UMU Institutional Repository
The Uganda Martyrs University Institutional Repository (UMU-IR) preserves research output from the Uganda Martyrs University community
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citations to 1,131 UMU-linked works (OpenAlex)
Estimated human use, robots removed. Figures as at 27 October 2026.
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- Uganda Martyrs University book series and book chapters by staff and students
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Recent Submissions
Teaching and learning practices at four East African Universities: lessons and experiences from the TESCEA project
(Springer, Cham, 2026-06-02) Bwegyeme Kobusingye Jacinta; Namuli Josephine
Over time, teaching and learning practices in higher education have been characterized by didactic, teacher-centered approaches. Subsequently, the need to use active learning methods that meet the twenty-first-century skills expectations led to the birth of the Transforming Employability for Social Change in East Africa (TESCEA) Project. The aim of the project was to promote transformative learning that, among others, enhances teachers’ knowledge about critical thinking concepts, teaching for critical thinking, and gender responsiveness. Experiences and lessons that emerged from the project show that active learning strategies create a reflective environment that challenges previously held assumptions. We recommend a long-term study to assess the impact of applying active learning strategies, such as those that were promoted by TESCEA, on teachers’ ability to promote transformative learning.
Scoping review of knowledge on digital uptake in educational institutions in Uganda
(Springer, Cham, 2026-06-02) Tongu Alex Alison; O'dama Modest Kayi
Digital literacy skills and competencies are crucial in the management of information and improvement of pedagogical practices in educational institutions. In this paper, we conducted a scoping review and present a summary of the state of existing knowledge on digital uptake among institutions in Uganda, with particular focus on educational institutions. The findings show there is a diversity of digital resources in use and challenges underpinning their promotion, including among others, elderly managers having challenges with knowledge acquisition and application of ICT in operations, resource constraints limiting educational institutions from transitioning to digital management systems. An in-depth study is required to provide information to enable design and implementation of strategies that would intensify digital uptake in the management of educational institutions in Uganda.
Organisational culture and talent management in tertiary institutions in Uganda
(Springer, Cham, 2026-06-02) Namugumya Josephine; Munene John Chrysostom Kigozi; Mafabi Samuel; Kagari James
Despite the growing importance of talent management, not many studies have been done to identify strategies for it, for many of Uganda’s tertiary institutions. This study gathered data from 573 respondents across 86 tertiary institutions, including deans, heads of academic departments, and human resource managers, using a cross-sectional survey and proportionate stratified random sampling. Using data on perceptions of managers, this study examined how organisational culture (recognition of talent, open communication and teamwork) is viewed to influence talent management (mentorship, matching talent to key positions, rewarding performance) in tertiary institutions in Uganda. Preliminary analyses based on a total of 573 respondents from 86 tertiary institutions revealed that organisational culture alone, within limits of the aspects studied particularly aspects of mentorship, performance rewards and placement in key positions, may not influence how top talent is managed. More in-depth research is still needed to determine what aspects of organisational culture may influence what aspects of talent management in tertiary institutions in Uganda.
Status of the National School Health Policy Framework in Uganda
(Springer, Cham, 2026-06-02) Byabasaija Paulinus; Musinguzi Denis
A national school health policy is crucial to achieving Sustainable Development Goals (SDGs) 3 (health and wellbeing) and 4 (quality education) in Uganda. The World Health Organisation (WHO) put in place the Health Promoting Schools (HPS) model to guide the formulation and implementation of the school health policy among member countries. This chapter examined the status of Uganda’s national school health policy framework and its implementation, based on review of literature including reports and data from public health databases on national school health policy, implementation of the WHO’s HPS model and SDGs 3 and 4, for studies conducted between 2019 and 2024. The findings reveal that Uganda has not yet finalised its school health policy nor fully aligned to the WHO’s HPS model. The country has two unfinalised national school health policies (2008, 2018) and this has among others led to inconsistent and fragmented school health services delivery, presenting difficulty in their documentation, reporting and monitoring of progress, and impeding the adaptation and implementation of the WHO HPS model and, thus, curtailing the country’s progress towards the achievement of SDGs 3 and 4. There is need for a detailed study to help the country identify strategies to help it fast track and complete its school health policy.
The cooperative movement in Uganda: an examination of performance of agricultural cooperatives
(Springer, Cham, 2026-06-02) Hasahya Nathan Hagobi; Nakitende Marie Goretti; Wanyama Simeon; Nkurunziza Gideon
This chapter explores the evolution of agricultural cooperatives, main determinants influencing their performance, together with approaches for their restoration and strengthening in Uganda. It reviews the historical path of cooperative performance, outlining the drivers of both success and decline, drawing on existing studies and examples from selected cooperative unions, guided by Ronald Coase’s (Economica, 4, 386–405, 1937) theory of the firm. Through these case illustrations, the chapter highlights the role of cooperatives and the reasons for their varying outcomes, which are largely shaped by internal organizational practices, such as shared institutional values and transparent leadership, alongside state involvement, the depth of social networks, and community integration. Consequently, for stakeholders seeking to reestablish cooperatives in Uganda, emphasis should be directed toward fostering member-based and locally owned entities that are democratically managed, engaged in high-value agricultural production and marketing, and guided by a collective vision with accountable and responsible leadership.