Experiences of Mid-Level Administrators in Ugandan Universities: A Study of Multiple Role Conflicts

Abstract

This qualitative study explores the experiences of mid-level administrators in Ugandan public universities, focusing on role conflicts arising from their multiple responsibilities. Grounded in Role Conflict Theory, the research explores time-based, strain-based, and behaviour-based conflicts among 20 administrators at Makerere and Kyambogo Universities. The study was guided by the following research questions: What are the strain-based experiences of mid-level administrators regarding their workload? How do time-based constraints affect their workplace responsibilities? What behavioural challenges arise when executing multiple roles? This qualitative study adopted a constructivist approach, focusing on participants' lived experiences (Creswell, 2014). It targeted mid-level administrators (e.g., deans, bursars, heads of sections, etc.) due to their multifaceted roles. Twenty participants were purposively selected for their expertise. Data were collected via semi-structured interviews, conducted face-to-face and online during the COVID-19 lockdown. Interviews were audio-recorded, with brief notes for follow-up. Pseudonyms ensured confidentiality. Thematic analysis categorized data into time-based, strain-based, and behavior-based themes, aligned with Role Conflict Theory. Findings reveal that extended work hours, heavy workloads, and challenges in switching roles lead to stress, burnout, and work-life imbalances. Gender, marital status, and age influence these experiences, with female and younger administrators reporting higher strain. The study recommends enhanced training and resource support to mitigate role conflicts. Implications for university administration and future research are discussed.