Browsing by Author "Mable Namara"

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    Assessment of Quality Assurance Practices on Performance of Graduates of Selected Private Universities in Western Uganda
    (EAST AFRICAN NATURE & SCIENCE ORGANIZATION, 2025-11-10) Mable Namara; Mary Jakisa Naula Owor; Christine Margaret Okurut-Ibore; Mary Kagoire; Asiimwe Isaac Kazaara
    This study investigated the influence of quality assurance systems, practices and regulatory standards on the performance of graduates of selected universities in Western Uganda. The core question of this research was, is the teaching and learning provided in higher institutions of learning fit for purpose, does it prepare graduates with appropriate skills that employers need to meet the needs of society? To address this largely unresolved topic of discussion, this research aligned with a transformative research approach with qualitative methodologies. The study targeted 16 members of the university management team through purposive sampling; 19 employers and 17 graduates through snowball sampling. Data was collected through in-depth interviews and document reviews analysed thematically. Findings revealed that universities tried to meet stipulated regulatory standards for the minimum entry requirements, study programs always defined student learning outcomes, and monitoring and evaluation procedures were in place. Withal, it was reported that some accreditation requirements were not adhered to and some gaps in monitoring and evaluation practices were earmarked. It’s recommended that universities enhance quality assurance procedures and standards to improve the efficiency and effectiveness of service delivery and the teaching-learning environment to cater for the labour market needs.
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    Quality assurance practices and implementation of teaching and learning in selected private universities in western Uganda
    (Uganda Christian University, 2026-04-15) Mable Namara
    This study explored quality assurance practices and implementation of teaching and learning in private universities in Western Uganda. Literature shows that the growth of private universities in Uganda led to a number of them to pay little attention to quality; therefore a number of demands rose up with a desire for quality service delivery in teaching and learning procedures. Therefore, this study begets a core question-is there a contribution of quality assurance practices to implementation of teaching and learning? This study explored the contribution of study program accreditation to implementation of teaching and learning; explored the effect of the quality of teaching staff on implementation of teaching and learning; investigated the contribution of internal monitoring and evaluation procedures to implementation of teaching and learning and explored the effect of NCHE external assessment on management of standards in implementation of teaching and learning in selected private universities in western Uganda. Using the qualitative research design, the study targeted key university management figures, including 14 members of the non-teaching management and teaching administrative staff, 26 students and 2 quality assurance officers through purposive sampling. In-depth interviews, observations and document reviews were analyzed thematically by NVIVO software. This led to emergence of the following themes: minimal adherence to teaching-learning standards and procedures, moderate pedagogical competences; limited teaching and learning internal control mechanisms and gaps in compliance with NCHE standards for teaching and learning. The findings indicated that the implementation of study program accreditation faced notable challenges in fully adhering to the quality assurance standards set by the National Council for Higher Education (NCHE). These challenges underscore the need to strengthen teaching staff professional development and welfare mechanisms to ensure that students acquire relevant competences required amidst emerging complexities in today’s globalized, knowledge-based economy. Notably, the study highlights the necessity for rigorous institutional monitoring of all academic and administrative procedures to assess their effectiveness and alignment with NCHE-driven quality assurance requirements to translate into improved student engagement, inclusive, transformative learning experiences and achieving sustainable compliance with national quality assurance standards.