismissal and development policies that govern their management.

Conclusion: Although the policies exist, their enforcement, monitoring and evaluation are weak thus affecting the quality and output of education.


Keywords

Quality of academic staff; academic staff recruitment; academic staff promotion; academic staff development; academic staff dismissal; teaching and learning.

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