Background Academic staff performance is fundamental to teaching quality, research productivity, institutional effectiveness, and the competitiveness of higher education institutions. However, private chartered universities in Uganda continue to experience challenges associated with rigid organisational structures, inconsistent performance monitoring, and limited developmental feedback. This policy brief presents evidence from a convergent parallel mixed-methods study conducted in selected private chartered universities in Ankole Sub-Region, Uganda, to inform institutional and national policy reforms. Policy and Implications Quantitative data were collected from 330 academic staff through stratified sampling, while qualitative data were obtained from 10 Deans using purposive sampling. The findings showed that participating universities predominantly operated under mechanistic organisational structures characterised by hierarchical authority, centralised decision-making, and rigid formalisation (M = 3.94, SD = 0.90). Performance monitoring practices were moderately implemented (M = 3.91, SD = 1.03). Organisational structure was positively associated with academic staff performance (r = 0.65, p < .05), while performance monitoring demonstrated a slightly stronger relationship (r = 0.66, p < .05). Qualitative evidence further indicated that performance monitoring was often irregular, compliance-oriented, and rarely supported by structured developmental feedback. Recommendations Private chartered universities should adopt more participatory and decentralised governance structures, institutionalise standardised and developmental performance monitoring frameworks, strengthen continuous professional development, and invest in digital performance management systems to improve accountability and academic staff performance. Conclusions The findings indicate that improving organisational structures and strengthening performance monitoring systems can enhance academic staff performance. Implementing evidence-informed governance and performance management reforms may contribute to improved teaching quality, research productivity, and institutional effectiveness in Uganda’s private chartered universities.
Gender-based violence (GBV) is a problem faced by university students across Africa, with social media becoming a common environment where the problem is made visible and can worsen. But with the proliferation of mobile phones and internet access, the platforms have revolutionized the way students connect but have also created opportunities for different types of GBV such as digital harassment, stalking, revenge porn, and cyberbullying, targeting female and vulnerable students. The short-term effects can pose a threat to health and well-being, but the damage also impedes progress toward gender equality and academic achievement. This policy brief investigates how digital platforms can perpetuate gender-based violence among university students in Africa. It is based on recent research and sees social media as a source of risk and a possible venue for action. Social gender norms, poor internet literacy, limited statutory protections and inadequate institutional remedies continue to be normalized and are also part of the conditions for online GBV. The solution requires joint action by politicians, educational institutions, Civil Society Organizations, technical businesses and student groups. Universities, in contrast, can assist victims in accessing help by means of support systems which can include counselling services and computerized reporting systems. Social media, when used with caution, can be a tool to prevent, not perpetuate, gender-based violence. Strategic and coordinated approaches that address the root causes of online GBV can go a long way toward reducing its adverse impact on university students in Africa. The brief calls for gender-sensitive internet literacy campaigns, strong legal and regulatory institutions to hold abusers accountable, and awareness efforts to create safer online environments. It is intended to support policymakers, researchers, and development practitioners to protect digital spaces and promote gender equality across the continent.
Lucy Aja, O. S. Abonyi, Faith Ukagwu et al.· Open Research Africa· 0 citations
It is concluded that in order for undergraduate education to continue to be relevant in a society where AI is pervasive, governance must change toward process-oriented evaluation and relational originality.
Joe Mutebi, Brian Mugisha, Ibrahim Adabara et al.· F1000Research· 0 citations
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