Browsing by Author "Margaret Rose Nagita"

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PERCEPTIONS OF ACADEMIC STAFF ON RETENTION APPROACHES IN CHURCH FOUNDED UNIVERSITIES IN UGANDA
(UGANDA CHRISTIAN UNIVERSITY, 2025-09-03) Margaret Rose Nagita
ABSTRACT Universities are increasingly facing challenges in attracting and retaining academic staff, whose expertise is crucial for enhancing institutional reputation and promoting student success. However, evidence regarding the effectiveness of retention approaches in faith-based African universities remains limited. This qualitative, multiple-case study examined the perceptions of academic staff regarding retention strategies within two Church-founded Universities in central Uganda. The choice of universities was motivated by the fact that these institutions are continuously losing their academic staff, yet, given their foundation and nature, they should be able to attract and retain their academic staff. Guided by Social Exchange Theory, Human Capital Theory, Equity Theory, and Herzberg’s Two-Factor Theory, the study employed semi-structured interviews with 48 academic staff members, ranging from professors to teaching assistants, who were engaged in focus group discussions. Data were analyzed thematically using a framework matrix, ensuring credibility through triangulation of interviews, document reviews, and member checks. The findings highlight a complex landscape of retention practices ranging from strong spiritual support and opportunities for external consultancy to boost commitment, to unclear promotion processes, limited research funding, and unequal workload distribution that reduce morale. Participants expressed a preference for an integrated retention model that combines transparent career paths, competitive and performance-based rewards, research facilitation, and family-friendly policies, all rooted in a Christian ethos. This study introduces the Academic Staff Retention Integrated Model (ASRIM) to guide policy and practice. The implementation of this model in CFHIs and other institutions can lead to improved perceptions of fairness, development, and motivation, leading to better retention in universities and similar institutions in Uganda and beyond.
Strategies for Retaining Academic Staff in Faith-Based Higher Education Institutions
(East African Journal of Education Studies, 2025-06-23) Margaret Rose Nagita; Joel Yawe Masagazi; Wilson Eduan
This study explored academic staff retention strategies in Church-founded higher education institutions (CFHEIs) in Uganda, recognizing the importance of sustaining human capital for institutional performance. Employing a qualitative case study design, data were collected from 48 academic staff- professors, lecturers, and teaching assistants—through semi-structured interviews, focus group discussions, and document analysis. The findings revealed that CFHEIs utilize a multidimensional retention framework grounded in intrinsic and extrinsic motivators. Key strategies include clear career paths and transparent promotion criteria, which motivate staff by fostering merit-based advancement and recognition. Competitive salary structures and comprehensive benefits, such as housing allowances, pension schemes, and health insurance, were recognized as essential hygiene factors that prevent dissatisfaction and enhance institutional loyalty. Additionally, performance-based incentives, including bonuses for research output and grants, were highlighted as effective motivators reinforcing a culture of excellence and achievement. The study also identified the value of financial and institutional support for advanced studies, such as partial scholarships, sabbatical leave, and flexible work arrangements, in strengthening staff commitment. Furthermore, continuous learning and specialized training programs, particularly those tailored to departmental needs and delivered by external experts, were found to significantly enhance professional development and retention. Despite these positive practices, participants reported challenges of equity, transparency, and implementation consistency, especially in the distribution of scholarships, the responsiveness of salary adjustments to inflation, and the inclusiveness of incentive systems across disciplines. The study concludes that CFHEIs have developed a robust and context-sensitive approach to academic staff retention. However, to maximize impact, it is recommended that institutions improve equitable access to professional development and financial support, enhance transparency in promotion and recognition, and ensure the alignment of incentive structures with staff needs. Future research should examine leadership roles in policy execution and compare retention practices across institutional types.