Factors impacting performance of training institutions in Uganda
- Authors: Okware, Fabiano
- Date: 2013
- Subjects: Universities and colleges -- Uganda , Education and training services industry , Education, Higher -- Uganda
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:8857 , http://hdl.handle.net/10948/d1020150
- Description: The purpose of this study was to develop and empirically test a hypothetical model of factors impacting performance of training institutions in Uganda in order to establish their statistical significance. The liberalisation of the education sector in Uganda, which has led to the rapid growth in the establishment of private sector higher education institutions in the country, now necessitates empirical and theoretical research into the factors impacting performance of these training institutions. The mission of higher education training institutions is to constantly create a critical academic community to debate national issues and to generate relevant knowledge for the country’s economic growth and development. The study investigated and analysed how the independent variables (individual-, institutional- and external) impact institutional performance (dependent variable). The study reviewed literature in the areas of individual-, institutional- and external factors supported by Wei’s (2006), Mackenzie-Phillips (2008), Burke-Litwin (1994), Lusthaus, Adrien, Anderson and Carden (1999) and The Jain (2005) models as presented in section 6 of chapter one. The hypothetical model developed was based on the models mentioned. The study sought the perceptions of managers and utilised the quantitative research paradigm. A survey was conducted using a self-administered questionnaire distributed to managers in both public and private training institutions in Uganda. The final sample comprised 488 respondents. Data was collected in 2012 over a period of four months. The returned questionnaires were subjected to several statistical analyses. The validity of the measuring instrument was ascertained using exploratory factor analysis. The Cronbach’s alpha values for reliability were calculated for each of the factors identified during the exploratory factor analysis. In this study, correlation and exploratory factor analysis, the KMO measure of sample adequacy and Bartlett’s test of sphericity and regressions were the main statistical procedures used to test the appropriateness of data, correlation and significance of the relationships hypothesised between the various independent and dependent variables. The study identified nine independent variables as significantly impacting the performance (dependent variable) of training institutions in Uganda. Three statistical significant relationships were found between the individual factors: knowledge acquisition, role identity, employee empowerment and performance of training institutions in Uganda. Four statistical significant relationships were found between the institutional factors: strategic intent, management capabilities, organisational resources, organisational culture and performance of training institutions in Uganda. Two statistical significant relationships were found between the external factors: political/legal, stakeholders and performance of training institutions in Uganda. The study also found five statistically insignificant variables. It was found that managers in training institutions in Uganda should encourage employees to assess their own performance. Managers should formulate a policy on transparency and practice open communication using the right communication channels. Training institutions in Uganda should consider having organic and flatter organisational structures with a wider span of control. Managers should regard economic variables such as inflation rates and tax obligations when planning and drawing up budgets as this will impact their profitability. There is a need in Uganda to collaborate with and forge close relationships with international training institutions and global partners to become more globally competitive. The study has provided general guidelines at individual level how to best utilize employees to improve performance of training institutions in Uganda. Furthermore, general operational guidelines at institutional level for improving performance of training institutions have been given for such institutions to become and remain competitive in the global market place. The study has also highlighted general guidelines regarding managing external environmental factors to assist in improving performance of training institutions in Uganda.
- Full Text:
- Date Issued: 2013
- Authors: Okware, Fabiano
- Date: 2013
- Subjects: Universities and colleges -- Uganda , Education and training services industry , Education, Higher -- Uganda
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:8857 , http://hdl.handle.net/10948/d1020150
- Description: The purpose of this study was to develop and empirically test a hypothetical model of factors impacting performance of training institutions in Uganda in order to establish their statistical significance. The liberalisation of the education sector in Uganda, which has led to the rapid growth in the establishment of private sector higher education institutions in the country, now necessitates empirical and theoretical research into the factors impacting performance of these training institutions. The mission of higher education training institutions is to constantly create a critical academic community to debate national issues and to generate relevant knowledge for the country’s economic growth and development. The study investigated and analysed how the independent variables (individual-, institutional- and external) impact institutional performance (dependent variable). The study reviewed literature in the areas of individual-, institutional- and external factors supported by Wei’s (2006), Mackenzie-Phillips (2008), Burke-Litwin (1994), Lusthaus, Adrien, Anderson and Carden (1999) and The Jain (2005) models as presented in section 6 of chapter one. The hypothetical model developed was based on the models mentioned. The study sought the perceptions of managers and utilised the quantitative research paradigm. A survey was conducted using a self-administered questionnaire distributed to managers in both public and private training institutions in Uganda. The final sample comprised 488 respondents. Data was collected in 2012 over a period of four months. The returned questionnaires were subjected to several statistical analyses. The validity of the measuring instrument was ascertained using exploratory factor analysis. The Cronbach’s alpha values for reliability were calculated for each of the factors identified during the exploratory factor analysis. In this study, correlation and exploratory factor analysis, the KMO measure of sample adequacy and Bartlett’s test of sphericity and regressions were the main statistical procedures used to test the appropriateness of data, correlation and significance of the relationships hypothesised between the various independent and dependent variables. The study identified nine independent variables as significantly impacting the performance (dependent variable) of training institutions in Uganda. Three statistical significant relationships were found between the individual factors: knowledge acquisition, role identity, employee empowerment and performance of training institutions in Uganda. Four statistical significant relationships were found between the institutional factors: strategic intent, management capabilities, organisational resources, organisational culture and performance of training institutions in Uganda. Two statistical significant relationships were found between the external factors: political/legal, stakeholders and performance of training institutions in Uganda. The study also found five statistically insignificant variables. It was found that managers in training institutions in Uganda should encourage employees to assess their own performance. Managers should formulate a policy on transparency and practice open communication using the right communication channels. Training institutions in Uganda should consider having organic and flatter organisational structures with a wider span of control. Managers should regard economic variables such as inflation rates and tax obligations when planning and drawing up budgets as this will impact their profitability. There is a need in Uganda to collaborate with and forge close relationships with international training institutions and global partners to become more globally competitive. The study has provided general guidelines at individual level how to best utilize employees to improve performance of training institutions in Uganda. Furthermore, general operational guidelines at institutional level for improving performance of training institutions have been given for such institutions to become and remain competitive in the global market place. The study has also highlighted general guidelines regarding managing external environmental factors to assist in improving performance of training institutions in Uganda.
- Full Text:
- Date Issued: 2013
A performance management model for universities in Uganda
- Authors: Karuhanga, Bernadette Nambi
- Date: 2012
- Subjects: Performance -- Management , Performance standards -- Uganda , Universities and colleges -- Uganda
- Language: English
- Type: Thesis , Doctoral , DBA
- Identifier: http://hdl.handle.net/10948/6717 , vital:21138
- Description: As far as could be established, no empirical study had been conducted with the aim of designing a performance management model for systematically managing institutional performance at public universities in Uganda. The purpose of this study therefore, was to develop an institutional performance management model for universities in Uganda. This was achieved by establishing: the extent to which public universities in Uganda implemented institutional performance management, the challenges impacting institutional performance management implementation in universities in Uganda, how public universities could ensure effective institutional performance management implementation, the various measures of institutional performance that are applicable to universities in Uganda and the key components of the institutional performance management model that could be adopted by universities in Uganda in managing institutional performance. A mixed methods approach was adopted, applying both the qualitative and quantitative methodologies. Phenomenology and cross sectional survey strategies were adopted. Interviews were conducted with purposively selected top administrators of a selected public university and the results informed the survey questionnaire. This instrument was later administered to academic staff in four public universities using a disproportionate stratified random sampling technique. The findings revealed that strategic planning in public universities in Uganda does exist and it is aimed at achieving quality. Despite the existence of strategic planning, academic staff are uncertain about a number of issues related to strategic planning. Respondents generally disagreed that: performance management training is continuously provided to managers and staff, they have an effective performance management system and a formal process exists for units to provide feedback on the attainment of goals. Among the challenges impacting performance management implementation in universities in Uganda was: (i) Lack of a formal performance management environment; (ii) Limited employee engagement/communication problems; (iii) Institutional systems and structural challenges; (iv) Institutional governance challenges. The identified factors for the successful implementation of institutional performance management were categorised into four groups namely: (i) A performance framework, performance culture and employee support; (ii) An individual performance management system; (iii) Alignment; (iv) SMART goal setting. The study established that performance measures for public universities in Uganda could be categorised into five categories namely: (i) Leadership practices, infrastructure and academic profile; (ii) Accountability; (iii) Involvement with external stakeholders; (iv) Information and knowledge transfer; (v) Strategic implementation. Finally, the proposed performance management model consisted of three phases namely: (i) Designing the strategy; (ii) Implementation of the strategy; (iii) Evaluating rewarding and improving performance. University managers should pay close attention to the identified challenges while ensuring that the factors that facilitate successful performance management implementation are in place. The measures identified by this study could be used by policy makers and universities to determine the extent of performance of the various universities, not only in Uganda but also in sub-Saharan Africa and the proposed model could be adopted by universities in Uganda as well as by all institutions of higher learning during institutional performance management implementation. Ultimately, the success of the implementation process is vested fully in the commitment and willingness of management and the employees to participate in the entire process right from the design stage to the evaluation stage.
- Full Text:
- Date Issued: 2012
- Authors: Karuhanga, Bernadette Nambi
- Date: 2012
- Subjects: Performance -- Management , Performance standards -- Uganda , Universities and colleges -- Uganda
- Language: English
- Type: Thesis , Doctoral , DBA
- Identifier: http://hdl.handle.net/10948/6717 , vital:21138
- Description: As far as could be established, no empirical study had been conducted with the aim of designing a performance management model for systematically managing institutional performance at public universities in Uganda. The purpose of this study therefore, was to develop an institutional performance management model for universities in Uganda. This was achieved by establishing: the extent to which public universities in Uganda implemented institutional performance management, the challenges impacting institutional performance management implementation in universities in Uganda, how public universities could ensure effective institutional performance management implementation, the various measures of institutional performance that are applicable to universities in Uganda and the key components of the institutional performance management model that could be adopted by universities in Uganda in managing institutional performance. A mixed methods approach was adopted, applying both the qualitative and quantitative methodologies. Phenomenology and cross sectional survey strategies were adopted. Interviews were conducted with purposively selected top administrators of a selected public university and the results informed the survey questionnaire. This instrument was later administered to academic staff in four public universities using a disproportionate stratified random sampling technique. The findings revealed that strategic planning in public universities in Uganda does exist and it is aimed at achieving quality. Despite the existence of strategic planning, academic staff are uncertain about a number of issues related to strategic planning. Respondents generally disagreed that: performance management training is continuously provided to managers and staff, they have an effective performance management system and a formal process exists for units to provide feedback on the attainment of goals. Among the challenges impacting performance management implementation in universities in Uganda was: (i) Lack of a formal performance management environment; (ii) Limited employee engagement/communication problems; (iii) Institutional systems and structural challenges; (iv) Institutional governance challenges. The identified factors for the successful implementation of institutional performance management were categorised into four groups namely: (i) A performance framework, performance culture and employee support; (ii) An individual performance management system; (iii) Alignment; (iv) SMART goal setting. The study established that performance measures for public universities in Uganda could be categorised into five categories namely: (i) Leadership practices, infrastructure and academic profile; (ii) Accountability; (iii) Involvement with external stakeholders; (iv) Information and knowledge transfer; (v) Strategic implementation. Finally, the proposed performance management model consisted of three phases namely: (i) Designing the strategy; (ii) Implementation of the strategy; (iii) Evaluating rewarding and improving performance. University managers should pay close attention to the identified challenges while ensuring that the factors that facilitate successful performance management implementation are in place. The measures identified by this study could be used by policy makers and universities to determine the extent of performance of the various universities, not only in Uganda but also in sub-Saharan Africa and the proposed model could be adopted by universities in Uganda as well as by all institutions of higher learning during institutional performance management implementation. Ultimately, the success of the implementation process is vested fully in the commitment and willingness of management and the employees to participate in the entire process right from the design stage to the evaluation stage.
- Full Text:
- Date Issued: 2012
- «
- ‹
- 1
- ›
- »