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Financial Resource Mobilization Projects

Financial Resource Mobilization Projects and their Relationship to Academic Staff Commitment in Uganda Martyrs University, Uganda

FEATURED PAPER

Abdu Kisige and Peter Neema-Abooki

East African School of Higher Education Studies and Development
Abdu Kisige, Al-Mustafa Islamic College

Kampala, Uganda

 



Abstract

The purpose of the study was to investigate financial resource mobilization projects and its relationship to academic staff commitment at Uganda Martyrs University. This was owing to the phenomenon that Financial Resource Mobilization Projects are very crucial for the success of all University institutions; and if properly managed, such practices are apt to ensuring the commitment of the staff towards realizing the goals and objectives of the institution. The literature review focused mainly on financial resource practices; and how these related with academic staff commitment in different empirical and theoretical context. The study employed a cross-sectional survey design involving both quantitative and qualitative paradigms. A total of 113 academic staff, randomly and purposively selected, participated in the study that was guided by one objective and one hypothesis. The study hypothesis was tested using Pearson Correlation Moment Coefficient Index (r = 0.312, p = 0.005 < 0.05). The findings (of the study) revealed a positive significant relationship between financial mobilization practices on the commitment of academic staff in Uganda Martyrs University. Recommended was that both private and public Universities, the University Council, Senate, relevant Deans, Heads of Departments, and other stakeholders, should involve academic staff in specific financial mobilization practices like putting up agricultural farms, engineering projects, Research and Consultancy firms, as well as mobilizing finances and grants from donors, governments and various non-governmental organizations.

Key words: Academic Staff Commitment, Financial Resource Mobilization.

Introduction

All over the world, higher education is currently at the crossroads. Significant changes (Kosmützky & Putty, 2016; Amaral, Tavares, Cardoso & Sin, 2015; Kosmützky, 2015; Parker, 2011; Altbach & Knight, 2007; Enders & Jongbloed, 2007), both qualitative and quantitative, are challenging and changing institutions of higher education and the role played by these institutions in their economies and larger societies. Among the most salient quantitative changes are; the development of ICT, the phenomenon of globalization and internationalization, emergence of knowledge-based societies and knowledge-based market-friendly economic policies, and the concern for sustainable and ecologically friendly economic development (Sanyal & Johnstone, 2011; Bleiklie, Jürgen, Lepori & Musselin, 2011). According to Sanyal & Johnstone (2011), the massive quantitative expansion of higher education poses an even more visible and daunting finance challenges. Yet issues of finances are very crucial for the success of all university institutions (Government of Uganda, 2008). Without finances everything comes to a stand still in an institution of government or otherwise. However, the latter has been a realistic phenomenon in most universities in the world; an aspect attributed to the government-reduced funding of higher education (Reiff, 2014; Bernasconi, 2011; Bleiklie et al, 2011; Kasozi, 2009; Enders & Jongbloed, 2007; Mamdan, 2007). To this effect, majority university officials in the world have lamented that “every source of revenue coming into the state has decreased” (Geiger, 2015). This is corroborated by Reiff (2014) who affirms that for years now education, and especially higher education, has been under attack.

Conversely, the phenomenon of government invisible hand in financing universities does not only affect government aided universities but also private owned universities because, according to Enders & Jongbloed (2007), private universities that work on a non-profit basis have frequently benefited from direct and indirect means of government financing. But before blaming African continental governments on this issue, many factors have been raised and pointed out as to why African universities have been unable to financially sustain their activities among which include: the major transformation of the relationship between universities and society, global economic downturn, trend in enrolment, donor aid and behaviors (Omona, 2012; Enders & Jongbloed, 2007). As a result, many alternatives have been suggested by Sub-Saharan African Universities to   mobilize and enhance their sources of funding through projects. The foregoing is not limited to fees paid by students and families, commercial cross-border education and courses for adults, commercial e-learning, external research funding from private sector and non-profit sector, or direct ties with business (licensing and patenting, partnership to develop new research and products). All play a role in this development (Enders & Jongbloed, 2007), though other alternatives like fees payments have been met with resistance. This kind of resource projects have made US Universities and other famous universities in the world (Harvard, Oxford, Al-Azhar and Cambridge) to be recognized for their excellence in all aspects of academic research and graduate education; having resorted to substantial increases in student tuition among other financial project sources.

Geiger (2015) advances that students’ fees strengthen a university in the area of revenue collection, thus perfecting the university budgets. Yet, on the contrary, in Africa and Uganda in particular, despite the introduction of private sponsorship to improve university activities especially around the core functions of universities, the said core functions have continuously remained low. This can be evident, for example, by the type of graduates produced by universities in Uganda (Ezati et al., 2014, Otaala et al., 2013b, Otaala et al, 2013a, Mamdani, 2007); an aspect that might be linked to the low commitment of academic staff (Government of Uganda, 2008). Based on the findings of the Visitation Committee Report on Public Universities (2007), The Government of Uganda (2008) noted with concern that many staff in both public and private universities in Uganda needed to improve their professional commitment to basic obligations such as regular attendance, punctuality, meeting deadlines, doing full day work, and accomplishing assignments, among others. Noted was that the former are anticipated to lead to the production of good university graduates, and failure to do so could lead to several undesirable outcomes such as producing graduate who are not innovative, creative, and unemployable. It is therefore appropriate to isolate the reasons that are associated with low commitment of academic staff in Ugandan Universities.

Several theories castigate low professional staff job commitment (Kiiza & Picho, 2015; Mugizi, Bakkabulindi & Bisaso, 2015; Armstrong & Taylor, 2014; Wright, Moynihan & Pandey, 2012; Brunetto, Shacklock & Farr-Wharton, 2012; Eslami &Gharakhani, 2012; Colquitt, Lepine & Wesson, 2011; Suki & Suki, 2011; Bellou, 2010; Chen, Chen & Chen, 2010; Guchait & Cho, 2010; Perry, Hondeghem & Wise, 2010). This study anticipated that financial resource mobilization projects may explain the low professional staff job commitment. Accordingly, the researchers rationalised that Uganda Martyrs University, being one of the universities in Uganda, can hardly be an exemption from the problem of low professional staff job commitment. Hence, this study on the role of financial resource mobilization projects on the professional staff job commitment among the academic staff at Uganda Martyrs University.

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About the Authors


Abdu Kisige

Kampala, Uganda

 

 


Abdu Kisige
holds a Masters of Arts in Educational Policy and Planning of Makerere University, and is he currently a PhD student of Educational Administration and Management. He has over 5 years of teaching experience at higher education. He has been teaching both undergraduate and postgraduate courses in Educational Administration and Management at the Islamic University in Uganda and Al-Mustafa Islamic College-Uganda. He now occupies the Directorate of Research at Al-Mustaf Islamic College-Uganda, helping to build and strengthen research capacity. He may be contacted at +256704184740, +256784802584; via email at [email protected]

 


Prof Peter Neema-Abooki

Kampala, Uganda

 




Assoc. Prof. Peter Neema-Abooki
holds academic credentials in philosophical and theological disciplines besides a Post-Graduate Diploma in Education (PGDE); a Masters and a Doctor of Philosophy: both degrees in Educational Management. He is an Associate Professor of Higher Education, including Educational Management and Administration, Human Resource Management in Education, Educational Policy and Planning, and Educational Foundations and Curriculum Studies. He is the Founding Dean, EASHESD, at Makerere University, and co-Editor for Contemporary Issues in Higher Education Management. Earlier, he lectured in Educational Foundations, Educational Administration, and Educational Planning and Management at Kampala University, Kisubi Brothers’ Centre for Uganda Martyrs University, and Kyambogo University.

The associate Professor doubles as External Examiner in several Public and Private Universities, nationally and internationally. Besides being a Reviewer at several International Fora, he has presented academic papers and delivered keynote addresses at several International Conferences and Summits. His scholarly research delves into issues encompassing, but not limited to, managerial disciplines with specific focus on Quality Assurance (QA). He is Editor-In-Chief of the International Journal of Progressive and Alternative Education, and a Member of several International Technical Committees. Neema-Abooki may be contacted at +2567724123184, +256704169214, +250781293741; and via email at [email protected], [email protected], [email protected], [email protected], and / or [email protected]

Skype: peter.neema.abooki