Browsing by Author "Stephen Kyakulumbye"

Now showing 1 - 2 of 2

Financial Resource Mobilisation and Academic Program Viability in Private Universities: Evidence from Fort Portal City
(East African Journal of Interdisciplinary Studies, 2026-03-04) Stephen Agonzibwa; Joel Yawe Masagazi; Stephen Kyakulumbye
This study examined how resource mobilization practices influence the viability of academic programs in private universities located in resource-constrained regional contexts, using evidence from Fort Portal City, Uganda. While private universities play a critical role in expanding access to higher education, empirical evidence on how governance- and relationship-based resource strategies sustain academic programs at the sub-national level remains limited. Grounded in Resource Dependence Theory, Resource Governance Theory, and the Institutional Capacity Model, the study assessed the influence of stakeholder engagement, partnership effectiveness, and financial resource mobilization on academic program viability. defined in terms of sustainability, relevance, quality assurance, staffing continuity, and curriculum resilience. An exploratory sequential mixed-methods design was employed, involving qualitative interviews with senior university leaders and managers, followed by a survey of academic and administrative staff across the two private universities operating in Fort Portal City. Quantitative data was analyzed using descriptive statistics and multiple regression analysis, while qualitative data was analyzed thematically. The findings indicate that partnership effectiveness is the strongest predictor of academic program viability (β = 0.437, p < 0.001), followed by stakeholder engagement (β = 0.259, p = 0.006) and financial resource mobilization (β = 0.230, p = 0.002). Together, these factors explain 25.2% of the variance in academic program viability. Qualitative evidence reinforces these results, revealing heavy dependence on tuition fees, governance rigidities, and the central role of external partnerships in sustaining specialized and practice-oriented academic programs. The study concludes that academic program viability in regional private universities is shaped less by the volume of financial resources and more by governance quality, partnership functionality, and institutional capacity to deploy resources strategically. Practically, the findings underscore the need for formalized partnerships, decentralized resource governance, and capacity-building strategies tailored to the realities of private universities operating outside major metropolitan centers.
Teachers’ Perceived Challenges and the Uptake of E-Learning in Kampala Capital City
(East African Journal of Education Studies, 2026) Grace Nantagya Ssebanakitta; Joel Yawe Masagazi; Mary Kagoire Ocheng; Stephen Kyakulumbye
This study investigated the challenges affecting teachers’ uptake of elearning instruction in government-aided Universal Secondary Education (USE) schools in Kampala Capital City, Uganda. The objective was to examine the infrastructural, institutional, and personal factors that hindered teachers’ effective engagement with e-learning platforms. Guided by the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Technology-Mediated Learning (TML) frameworks, a convergent mixed methods design was employed. The study population comprised 393 teachers and 10 headteachers from ten USE schools, all selected through a universal sampling strategy to ensure representativeness. Data were collected using a structured questionnaire and semi-structured interviews. Quantitative data were analysed using descriptive statistics (means, standard deviations) and inferential tests (t-tests, ANOVA, chi-square, and multiple regression), while exploratory factor analysis (EFA) confirmed construct validity. Qualitative data underwent thematic analysis, following systematic stages of familiarisation, coding, and theme refinement. The results revealed that teachers faced numerous challenges affecting elearning uptake. Quantitatively, unreliable electricity (M = 1.39, SD = 0.05), weak internet connectivity (M = 1.59, SD = 0.35), insufficient ICT equipment (M = 1.31, SD = 0.13), and limited technical support emerged as critical barriers. Regression analysis indicated that dependence on desktop-based teaching tools negatively influenced e-learning adoption (β = –0.134, p = 0.012), while lack of student access further constrained implementation (β = –0.119, p = 0.024). Qualitative findings reinforced these outcomes, highlighting funding inadequacies, irregular teacher training, inconsistent administrative support, and fragile maintenance systems as recurring obstacles. Headteachers also cited low motivation, absence of national e-learning policies, and erratic digital environments as institutional challenges. The study concluded that the barriers to e-learning uptake in USE schools are systemic, multifaceted, and structurally embedded within Uganda’s educational ecosystem. It recommends enhanced investment in digital infrastructure, sustainable funding frameworks, continuous professional development, and stronger administrative leadership to institutionalise e-learning practices. Empowering teacher collaboration networks and strengthening feedback systems were further advised to promote sustained technology-mediated instruction.