Monitoring and Evaluation Practices and Academic Staff Motivation: Implications in Higher Education Within Rwandan Context

Abstract

This study sought to determine the relationship between monitoring and evaluation (M&E) practices and academic staff motivation in higher education, from a Rwandan perspective. Particularly, the study aimed at describing the M&E practices applied, assessed how quality of feedback affects academic staff motivation, and determined the relationship between M&E practices and academic staff motivation. The study employed a mixed-methods approach to collect data from academic staff. A total of 105 faculties were sampled. The study established that M&E practices, including staff self-evaluation, students–staff evaluation, peer evaluation, and evaluation by supervisor, are applied at varying emphasis. Furthermore, both the supervisees and supervisors agreed that the quality of feedback provided during evaluation is fairly effective, although recognition of their performance is rarely appreciated. It was further established that weak to moderate correlations exist between M&E practices and academic staff motivation with “ r” varying from 0.268 to 0.4460. Although some indications for the direction of influence have been generated, the study, however, does not permit one-way final conclusion about the effect of any of the M&E practices to academic staff motivation. Based on the findings, this study recommends that policy makers design a policy on M&E, which would guide supervisors in M&E exercise.