Public Universities In Uganda Research Articles

Staff Commitment in Ugandan Public Universities: Does Servant Leadership Matter?

This study investigates how staff commitment in Uganda's public universities is impacted by servant leadership. In many organizational contexts, servant leadership a leadership philosophy that puts the needs of the team first and motivates leaders to serve their staff has been gaining traction. Empirical research on its impact on staff commitment in Ugandan public universities is limited, despite its potential advantages. By examining whether and how servant leadership impacts staff commitment in the education sector, this study seeks to close this knowledge gap. The results of this study may influence leadership practices in public universities in Uganda as well as in other comparable educational environments worldwide. This study looks at how staff members' commitment to their schools is affected by public university leaders' servant leadership behaviours. Data for the study came from 214 employees of Uganda's public universities. A servant organizational leadership assessment scale was used to gauge the servant leadership behaviours of university administrators, and an organizational commitment scale was used to gauge staff members' organizational commitment. This study shows a significant and favourable correlation between staff members' commitment to the university and the servant leadership behaviours of university leaders. Servant leadership was a strong predictor of staff commitment.

Experiences of Female Scientists in Research Networks in STEM fields in Public Universities in Uganda

Experiences of Female Scientists in Research Networks in STEM fields in Public Universities in Uganda

Socially responsible leadership and employee’s work passion in public universities in Uganda: the mediating effect of psychological safety

ABSTRACT The major purpose of this study was to find out the impact of Socially Responsible Leadership on employee’s work passion with mediating role of psychological safety among a sample of 214 permanent faculty members and administrative staff of Public Universities in Uganda. A self-administered questionnaire was distributed among the participants for data collection. Data analysis was done by using SPSS software program, version 23.0. Pearson correlation coefficient and Mediation analysis by using ‘PROCESS’ were applied to find out the association between Socially Responsible Leadership, psychological safety and employee’s work passion as well as the mediating effect of psychological safety between Socially Responsible Leadership and employee’s work passion. The study clearly signified the positive link of Socially Responsible Leadership with psychological safety and work passion. Moreover, the mediation analysis showed that psychological safety partially mediated this link. These findings incite the importance of Socially Responsible Leadership in the organizations by exhibiting that employee’s feeling about psychologically safety which makes them more passionate about work. This study guides the leaders, managers and supervisors that need to pay more attention to behavior at the workplace. Moreover, this study indicates that psychological safety of the employees is strongly affected by the ethical behavior of leader which in return increases the work passion of the employees.

Leadership Styles and Organisational Effectiveness in Selected Public Universities in Uganda

This study assessed the influence of leadership styles on organisational effectiveness of selected public universities in Uganda. Specifically, the study assessed the influence of transformational, transactional and laissez-faire leadership styles on organisational effectiveness. The study used the correlational research design on a sample of 93 respondents that were university managers, namely administrative and academic heads of Busitema and Kyambogo Universities in Uganda. Data was collected using a self-administered questionnaire and analysed using quantitative methods that were descriptive and partial least squares structural equation modelling (PLS-SEM) with the help of SmartPLS. Descriptive results revealed that organisational effectiveness, the use of transactional and laissez-faire leadership styles were moderate while the use of the transformational leadership style was high. SEM results indicated that while the transformational and transactional leadership styles had a significant positive influence on organisational effectiveness, the laissez-faire leadership style had a positive but insignificant influence on organisational effectiveness. It was, therefore, concluded that the transformational leadership and transactional leadership styles are imperative for organisational effectiveness of public universities but the laissez-faire style is not. The study recommended that university leaders should emphasise the use of the transformational and transactional leadership styles to enhance organisational effectiveness. However, university leaders should minimise the use of the laissez-faire leadership style. The significance of this study is that it identifies leadership styles that are necessary for enhancing organisational effectiveness.

Leadership Styles and Organisational Effectiveness in Selected Public Universities in Uganda

This study assessed the influence of leadership styles on organisational effectiveness of selected public universities in Uganda. Specifically, the study assessed the influence of transformational, transactional and laissez-faire leadership styles on organisational effectiveness. The study used the correlational research design on a sample of 93 respondents that were university managers, namely administrative and academic heads of Busitema and Kyambogo Universities in Uganda. Data was collected using a self-administered questionnaire and analysed using quantitative methods that were descriptive and partial least squares structural equation modelling (PLS-SEM) with the help of SmartPLS. Descriptive results revealed that organisational effectiveness, the use of transactional and laissez-faire leadership styles were moderate while the use of the transformational leadership style was high. SEM results indicated that while the transformational and transactional leadership styles had a significant positive influence on organisational effectiveness, the laissez-faire leadership style had a positive but insignificant influence on organisational effectiveness. It was, therefore, concluded that the transformational leadership and transactional leadership styles are imperative for organisational effectiveness of public universities but the laissez-faire style is not. The study recommended that university leaders should emphasise the use of the transformational and transactional leadership styles to enhance organisational effectiveness. However, university leaders should minimise the use of the laissez-faire leadership style. The significance of this study is that it identifies leadership styles that are necessary for enhancing organisational effectiveness.

Work-life Balance, Gender Role Beliefs, Gender Participation and Women's Representation in Leadership Positions in Public Universities: A Case of Makerere University

The purpose of the study was to determine the relationship between work-life balance, gender role beliefs, gender participation, and women's representation in leadership positions in public universities in Uganda. 280 staff from Makerere University responded to the study. A cross-sectional study survey was adopted which involved descriptive, correlation, and regression approaches. The findings of this study revealed work-life balance, gender role beliefs, and gender participation significantly and positively influence women's representation in leadership positions at Makerere University in Uganda. Women who take on more leadership roles at Makerere University have to realize work-life balance. Women have to be given equal opportunity to participate in all university activities with support accorded to them just as the case is, with male employees. They should be supported to take on leadership roles and higher academic qualifications just as their male counterparts. The results show that among other driving forces to venture into leadership positions, achieving work-life balance is one of the most significant ones. Lack of ample time, gender stereotypes, social and cultural norms as well and family responsibilities are the greatest hindrances women face in achieving balance hence hindering their representation in leadership positions in Makerere University. This study shows how women's representation in leadership positions can be improved by family, domestic, and work-related factors.

The Impact of Servant Leadership and Psychological Safety on Socially Responsible Leadership in Ugandan Public Universities

This article explores the concept of servant leadership, psychological safety and socially responsible leadership in the context of public universities in Uganda. The article aims to highlight the significance of fostering a safe and inclusive environment within academic institutions, and the role of leaders in promoting ethical and socially responsible practices. It explores the significance of these concepts in creating a conducive, inclusive, and empowering environment for staff. Through the examination of existing literature and research, this article emphasizes the importance of Servant Leadership, Psychological Safety and Socially Responsible Leadership for the well-being and success of staff within public universities in Uganda. Therefore, the purpose of this study is to examine the relationship between Servant Leadership, Psychological Safety and Socially Responsible Leadership in Ugandan Public Universities. Using a cross-sectional and correlational design, useable questionnaires were received from 214 respondents from Public Universities in Uganda. The data were analyzed using Statistical Package for Social Sciences. Results indicate that Servant Leadership and Psychological Safety are positively and significantly related with Socially Responsible Leadership. This study provides insights on the initial understanding of the association between Servant Leadership, Psychological Safety and Socially Responsible Leadership using evidence from Public Universities in Uganda.

Staff Capacities for Inclusive Teaching and Learning of Students with Visual Impairment: A Case of Public Universities in Uganda

Enrolment of students with visual impairment (SVIs) into higher education is rising globally, hence the need for inclusive learning environments and practices in universities. Academic staff are pivotal in ensuring inclusive practices in universities, given their pedagogic roles. Drawing on a larger project, this paper explores academic staff capacities for inclusive teaching and learning of SVIs in three public universities in Uganda. The study employed a qualitative interpretivist approach, specifically a case study design, and was theoretically informed by the social model of disability. Data was collected from three purposively selected public universities that enrol SVIs, from a sample of 73 respondents, comprising 17 academic staff, 09 academic leaders (4 Faculty Deans, 5 Heads of departments), 29 SVIs, and 18 administrative staff, using interviews, focus group discussions (FGDs), document analysis and non-participant observations. All data sets were analysed thematically. Findings show minimal staff capacities for inclusive teaching and learning of SVIs. The majority of the staff lacked awareness and sensitivity to the SVIs’ learning needs due to poor coordination and information flow across university units that interface with students with disabilities. Staff capacities to adapt teaching and assessment processes for SVIs were also low, attributed to a lack of formal training and orientation in teaching SVIs, except for staff with academic backgrounds in special education and disability studies. The findings underscore the role of staff training in inclusive practices informed by Universal Design for Learning (UDL) principles and better coordination among university units for holistic, inclusive participation of SVIs

Attitudes and perceptions of undergraduate nursing students towards the nursing profession.

Nursing students either possess positive or negative attitudes and perceptions about the nursing profession. Their attitudes towards the profession depict the quality of care they will offer to patients upon qualification. This study aimed to determine the attitudes and perceptions of undergraduate nursing students towards their profession. This equal-status mixed methods study involved a census sample of 165 nursing students from year one to year four in two public universities in Uganda. Attitude Scale for Nursing Profession was used to collect quantitative data in the period between 20/11/2021 and 22/01/2022. Focus group discussions were held to collect qualitative data about the perceptions. Majority of the students (81.8%) had positive attitudes towards the nursing profession. There was a significant difference in attitudes based on year of study and entry scheme (R2 = 0.12, F = 2.21, p = 0.01). Nursing was perceived as a poorly remunerated, unpopular profession with bias towards recruitment of lower cadres. The results of this study showed that the attitudes of undergraduate nursing students towards the nursing profession were positive but their perceptions about the nursing profession were negative. An interventional study is recommended to facilitate a more positive change among nursing students.

Student Teachers’ Experiences with Classroom Engagement in Large Undergraduate Classes in Selected Public Universities in Uganda

The rapid growth in enrolment in undergraduate teacher training programmes calls for a pedagogical innovation geared towards effective participatory classroom instruction. The purpose of this mixed study was to explore classroom engagement experiences with large classes as lived by student teachers at the selected public universities in Uganda. The level of behavioural, cognitive, emotional and agentic engagement among student teachers was investigated, as well as their experiences with these domains. Consequently, data from hermeneutical phenomenological and crosssectional survey design was triangulated. Proportionate random sampling was used to select 396 student teachers and purposive sampling was used to select nine focus groups from the selected public universities. Manifest content analysis was used to describe and infer meaning from participants’ statements. According to the mean and standard deviation ratings, large classes performed unsatisfactorily in terms of overall classroom engagement (M=3.4, SD=0.9) and agentic engagement (M=2.7, SD=1.0). However, they acknowledged being behaviourally, emotionally and cognitively engaged (M=3.6, SD=0.8; M=3.6, SD=0.9; M=3.8, SD=0.8). Focus group narratives revealed inadequate class support, incivility, social presence and interaction, passivity and discomfort experiences as key themes that influenced the participants’ engagement levels. They felt less in control of their learning experiences and had limited opportunities to make decisions that affected their learning outcomes. Social and academic responsibilities like signing attendance sheets, taking notes and meeting with friends significantly maintained class attendance. It was recommended to improve the training of lecturers in effective engagement techniques for large undergraduate classes, and universities to invest resources in providing textbooks, reference materials and digital technologies to facilitate constructive learning and classroom participation.

The Relationship between Entry Grades of Students Admitted to Public Universities in Uganda under Direct Entry Schemes and Their Academic Performance: Implications for Admission Policies

Although studies on relationships between entry qualification and academic performance show that students who excelled academically in entry qualification often perform better than those with low entry qualification in subsequent examinations, this argument has been questioned. This study explored the relationship between entry grades of undergraduate students and academic performance in public universities in Uganda in the first and final years of their studies. A retrospective cohort analysis of data for undergraduate students of Gulu and Makerere Universities using a sample of 2825 academic records from 2013-2016 was conducted. Descriptive statistics and Pearson correlation analysis were used for analysis. Results revealed a significant relationship between entry scores and students’ academic performance for those admitted on national merit, district quota, affirmative action schemes and private sponsorship schemes in four university programs. However, there was no significant correlation between entry scores and students’ academic performance in the Bachelor of Medicine and Bachelor of Surgery programs. Although male students joined with lower grades than females, their performance in the final year was better than their female counterparts. Therefore, this study confirms that the entry qualification score predicts academic outcomes in the early and exit stages of the university. These findings support the current Government entry criteria for public universities, provide important information for the admission committee decisions, and may have implications for admission policies. However, the lack of a significant correlation between entry qualification scores and students’ academic performance in Bachelor of Medicine and Bachelor of Surgery could indicate the need to revisit admissions criteria for this program. Future studies should go beyond the commonly used GPA to measure academic performance by including non-cognitive factors such as practical skills, clinical skills, and professionalism. Furthermore, the role of background and sociodemographic factors in influencing academic performance at public universities should be considered alongside the pre-entry qualification score

Digital Teaching Competence and lecturers Self-Efficacy in OnlineClasses: Insights from Public Universities in Uganda

The COVID-19 pandemic which resulted in the lockdown of educational institutions hastened the adoption of online classes. However, especially in public universities in Uganda, online teaching and learning was received with mixed feelings by students and some lecturers. Nevertheless, it is incontestable that the COVID-19 pandemic ushered in many different ways of doing things, such as compulsory online teaching and learning. This study seeks to obtain insights into the digital teaching competences of lecturers and their self-efficacy in online classes. Specifically, the study examined the relationship between lecturers’ course design, technical, course communication and time management competences with their self-efficacy in online classes in terms of instructional methods, student management and student engagement. This correlational study involved a sample of 327 academic staff from four public universities. Data was collected using a self-administered questionnaire and analysed quantitatively. Data analysis involved structural equation modelling using partial least square structural equation modelling (PLS-SEM). The results revealed that course design, course communication and time management competences had a positive and significant influence on lecturers’ self-efficacy in online classes. However, digital technical competence had a positive but insignificant influence on lecturers’ self-efficacy in online classes. The conclusions of the study are to the effect that the capacity to design online courses is imperative for lecturers’ self-efficacy in online classes, course communication competence is essential for lecturers’ self-efficacy in online classes, and time management competence is vital for lecturers’ self-efficacy in online classes. However, digital technical competence is not very imperative for lecturers’ selfefficacy in online classes. The study recommends that university managers should develop lecturers’ capacity to design online courses, develop their online course communication competence, and sensitise lecturers about the importance of time management in teaching online classes. Nonetheless, university managers should not over emphasise digital technical competence of lecturers.

Satisfaction with Human Resource Management Practices and Job Performance of Academic Staff in Public Universities in Uganda: A Case of Kyambogo University

The quality of job performance of employees, regardless of context, cannot be any better than the quality of Human Resource Management Practices (HRMPs) at the place of work. This cross-sectional survey study provides insights regarding the relationship between satisfaction with HRMPs and the job performance of academic staff in public universities in Uganda. The study comprised a sample of 198 from a population of 406 full-time academic staff of Kyambogo University. Data was collected using a questionnaire and analysed using SPSS for descriptive analysis and SmartPLS for Structural Equation Modelling (SEM). Descriptive results showed that teaching performance was high while research and publication and community service performance were moderate. The results revealed that satisfaction with placement, development, engagement and talent retention HRMPs was moderate while satisfaction with human resource (HR) recruitment was slightly high. Overall, job performance was high while satisfaction with HRMPs was moderate. SEM revealed that while HR recruitment practices and placement had a positive significant influence on job performance, the influence of HR development, retention and engagement practices was insignificant. It was concluded that high and moderate satisfaction of academic staff with HR recruitment and placement, respectively, is imperative for their job performance. However, moderate satisfaction with HR development, engagement and talent retention practices impedes job performance of academic staff. This study recommended that university managers should ensure that HR recruitment and placement practices implemented provide satisfaction to academic staff. University managers should also ensure that satisfying HR development, engagement and talent retention are designed and implemented.

Employee Engagement and Job Performance among Academic Staff in Public Universities in Uganda

The purpose of this study was to find out the relationship between employee engagement and job performance among university academic staff. The study, conducted at Makerere University, was guided by questions on the levels of engagement and performance among academic staff. A null hypothesis on the significance of employee engagement and job performance was also stated for investigation. The population of the study was comprised of 485 academic staff from10 different schools. A sample of 136 respondents was reached using a selfadministered questionnaire containing closed-ended items along a Likert scale as well as open-ended questions. Analysis was done using the Statistical Package for Social Sciences (SPSS) version 21 by way of sums, means, frequencies, percentages and a bivariate, Pearson correlation coefficient. The findings, based on percentages and in agreement with statements, revealed that both employee engagement and job performance levels were high. There was a positive significant relationship between employee engagement and job performance (r=.391, p<0.05). The null hypothesis was rejected, meaning that engagement levels impact on performance. The recommendations, basing on the findings, focused on central and section managers developing strategies to heighten engagement levels in order to improve performance. This includes timely disbursement of financial and non-financial rewards, involvement of staff in decision, proper management of performance with reference to acceptable, barrier-free and well-scheduled appraisals as well as the provision of a conducive working environment.

Policy Support and Research Productivity among Lecturers in Ugandan Public Universities: Case of Kyambogo University

In today’s competitive global higher education market, research productivity has become a dominant criterion for determining the university’s effectiveness. Besides, high-quality research benefits individual academics, their departments and institutions by raising their global rankings, recognition and prestige, with multiple accruing benefits. However, in a situation of low research output from Ugandan public universities, there is urgent need for increased organisational support to facilitate lecturers in conducting this cardinal university function. This mixed-methods study was, therefore, intended to evaluate the effect of the university research policy on lecturers’ research productivity in Kyambogo University, one of the biggest but relatively new public universities in Uganda. A correlational survey design guided the study using both qualitative and quantitative approaches. A sample of 127 PhD-holding lecturers, three faculty deans, Directors of Quality Assurance and Human Resource, the University Bursar and the University Librarian participated in the study. Data collected using questionnaire and interviews were analysed using structural equation modelling for quantitative data while thematic content analysis was used for qualitative data to establish relationships between the variables. The findings revealed moderate policy support for research productivity with a mean value of 3.07, a positive and significant relationship between the variables with a beta value of .416 and a P-value of .000. The study recommended the formulation and implementation of favouring and supportive policies to increase lecturers’ research productivity in public universities. The findings will likely be used to inform university managers on generating practical policy interventions to boost research productivity among lecturers in public universities.

Talent Management: The Game Changer for Work Engagement of Non-Teaching Workforce at Kyambogo University, Uganda

The challenge in public universities in Uganda is that university non-teaching staff are disengaged and take their jobs for granted, hence never make an effort to serve to the satisfaction of students and other stakeholders. This study examined whether talent management strategies employed by the universities were a game changer for work engagement of the non-teaching workforce in public universities. Specifically, the study tested whether talent management in terms of talent attraction, talent development and talent retention had a relationship with work engagement of the non-teaching workforce in public universities. The study employed a correlational research design on a sample of 201 non-teaching staff. Data was collected using a questionnaire survey. The findings revealed that talent attraction and talent development had a positive significant relationship with work engagement of the non-teaching workforce. However, talent attraction had a negative and insignificant relationship with work engagement of the non-teaching workforce. It was concluded that talent attraction strategies in terms of selective recruitment and selection, and talent development in the form of performance appraisal, training and promotion are game changers for work engagement of the non-teaching staff. However, weak retention strategies hamper employee engagement. The study recommends that managers of universities should implement game-changing talent attraction strategies and talent development practices to enhance work engagement of the non-teaching workforce. It is also recommended that university managers should strengthen talent retention strategies to promote work engagement of the non-teaching workforce.

An Investigation of Enterprise Resource Planning capabilities Influencing Performance of Uganda Universities: An Empirical Review

Public universities play an important role in economic development in Uganda. As the number of public universities increase, their performance becomes key competitive factor. Enterprise Resource Planning Systems (ERPs) is seen as a solution for improved performance. The purpose of this study was to investigate the effect of Enterprise Resource Planning System capabilities on performance of Uganda universities. Universities in Uganda have been performing poorly because of inadequate infrastructure, poor service delivery, lack of management support and unwarranted information insecurity. The objective of this study was to establish the role of information security, examine the influence of management support, evaluate the effect of information system infrastructure and to determine the relevance of service delivery on performance of universities in Uganda. The study was guided by the contingency theory and the Actor Network Theory. This paper discusses secondary data evidence that prevail on the role of Enterprise Resource Planning System integration in Public Universities in Uganda. A number of journal articles were reviewed. The study found out that management support, information security, service delivery, information system infrastructure has a positive effect on performance of universities. Results depicted that Enterprise Resource Planning System had strong effect on performance of organizations including public universities, though less studied in the Uganda context. Conclusively, the role of Enterprise Resource Planning System on performance of Public Universities in Uganda requires field-based empirical evidence by recent research attention. This could also be utilized to develop a model for assessing performance of organizations by Enterprise Resource Planning System.

Patients’ attitudes towards involvement of medical students in their care at university teaching hospitals of three public universities in Uganda: a cross sectional study

BackgroundComfort of patients with medical students is important and promotes appropriate clinical reasoning and skills development in the students. There is however limited data in this field in Uganda. In this study, we examined the attitudes and comfort of patients attending care at the medical and obstetrics/gynecology specialties in teaching hospitals of three public universities in Uganda.MethodsWe conducted a cross sectional study among patients attending care at teaching hospitals for three public universities; Makerere University (Mak), Mbarara University of Science and Technology (MUST), and Gulu University (GU). Logistic regression was used to determine the magnitude of associations between independent and dependent variables. Two-sided p < 0.05 was considered statistically significant.ResultsEight hundred fifty-five patients participated in the study. Majority were aged 18 — 39 years (54%, n = 460), female (81%, n = 696) and married (67%, n = 567). Seventy percent (n = 599) of participants could recognize and differentiate medical students from qualified physicians, and had ever interacted with medical students (65%, n = 554) during earlier consultations. Regarding attitudes of patients towards presence of medical students during their consultations, most participants (96%; n = 818) considered involvement of medical students in patients’ care as essential ingredient of training of future doctors. Most participants prefer that medical students are trained in the tertiary public hospitals (80%; n = 683) where they attend care. Participants who were single/never married were 68% less likely to recognize and differentiate medical students (aOR = 0.32, 95%CI: 0.22 — 0.53) from other members of the healthcare team as compared with married participants. Participants with university education had 55% lower odds of being comfortable with presence of medical students during consultation compared to those with primary education (aOR = 0.45, 95%CI: 0.21 — 0.94). Participants from MUST teaching hospital had twofold higher odds of being comfortable with presence of medical students compared to participants from Mak teaching hospitals (aOR = 2.01; 95%CI: 1.20 — 3.39).ConclusionPatients are generally comfortable with medical students’ involvement in their care; they prefer to seek care in hospitals where medical students are trained so that the students may contribute to their care. Medical students need to introduce themselves appropriately so that all patients can know them as doctors in training; this will promote patients’ autonomy and informed decisions.

Perception Variances between Administrative and Academic Staff on Ethical Practices and Information Security: The Question of Students Examination Records in Public Universities in Uganda

Investigations on the ethical practices and information security variance perceptions between academic and administrative staff were confirmed in Public Universities in Uganda. Four data collection phases included: testing the impact of ethical practices on information security among administrative staff; their ranking of factors likely to improve loyalty; academic staffs’ perception on the highly ranked factors that impact loyalty and, key informant interviews to substantiate key findings. Results confirmed loyalty as a stronger predictor of information security among administrative staff, which finding was considered inconsequential in matters of examination security by the academic staff. Whereas job satisfaction, high salaries, training and development were reported to increase loyalty among administrative staff, academic staff ranked personal integrity and commitment to excellence as most important. The varying perceptions could be attributed to divergent personal values, different technical and or professional backgrounds and corporate cultures. Findings provide new information security policy interventions, highlight the departure from conventional approaches of fighting examination security vices and call for innovations that address diverse stakeholders’ work dynamics. Key recommendations include stringent recruitment practices, rapid re-skilling and regular sensitisation, improved remuneration, and high scores on examination security attributes in performance agreements for all staff handling examinations. Undertaking a single study to investigate the different perceptions of both administrative and academic staff using a four step procedural interrelated approach is a major methodological contribution to research quality. The conceptualised ethical practices’ dimensions could stimulate current debate in Universities.

Gender, family background, cynicism and ethical sensitivity of future procurement professionals in a developing country context: evidence from Ugandan universities

PurposeSome scholars argue that ethical awareness increases alongside work experience,whereas others agree that ethics education shapes ethical awareness and that cheating in college predicts unethical behaviour in subsequent professional environment. The purpose of this paper is therefore to investigate the level and antecedents of ethical sensitivity of future procurement professionals.Design/methodology/approachAn exploratory descriptive survey of a sample of 303 final year procurement students from the two largest public Universities in Uganda was conducted. Using Statistical Package for (SPSS) and Amos Version 27, data were analysed by using means, standard deviations, exploratory and confirmatory factor analyses and correlation analysis.FindingsThe study revealed that future procurement professionals exhibit low levels of ethical sensitivity. However, contrary to the general observations from the extant literature, gender and family background of students do not determine both ethical sensitivity and cynicism. Moreover, this study establishes that cynicism is positively associated with instances that depict low ethical sensitivity.Research limitations/implicationsThis paper contributes to providing an empirical understanding of the derivation of unethical behaviour in procurement practice. Grounded in Aristotle’s organic theory of state and moral habituation, this argues that future procurement professionals posses natural proclivities that trigger their social instincts and membership to multiple associations in actualising their innate potential for ethical behaviour. This supports the notion that humans are potentially virtuous, whereby morality is learned, imitated, emerges and perfects through repetitive actions and is therefore incremental.Practical implicationsThe findings mirror what prevails in practice in Uganda, where procurement practitioners have been implicated in unethical practices regardless of their gender and family background. This signals that managers should not recruit or deploy procurement personnel based on gender or family background.Originality/valueWhile research on ethical sensitivity of students has been focussed on other disciplines such as accounting, nursing and other business studies, this paper focusses on ethical sensitivity of procurement students aspiring to join a professional environment that is severely marred with unethical practices. Further, Aristotle’s moral habituation and organic theory of state invoked in this study underline the synergies of both nature and nurturing in inculcating ethicality in procurement professionals.