Heads Of Academic Departments Research Articles

Influence of Formative Assessment Management Techniques on Trainee Academic Performance in National Examinations in TVET Institutions in Western Kenya

The study investigated the impact of formative assessment management techniques on trainee academic performance in national examinations within TVET institutions in Western Kenya. Grounded in social cognitive theory, constructivism, and the diffusion of innovation theory, it involved a target population of 406 respondents, including principals, deputy principals, registrars, examination officers, and heads of academic departments across 29 public TVET institutions in the region. Using stratified, purposive and simple random sampling procedures 200 respondents were selected. Data collection was conducted by use of questionnaires and interviews and analyzed by way of descriptive and inferential statistics. The findings revealed strong correlations between effective management techniques and formative assessment scores, underscoring their predictive value for academic success. The study concludes that implementing structured formative assessment management techniques significantly enhances trainee performance in final examinations. It advocates for comprehensive strategies to support trainees, improve learning experiences, and achieve better academic outcomes, emphasizing the critical role of formative assessment management techniques in fostering academic excellence in TVET institutions

اثر استراتيجيات ادارة المواهب في البراعة التنظيمية

The main purpose of this research is to test the effect of talent management strategies on organizational ingenuity in several colleges of the University of Baghdad (College of Physical Education for Girls, College of Physical Education and Physical Sciences, Main College of Fine Arts, and the sub-college of fine arts). The research problem was diagnosed through the most important questions (What is the extent of awareness and adoption of talent management strategies and organizational ingenuity in the organizations under study?). The research adopted the descriptive analytical approach in order to study the phenomenon thoroughly. The questionnaire was the main tool for collecting data and information. The research sample included heads of academic departments, administration directors, and divisional officials in the colleges under study, whose total number reached (95) participants out of a total of (120) directors. The research utilized the statistical program (AMOSS) in analyzing the responses of the participants. The results of the research were significant because of the presence of an important correlation between talent management strategies and organizational ingenuity. Also, there was the need for specialized departments to manage talent through the processes of attraction, recruitment, development, and investment in order to enhance organizational ingenuity and enable its employees to manage and thus improve their level of performance.

Influence of feedback mechanism on trainee academic performance in national examinations in TVET Institutions in Western Kenya

Feedback mechanism is an integral part of the teaching and learning process since it enables learners and teachers to know where they are in the process, identify whether they have or have not achieved the learning objectives and ultimately enhance the learning process. The purpose of this study was to analyze the nexus of feedback mechanism and trainee academic performance in national examinations in Technical and Vocational Education Training (TVET) institutions in Western Kenya. The study examined how feedback mechanisms from formative assessment influenced trainee academic performance in technical national examinations in TVET institutions in Western Kenya. The study was guided by the social cognitive theory, constructivism theory, and the diffusion of innovation theory. The target population consisted of 406 respondents who included 29 principals, 29 deputy principals in charge of academics, 29 registrars, 29 examination officers, and 290 heads of academic departments in the 29 public TVET institutions in Western Kenya. To have a representative sample, this study employed stratified sampling to select 21 respondents in National Polytechnics and 179 respondents in Technical and Vocational Colleges(TVCs) constituting a sample size of 200 respondents. Questionnaires and interviews were used as data collection instruments. Validity was established through expert opinion with the help of the supervisors. Using Cronbach’s alpha, a reliability coefficient of 0.886 was established based on the results of the piloting of the research instruments. Data was analyzed using descriptive and inferential statistics. The study established that formative assessment mechanisms played a critical role in enhancing trainees' academic performance in TVET institutions. It found out that there are strong correlations between feedback clarity, management techniques, and formative assessment scores, emphasizing their predictive value for academic success. The study concludes that the combination of continuous feedback highly influences trainee performance in final examinations in TVET institutions. It advocates for structured feedback systems to support trainees, improve learning experiences, and achieve better academic outcomes.

The Impact of Strategic Intelligence on Marketing Agility: A Field Study in Private Universities in the Capital Municipality of Sana'a

This study aimed to determine the levels of marketing agility and strategic intelligence, as well as the impact of strategic intelligence on marketing agility in private universities in the Capital Municipality of Sana'a. The study adopted a descriptive-analytical approach and used a questionnaire as a tool for data collection from private universities that have been established for more than 15 years and have more than 20 educational programs. One hundred and thirty-seven questionnaires were distributed to university rectors, vice rectors, general secretaries, deans of colleges, marketing managers, heads of academic departments, registrars, and student affairs. A total of 118 valid questionnaires were collected for analysis. The Statistical Package for the Social Sciences (SPSS) was used to analyze the data. The study found that the level of strategic intelligence practice in private universities was high, with the future vision dimension being the most practiced, while motivation was the least practiced. The level of marketing agility application was also high, with implementation agility being the most applied dimension, while participation agility was the least applied. The results also showed a significant statistical impact of strategic intelligence on marketing agility. The motivation and partnership dimensions of strategic intelligence had the greatest impact on marketing agility, while systematic thinking had the least impact. The study recommends increasing focus and attention on the motivation and partnership dimensions, as they have the greatest impact on marketing agility and increase the achievement of marketing agility in the face of increasing competition in the private university sector in Yemen.

Strategies for Developing Quality Community Schools under the Office of the Basic Education Commission

The purposes of this research aimed to develop and validate the suitability, possibility and benefits of strategies implementation, and create a user manual of the strategies of quality community schools under the Office of the Basic Education Commission. This study was conducted in five phases. The first phase was the intensive review of the components of quality community schools using relevant documents, research analysis and multiple case studies of the outstanding quality community schools, and an interview with experts. The second phase was the exploration of the needs of the development of quality community schools under the Office of the Basic Education Commission using a 5-rating scale questionnaire to explore the current condition and desirable condition of 192 administrators and the head of academic affairs department of schools under the Office of the Basic Education Commission. The participants were selected using multi-stage sampling. The third phase was the development of the quality community school development strategies through focus group discussion of nine qualified experts and scholars. The fourth phase was the validation of suitability, possibility and benefits of the quality community school development strategies by 7 participants of experts and stakeholders of the quality community schools. And the last phase was creating and validating the user manual of the strategies implementation. Statistics used in data analysis were mean, standard deviation, percentage and Priority Needs Index (PNImodified).

The Relationship between the Application of Attractive Leadership among the Heads of Academic Departments and the Improvement of the Job Performance of Faculty Members at Universities

The Relationship between the Application of Attractive Leadership among the Heads of Academic Departments and the Improvement of the Job Performance of Faculty Members at Universities

Experiences of Academic Staff Towards Promotion and Professional Development in Selected Public Universities in Tanzania: A Situational Analysis

There has been a constant debate regarding fairness during the promotion process and academic growth among the academic staff in higher education around the world. In the context of Tanzania, higher education depends on the academic qualifications, ranks, experience and level of job satisfaction among their academic staff for quality teaching, research and consultancy works. This mixed study focused on the experiences and attitudes of 85 staff on promotion and motivation from a selected public university in Tanzania. Quantitative data were collected from 74 academic staff, 1 professor, 4 senior lecturers, 30 lecturers, 25 assistant lecturers and 14 tutorial assistants. Moreover, 3 staff from the human resources directorate and 8 heads of academic departments were interviewed. The results demonstrated that the majority of the academic staff (82%) were satisfied with the sponsorship process in local and overseas trainings (N = 61) and the duration of three years for new promotions (N = 65 and 88%). On the other hand, the majority of the academic staff were dissatisfied with being involved in decision-making for in-service training opportunities (N = 65, 88%). Similarly, academic staff were dissatisfied with the promotion criteria and promotion process (N = 60, 81%) and (N = 45, 60%) respectively. The qualitative data revealed the dissatisfaction of academic staff on awareness of the current institutional promotion criteria and standards that may open loopholes for rude administrations. It was concluded that promotion in various universities has been associated with some micro politics and hullabaloos. Since academic staff qualifications are global, criteria for promotions should remain homogeneous, fair and equal to all staff.

Family Physicians' Perspectives on the Pros, Cons, and Application Areas of Telemedicine: A Qualitative Study.

Background: There is evidence that telemedicine can be used safely, easily, and cost-effectively in primary health care services. This study aims to determine family physicians' opinions regarding the potential advantages, disadvantages, and usage areas of telemedicine in primary health care services. Methods: This study was designed with a qualitative case study. The Standards for Reporting Qualitative Research (SRQR) checklist was followed throughout the research process. Interviews were conducted with family physicians working in a provincial center using snowball sampling in the study. MaxQDA 20 software was used for analysis process, and themes and subthemes were identified through a deductive-reflective thematic analysis method. The family physicians who participated in the study are between 29 and 56. In addition, family medicine specialists, general practitioners, and academic department heads were included in the study. Family physicians are evenly distributed in terms of gender and professional experience. Results: All interviewed family physicians stated that they had not received professional or technical training in delivering telemedicine. It was observed that family physicians had different perspectives on telemedicine in primary care. The data obtained in the study were analyzed under the main themes of the advantages, disadvantages, and services that can be provided in primary telemedicine. Physicians have different views on telemedicine, including negative, undecided, and positive opinions. Conclusion: It is understood that many services could be delivered remotely if the scope, procedures, and processes of the services to be provided are determined with guidelines. It is recommended that family physicians receive professional and technical training in telemedicine.

The Reality of Applying Visionary Leadership among the Heads of Academic Departments at the University of Jeddah

The current study aimed at determining the level of visionary leadership implementation among the heads of academic departments at the University of Jeddah. It also sought to investigate the barriers and requirements for implementing this leadership style in academic departments and verify the existence of any statistically significant differences in the reality of applying visionary leadership attributed to the study variables (gender - experience - academic rank). The study used the descriptive approach based on a questionnaire as the main method for data collection. The results of the study revealed that the level of visionary leadership implementation among the heads of academic departments at the University of Jeddah came with a moderate response degree. Requirements for applying visionary leadership came with a (high) response degree. The results also showed that there were no statistically significant differences at the level of significance of (0.05) in the reality of applying visionary leadership among the heads of academic departments at the University of Jeddah, attributed to the study variables (gender - experience - academic rank).

The Mediating Influence of Leadership Style within the Nexus of Organizational Agility and Performance Outcomes in Public Universities in Kenya

Public universities in Kenya have been operating in an environment that has been changing over the past few years, and the numerous uncertainties have made survival difficulty. Ineffectiveness and inefficiencies in the public universities, low global ranking of public universities, low research output and the weak university-industry partnerships due to the closed system nature of public universities and other internal and external factors have continued to affect university performance. The application of the concept of organizational agility may be viewed as a panacea to addressing the above pertinent issues and bring the public universities to a higher level of performance in uncertain changing environment. Therefore, the goal of this study is to examine the mediating influence of leadership style within the nexus of organizational agility and performance outcomes of public universities in Kenya. The research is anchored on Dynamic Capability theory, Resource based view theory and Learning organization theory. Semi-structured questionnaires were used to measure both quantitative and qualitative data, using descriptive and explanatory research methodologies for empirical analysis. Content analysis was used to analyze the qualitative data, and the results presented in accordance with patterns and themes. The target population was the 31 fully fledged public universities in Kenya out of which 10 were sampled systematically from best to worst ranked institution based on January 2023 web metrics global university ranking scale. The study targeted 220 respondents comprising of Deputy Vice Chancellors, Deans of schools and faculty, academic department heads and key senior staff in administration. Out of this, only 207 returned the questionnaire accounting for 94.1% success rate. Due to the characteristics of the respondents and the goal of the investigation, a proportionate random sample technique was employed to choose the respondents for the study. A drop-and-pick methodology was used to collect data by trained research assistants. The questionnaire was subjected to both validity and reliability tests by carrying out a pilot test on different group from the study group but with similar characteristics and use of SPSS version 27 to process the data. Using a multiple regression analysis approach, descriptive and inferential statistics were employed to analyze the data in accordance with the specific research objectives and hypotheses. Results from quantitative data analysis were presented using figures and tables while qualitative data was analyzed based on common themes and presented in narrative form. The findings of the study established that leadership style fully mediated effect on relationship between organizational agility and university performance outcomes. These findings were found useful in management of public universities in the face of uncertainties. Furthermore, these findings are expected to provide a framework for enhancing performance outcomes of public universities in the midst of adverse environmental circumstances.by forming appropriate policies and strategies through application of appropriate leadership styles.

INSTITUTIONAL FACTORS AND COMMERCIALISATION OF UNIVERSITY RESEARCH OUTPUTS AND INNOVATIONS IN UGANDA

The rising thrust to commercialize university research outputs and innovations has emerged as a significant policy challenge regarding the higher education sector's capacity to generate socioeconomic benefit. Despite emphasizing the socio-economic benefits of increased research commercialization in the policy statements and discussions, the issue of institutional factors affecting the commercialization of research outputs in universities is less mentioned. The purpose of this paper is to investigate the institutional factors, practices, and processes that influence the commercialization of research outputs in universities. A cross-sectional design was adopted and data was collected from a sample of 308 heads of academic departments in 23 chartered Universities in Uganda. The hypothesis was tested using a covariance-based Structural Equation Modelling (SEM) method in AMOS. The results indicate that institutional factors have a significant impact on the commercialization of research outputs. Therefore, there is a need for research commercialization policies such as policies on patents, and revenue-sharing frameworks in addition to training researchers in entrepreneurial skills and involving the whole change of mindset. In addition, universities need to institutionalize research commercialization targets into the performance management framework of staff such as staff appraisals, rewards, and promotions among others.

Challenges in Reforming University Curricula for Graduate Employability: Head of Academic Departments Perspective

This paper delves into the multifaceted roles of Heads of Academic Departments (HoDs) and their intricate challenges in overhauling their units' curricula to enhance graduate employability within a university college in Uganda. Originating from persistent complaints by employers and stakeholders regarding the perceived deficiency in employable skills among university graduates despite multiple curricular revisions, the study employed a qualitative methodology, gathering data from four purposefully selected HoDs through in-depth interviews. The study's findings revealed divergent interpretations of graduate employability among participants, ranging from possessing employable skills to a student's ability to complete their study programme and secure gainful employment. Additionally, participants disclosed strategies for enabling curriculum revisions, involving, and motivating stakeholders, providing effective leadership, and offering essential information and support to their staff during the curriculum review and development process. However, the study identifies several challenges participants face in revising their units' curricula, including limited stakeholder cooperation, rapidly changing societal needs, and a shortage of funds for the curriculum review and development process. Consequently, the study concludes that while HoDs are committed to reforming university curricula to promote graduate employability, their efforts are hampered by various challenges, necessitating increased institutional support to enhance their capacity to improve graduate employability effectively

The extent of social media usage for exchanging knowledge by higher education students in Tanzania

Rationale of Study – This study investigated the extent of social media usage for exchanging knowledge by higher education students in Tanzania because, during the COVID-19 outbreak, Tanzania witnessed the closure of various higher education institutions due to a lack of dependable online learning platforms.Methodology – A mixed-methods approach with a convergent research design was used in this study. Parallel mixed-methods sampling was used to select a sample of 239 out of 633 postgraduate students from the four selected higher education institutions in northern Tanzania. Interviews were conducted with eight heads of academic departments at the HEI. The quantitative data was descriptively analysed with SPSS version 24, and the results were presented as tables, frequencies, and percentages. Qualitative data were submitted to thematic analysis using Atlas.ti version 7 based on the emerging themes.Findings – The findings established that education (classmates) and WhatsApp were postgraduate students' most commonly used social media. They also perceived social media as applicable and developed positive attitudes towards it because of the advantages it offered them in academics. The study further found the frequent use of social media by postgraduate students.Implications – The study recommended that the management of HEIs ensure the availability of reliable Internet to facilitate knowledge-sharing activities and offer training on the ethical use of such platforms.Originality – This is a component of a larger PhD study submitted to the University of South Africa (UNISA), contributing to the existing body of knowledge.

Leadership styles of academic deans and department heads: university dons' perspectives on how they affect their job satisfaction

PurposeLeadership has been recognised as a critical factor for employees' job satisfaction. However, much remains to be learned about how university academics who work in developing country contexts perceive their head of departments (HoDs) and deans' leadership styles and how such leadership styles influence their job satisfaction. Therefore, extending earlier research on higher education leadership, this study was pioneered to examine deans' and heads of departments' leadership styles and how such leadership styles influenced their job satisfaction.Design/methodology/approachThis study employed an exploratory research design to draw on data from in-depth interviews with university academics sourced from two private and two public universities. Participants constituted fifteen academics (N = 15) from the studied universities. The collected data from interviews were transcribed verbatim and subjected to thematic analysis.FindingsThe findings revealed that overall, academics perceived their HoDs and deans as employing both transformational and transactional leadership styles. As such, both styles of leadership influenced academics' job satisfaction in diverse ways although the transformational leadership style appeared to be the most dominant in influencing academics' job satisfaction.Practical implicationsThe article highlights the need for university managers (i.e. heads of departments and deans) to flexibly employ preferred leadership styles to achieve job satisfaction among academics.Originality/valueFrom the theoretical point of view, this article contributes to expanding the earlier research by showing how academics' perceptions of leadership styles employed by their academic leaders shape their job satisfaction.

The Degree of Administrators’ Involvement in Change Management at Jordanian Universities over the COVID-19 Pandemic

This study aimed to identify the degree to which administrators of Jordanian universities are involved in change management (comprising planning, decision-making, organization, and guidance) over the COVID-19 pandemic and as a function of gender, qualification, years of experience, and specialization. To this end, the descriptive-analytical method was used, where a questionnaire consisting of 45 items distributed to 4 domains was developed. The study population included all administrators (college deans, heads of academic departments, and managers of administrative units) of the public and private Jordanian universities. The total number of participants was 1685 administrators, among whom 321 (19 percent) were selected as the sample group. The sample group worked in three public universities (Yarmouk University, University of Sciences and Technology, and Al Al-Bayt University), and three private universities (Jadara University, Irbid Private University, Jerash Private University) in the academic year 2020-2021. Results showed that there exist statistically no significant differences in the means of responses in relation to administrators’ involvement in change management at Jordanian universities as a function of gender and in all domains, and as a function of specialization in the domains of change in planning and change in decision-making. However, there do exist statistically significant differences in the domains of change in planning and change in decision-making in favor of higher education studies. There are also significant differences in terms of years of experience in the domains of change in planning, change in decision-making, and change in organization in favor of those with many and average years of experience. Also there are significant differences in terms of specialization in the domains of change in planning and change in guidance, with natural sciences showing higher degrees.

Decision-Making and Its Correlation with Distributed Leadership of the Heads of Academic Departments: Palestinian Universities as a Case Study

Decision-Making and Its Correlation with Distributed Leadership of the Heads of Academic Departments: Palestinian Universities as a Case Study

Bottlenecks to Inclusive Higher Education for Students with Disabilities during the COVID-19 Pandemic in Tanzania

This study explored the bottlenecks to the inclusive higher education for students with disabilities (SWD) during the COVID-19 pandemic in Tanzaniaand ways proposed to overcome them. The study useda qualitative approach that was informed by the phenomenological and multiple holistic case study design. A total of 158 research participants from four higher learning institutions in Tanzania were involved. They included 28 academic staff and 28 wardens who were selected through simple random selection.Others were 4 deans of students, 80 students with disabilities, 2 students’ leaders with disabilities, 8 personal assistants of students with physical impairments,and 8 heads of academic departments (these were purposively selected). The sample size was, however, determined by the point of saturation. Data were collected through interviews, focus group discussion (FGD), and direct observation where thematic analysis was used for data analysis. The findings revealed that allocation of rooms without consideration to SWDs and their personal assistants, difficulties in accessing information, unhygienic hostels, mobility difficulties, difficulties in access to preventive facilities and inadequate counselling services were part of the bottlenecks to inclusive higher education among SWD during COVID-19. The paper suggestsways to overcome the bottlenecks to inclusive education such as allocating rooms for SWDs and their assistants, improvement of infrastructures, orientation on mobility, and purchasing facilities and equipment which improvehygiene within inclusive education. It is recommended in this paper that the universities should establish units and resource centres well furnished with necessary equipment for students with disabilities which will be responsible for all matters related to SWDs.

Organizational Improvisation among Heads of Academic Departments: Y armouk and Ajloun University Faculty Members Perspective

Organizational Improvisation among Heads of Academic Departments: Y armouk and Ajloun University Faculty Members Perspective

South Africa’s Psychiatric training capacity in 2008 and in 2018. Has training capacity improved?

Background: There is a deficit of psychiatrists in South Africa, and to our knowledge, there is no situational analysis of training posts for psychiatrists in the country.Aim: To compare the number of specialists and subspecialists in training and training posts available in 2008 and 2018.Setting: South African medical schools with departments of psychiatry.Methods: A situational analysis involving data collection through a survey completed by eight heads of academic psychiatric departments followed by a comparative analysis of the two aforementioned years.Results: Data shows an 11% increase in funded and unfunded posts combined and a 9.3% increase in funded posts. The occupancy of funded posts decreased (92% in 2008 to 82% in 2018). When considering both funded and unfunded posts, only three more psychiatrists were being trained in 2018. Supernumeraries appointed in unfunded posts can be expected to return to their countries of origin. As such, a decrease in filled funded posts likely reflects a decrease in training psychiatrists destined to work in South Africa. While child and adolescent psychiatry was the only sub-speciality with accredited training posts in 2008, all sub-specialities included on the questionnaire had accredited training posts in 2018, and the number of accredited training posts in child and adolescent psychiatry doubled. That said, many of the posts were unfunded and vacant.Conclusion: While there was an increase in posts from 2008 to 2018, many posts remained unfilled. As such, not only are additional funded training posts required but also strategies to increase post-occupancy and successful completion of training.Contribution: This study is the first situational analysis of specialist and subspecialist training posts in Psychiatry in South Africa, at two time points over a 10 year period, that draws on academic heads of departments of psychiatry as respondents. The study highlights the nominal increase in funded training posts over this period, especially subspecialist training posts. The majority of Health Professions Council of South Africa (HPCSA) accredited subspecialities in Psychiatry have no funded training posts which is particularly concerning.

Strategies Used for Effective Research Supervision in the Completion of Postgraduate Studies in Selected Universities of Uganda

Research supervision is key, yet it has been faulted for delayed completion of postgraduate studies, particularly at Master’s degree and PhD levels in Uganda. This study sought to establish the strategies for effective research supervision, especially during the COVID-19 lockdown. The study was guided by the phenomenological research design using a qualitative approach. Structured questionnaire was administered to 105 supervisors, while in-depth interviews were conducted with 3 deans/directors and 15 academic department heads. Field data was supplemented with a review of relevant documents. Data were analysed using the thematic analysis technique. Findings revealed that the sampled universities used various supervision strategies including online research supervision, corroborative supervision, coordination, workshops to (re)tool supervisors and students; and motivation and administrative follow-ups to track students’ and supervisors’ progress to enhance students’ completion of postgraduate research. The study recommends that universities design and incorporate online research supervision policies and guidelines in graduate training policies and ensure that they are operationalised. Furthermore, universities should provide a robust virtual infrastructure to enable online supervision. In addition to team supervision, continuous (re)tooling of students and supervisors, establishment of research coordination offices and progress tracks, the adoption of flipped supervision in which supervision approaches, spaces, and student and supervisor roles are varied should be considered. Universities could also consider developing courses on the pedagogy of postgraduate supervision in which research coordinators, supervisors and students receive training in the identified strategies and other strategies to improve postgraduate completion rates. Areas for further study have also been recommended.