Staff Publications

Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

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Record number 497445
Title The current status of teaching staff innovation competence in Ugandan universities: perceptions of managers, teachers, and students
Author(s) Kasule, G.W.; Wesselink, R.; Noroozi, O.; Mulder, M.
Source Journal of Higher Education Policy and Management 37 (2015)3. - ISSN 1360-080X - p. 330 - 343.
DOI http://dx.doi.org/10.1080/1360080X.2015.1034425
Department(s) Education and Competence Studies
WASS
Publication type Refereed Article in a scientific journal
Publication year 2015
Keyword(s) innvovation competence - status quo - teaching staff - university - Uganda
Abstract How competent are university teaching staff to deliver effectively their present and future university duties in Uganda? This question was explored in this study by collecting data from managers (n = 90), teachers (n = 126), and students (n = 179) through a questionnaire administered at Kyambogo University. The results show that teacher performance in the role of innovating; knowledge society facilitating; collaborating and networking; higher education designing and developing; and entrepreneurship, could not be considered as satisfactory. It was also established that there are significant differences in the perception of the aforesaid among the respondent categories. The findings suggest that urgent intervention is needed to develop teacher innovation competence if Uganda wants to have an effective higher education. This study also highlights the centrality of using various internal key stakeholders in the educational system such as students and educational managers if effective teacher performance evaluation is to be attained in universities.
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