http://hdl.handle.net/123456789/2971 2026-04-03T20:21:55Z 2026-04-03T20:21:55Z Mugizi, Wilson K. Bakkabulindi, Fred E. Bisaso, Ronald http://hdl.handle.net/123456789/2990 2017-05-19T16:07:02Z 2016-07-01T00:00:00Z

Title: Are Organisational Characteristics Antecedents of Employee Commitment? Evidence using Academic Staff in Private Universities in Uganda Authors: Mugizi, Wilson; K. Bakkabulindi, Fred E.; Bisaso, Ronald Abstract: The study sought to find out whether organisational structure, leadership, relationships and support were antecedents of the employee commitment (EC) of the academic staff. The correlational study involved 173 respondents from three private universities in Uganda. Data were collected using a questionnaire whose validity and reliability were tested using Factor Analysis and Cronbach Alpha. Means were used for descriptive analysis, while multiple regression helped to test the hypotheses. Results showed that organisational leadership and support were significant positive antecedents of EC, while organisational structure and employee relationships were not. This led to the conclusion that the two positive antecedents were most likely essential requirements for the EC of the academic staff in private universities to their jobs, while organisational structure and employee relationships may not be. Hence the recommendation those stakeholders such as the directorates of human resource in the respective universities, promote good organisational leadership and support in order to enhance the EC of the academic staff.

2016-07-01T00:00:00Z Bonger, Tenkir (Prof.) http://hdl.handle.net/123456789/2989 2017-05-19T16:03:28Z 2016-07-01T00:00:00Z

Title: Employers and Patients Evaluation of the Services of Private versus Government Higher Education and Health Delivery Institutions in Addis Ababa Authors: Bonger, Tenkir (Prof.) Abstract: As part of the study on Investment Climate and Business Environment (lCBE) in Addis Ababa, Ethiopia, this study reports. on interviews with thirty randomly-selected employers of private higher education (PHE) graduates, thirty of their alumni, and thirty patients of private health institutions. Employers were asked to compare the service provision performance of private higher education graduates and private health service provision with that of government. The comparative criteria for each are listed in tables 2 and 3. In both education and health, with respect to each of the criterion, respondents were asked to choose between About the Same, Better or Worse. About 2/3 of the employers of the PHE graduates stated that the work output of PHE graduates and of government trained graduates was About the Same. 26% rated them Better, and 12% considered them Worse. 45% of the patients said that private sector provision was Better than that of government, while only 11% stated that private provision is Worse. Only 1/3 said that they are About the Same. This implies that compared to education, there is a wider perceived gap in health service provision by government and the private sector in favor of the latter. Under the sum total of health service provision, 82% responded that private provision is Better. From this finding, it can be asserted that private sector higher education and health institutions are making noticeable progress at least in the eyes of employers of graduates and patients receiving the services of private health institutions. The policy reforms appear to be bearing fruit, as expressed in the expansion figures for PHE and private health service provisions reported in the main study. However, there are several areas that require fine tuning of policy and institutional reforms. Rather than absorbing the "leftover" from the government sector, as is the case now, genuine and effective partnerships between government and private institutions, need to be remodeled with a certain level of autonomy for each. Government needs autonomy to ensure that its social goals are not subsumed by the profit motive of private firms. The latter requires autonomy to tailor its services in order to meet the specific demands of the market. As the ultimate beneficiaries of the process, employers, students and patients can enrich the institutional development package.

2016-07-01T00:00:00Z Engida, Temechegn Yokozeki, Yumiko http://hdl.handle.net/123456789/2988 2017-05-19T16:01:03Z 2016-07-01T00:00:00Z

Title: The Role of Universities in Supporting the Professional Development of Secondary School Teachers Serving both Refugee and Host Communities: The Case of South Sudan Authors: Engida, Temechegn; Yokozeki, Yumiko Abstract: Teachers are a critical resource for children in refugee settings as well as change agents to bring peace and security in the area. It is also recognized that teacher quality is a primary driver of variation in student learning outcomes in refugee contexts. Yet few studies have examined what motivates or demotivates teachers, especially in refugee camps. Investment in refugee teachers as professionals and as learners is an investment in durable solutions to improve the situations. Refugee teachers develop on the job professional experience and skills as teachers, which builds human capital for refugee and host communities. This study therefore presents UNESCO-IICBA’s attempt at examining the needs of teachers in refugee camp schools of the Republic of South Sudan in 2016. For this purpose, three camps, namely Adjuong Thok, Maban and Yei, were selected in collaboration with the UNHCR and UNESCO-Juba Offices. The study employed a descriptive survey study using questionnaire for secondary school teachers of children of the refugee and host communities, focus-group discussions with teachers, students and relevant authorities/stakeholders. The paper also presents the proposed solutions and the limited attempts carried out to alleviate the challenges in relation to the roles of universities, both public and private.

2016-07-01T00:00:00Z Alamirew, Taye http://hdl.handle.net/123456789/2987 2017-05-19T15:58:45Z 2016-07-01T00:00:00Z

Title: Quality Education and Sustainable Development: What Can Ethiopian HEIs learn from other global Institutions to sustain itself and the planet at large? Authors: Alamirew, Taye Abstract: In an era of dramatic human-induced environmental problems and failing socio-economic and institutional systems, it is widely recognized that higher education has the legal, ethical and moral responsibility to transform itself to become a leading force in catalyzing societal changes for sustainable development (SD) by seriously threatening the well-being of current and future generations. The objective of this paper was to review how HEIs around the world are addressing SD principles and to draw lessons to Ethiopian Universities. Methodologically, the paper is a systematic review of study reports, international agreements, charters and declarations and practical University response case illustrations. Therefore; document analysis (content) of secondary sources that are published in scholarly journals, discussion papers, government working papers, declarations around the world were explored, sorted, classified and merged. Case syntheses show that numerous HEIs sector-specific sustainability agreements, charters and declarations have been created identifying areas which need to be addressed. Despite the action needs to be taken are voluntary and not legally binding, curricula, research, campus operations, community outreach, university collaboration and exchange, educating the educators, embedding SD in to the institutional framework and in daily campus experiences, transdisciplinary , assessment and reporting related issues are commonplace regarding addressing sustainability principles in HEIs. In Ethiopia, despite HEIs are responding to sustainability agenda specially in the area of agriculture, environment and resource management by addressing SD principles, institutional wide policy responses and practices are inadequate across disciples. Therefore; reorienting curricula, exercising progressive pedagogies, developing partnership and quality standards for SD, integrating SD in to research and development at university level, integrating SD in to the qualifications framework and learning outcomes, integrating SD into quality assurance systems are some of the lessons drawn from global experiences to be reconsidered in Ethiopian HEIs contexts.

2016-07-01T00:00:00Z