Browsing by Author "Mary Kagoire"

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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.
Internal University Organizing Management Function in Promoting Knowledge Economy Practices in Tanzania
(Center for Research Implications and Practice, 2025) Martha Mkasafari Shio; Wilson Eduan; Mary Kagoire
This study investigated the internal management practices of Tanzanian universities in organizing and promoting knowledge economy (KE) practices. As universities shift from traditional, autonomous roles to more strategic organizational processes, they are restructuring their operations to enhance effectiveness, competitiveness, and relevance in the knowledge-based economy. The research, aligned with an interpretive research philosophy, focuses on how universities manage and organize activities that support knowledge creation, dissemination, and application. The study targeted key university management figures, including Directors of Research, Deans, Heads of Departments, and Coordinators, selecting 30 participants through non-probability sampling. Data was collected through document reviews and in-depth interviews, analyzed thematically. Findings reveal that universities have implemented practices such as consultancy bureaus, research dissemination through conferences, exhibitions, and media platforms, as well as competitions to encourage innovation. However, the study highlights weaknesses in facilitating interdisciplinary research and a lack of focus on qualitative assessments of research value. These gaps include insufficient collaboration across fields, limited qualitative feedback, and a need for ethical and societal considerations in evaluating research. The findings emphasize the need for stronger organizational processes to optimize universities' contributions to the knowledge economy.
Internal University Organizing Management Function in Promoting Knowledge Economy Practices in Tanzania
(Center for Research Implication and Practice, 2024) Martha Mkasafari Shio; Wilson Eduan; Mary Kagoire
This study investigated the internal management practices of Tanzanian universities in organizing and promoting knowledge economy (KE) practices. As universities shift from traditional, autonomous roles to more strategic organizational processes, they are restructuring their operations to enhance effectiveness, competitiveness, and relevance in the knowledge-based economy. The research, aligned with an interpretive research philosophy, focuses on how universities manage and organize activities that support knowledge creation, dissemination, and application. The study targeted key university management figures, including Directors of Research, Deans, Heads of Departments, and Coordinators, selecting 30 participants through non-probability sampling. Data was collected through document reviews and in-depth interviews, analyzed thematically. Findings reveal that universities have implemented practices such as consultancy bureaus, research dissemination through conferences, exhibitions, and media platforms, as well as competitions to encourage innovation. However, the study highlights weaknesses in facilitating interdisciplinary research and a lack of focus on qualitative assessments of research value. These gaps include insufficient collaboration across fields, limited qualitative feedback, and a need for ethical and societal considerations in evaluating research. The findings emphasize the need for stronger organizational processes to optimize universities' contributions to the knowledge economy.
The Role of School Managers and University Supervisors Toward Pre-service Teacher Training in Uganda
(Gitoya Center for Academic Research and Dissemination, 2024) Annet Musiimenta; Wilson Eduan; Mary Kagoire
This paper presents the findings of a study that explored the collaborative roles of school managers and university supervisors in supporting student teachers during school practice. Using a single case study design and qualitative method, the study involved 25 participants, including school managers, SP supervisors and student teachers. Data was collected through interviews and focus group discussions and analyzed through the thematic approach. The findings show that school managers supported student teachers in various ways, such as placement support, orientation, distribution of loads, scholastic material provision, conducive school environment, supervision, mentorship as well as guidance and counseling. University SP supervisors, on the other hand, supported student teachers through school mapping, assessment, mentorship, professional growth and networking. The study suggests strengthening collaboration between universities and schools, recommending the formalization of partnerships and more active involvement of school managers in the school practice process. The study calls for improved communication, establishment of clear expectations and integration of technology to foster ongoing, dynamic collaboration that enhances the overall support system for student teachers.