Papers by Christopher B Mugimu
Globalisation, Ideology and Politics of Education Reforms, 2015
Indigenous Education, 2014
Policy Debates in Comparative, International, and Development Education, 2011
Increasing Effectiveness of the Community College Financial Model, 2011
Sociology of Education: An A-to-Z Guide, 2013
World Journal of Education, 2013
Research and teaching are key pillars in higher education. This article examines the factors asso... more Research and teaching are key pillars in higher education. This article examines the factors associated with the current faculty research and teaching agenda at Makerere University (MU) and explores the realities of ongoing capacity building for faculty in research and teaching. This research was guided by the following questions: What motivates faculty to engage in research and teaching? What contextual factors surround research and teaching capacity of faculty? What strategies are used to enhance the capacity of faculty in research and teaching? We utilized the Motivation System Theory (MST) as a lens to enable us better understand faculty' engagement in research and teaching. The study used mixed methods involving both quantitative and qualitative. The quantitative methods involved the use of a self-administered survey executed to the faculty. The qualitative methods involved in-depth interviews, gathering of faculty personal CVs and relevant documents from the MU website. To analyze and interpret qualitative data we used comparative approach to establish themes arising from the qualitative responses and portions of the questionnaire across the respondents. The key findings of this study revealed that the faculty of science-related disciplines were more productive (in terms of research, consulting work, completing PhDs) compared to their counterparts in the humanities. Furthermore, most of the faculty members perceived inadequate funding, heavy workloads, and poor motivation as being the major constraints to their research efforts and teaching. It was concluded that there was need to build a sustainable local capacity of faculty in terms of research and teaching.
Encyclopedia of Social Networks, 2011
Community College Models, 2009
Page 1. Chapter 19 Higher Education in Uganda: The Role of Community Colleges in Educational Deli... more Page 1. Chapter 19 Higher Education in Uganda: The Role of Community Colleges in Educational Delivery and Reform W. James Jacob, Yusuf K. Nsubuga, and Christopher B. Mugimu Introduction Uganda is a landlocked country ...
The Teachers College Record, 2008
Teachers College Record Volume 110, Number 4, April 2008, pp. 867893 Copyright © by Teachers Col... more Teachers College Record Volume 110, Number 4, April 2008, pp. 867893 Copyright © by Teachers College, Columbia University 0161-4681 ... Purpose of Study: A fundamental question for educational planners and policy makers is which secondary school providers are most efficient in ...
Education and Information Technologies, 2013
Page 1. Technology and education: ICT in Ugandan secondary schools Landon S. Newby & Julie M.... more Page 1. Technology and education: ICT in Ugandan secondary schools Landon S. Newby & Julie M. Hite & Steven J. Hite & Christopher B. Mugimu © Springer Science+Business Media, LLC 2012 Abstract Information Communication ...
International Perspectives on Education and Society, 2009
Page 1. THE DEVELOPMENT AND ROLE OF TRUST IN EDUCATIONAL LEADERSHIP: A COMPARATIVE STUDY OF US AN... more Page 1. THE DEVELOPMENT AND ROLE OF TRUST IN EDUCATIONAL LEADERSHIP: A COMPARATIVE STUDY OF US AND UGANDAN SCHOOL ADMINISTRATORS Pamela R. Hallam, Julie M. Hite, Steven J. Hite and Christopher B. Mugimu INTRODUCTION ...
International Journal of Educational Development, 2006
Schools in developing contexts, such as Sub-Saharan Africa, are often resource poor and seek to a... more Schools in developing contexts, such as Sub-Saharan Africa, are often resource poor and seek to access resources from their external environments in order to improve school performance. Critical conduits for resource access are found among the school's external network of relationships between school administrators. Using both network and qualitative methods in the field, this research explores and describes the external social relationships among secondary school headteachers in Mukono District, Uganda. The findings identify implications of network structure for resource acquisition as to improving school performance. r
International Journal of Educational Development, 2013
ABSTRACT Students perform better academically in schools with high levels of trust. Yet school le... more ABSTRACT Students perform better academically in schools with high levels of trust. Yet school leaders primarily responsible for building cultures of trust may not know how to effectively build trust. This research examines how visibility of Ugandan headteachers is related to teachers’ perceptions of headteacher trustworthiness. Using grounded theory, we interviewed 28 Ugandan secondary school teachers in eight schools in Mukono District, Uganda. Findings indicate teachers’ perceptions of headteacher relational trustworthiness were related to headteacher visibility, with perceptions of both relational and competence trustworthiness being moderated by teacher and headteacher personal characteristics. Findings are comparable to U.S.-based research.
International Journal of …, Jan 1, 2006
Exploring the Relationship Between Critical Resource Variables and School Performance in Secondar... more Exploring the Relationship Between Critical Resource Variables and School Performance in Secondary Schools ... Young University and its agents the non-exclusive license to archive and make ... available on this site, including any text, computer codes, data, artwork, video, audio ...
Excellence in Higher Education, Jan 1, 2011
Uploads
Papers by Christopher B Mugimu