Management

Permanent URI for this collectionhttps://ir.iguka.ac.ug/handle/123456789/43

Browse

Browsing Management by Issue Date

Filter results by year or month
Now showing 1 - 5 of 5
  • No Thumbnail Available
    Item
    The Reality of the ‘Publish or Perish’ Concept, Perspectives from the Global South
    (Springer, 2022) Amutuhaire, Tibelius
    Historically, educators in higher education (HE) were expected to educate, generate knowledge, and do community service. With some commentators arguing that an academic must ‘publish or perish’, the expectation to create knowledge through research became overemphasized. The concept is widespread in HE institutions around the world. It aids to keep staff, particularly those in universities, constantly engaged with relevant knowledge works in their fields of expertise. According to this viewpoint, research publications are the most important factor in determining whether an academic or an administrator gets employed, promoted, acknowledged, retained, or not hired. The idea of ‘publish or perish’, on the other hand, is based on the dominant Western knowledge creation realities, which largely misrepresent or ignore African realities. To avoid perpetuating inequalities in academia, it is critical to re-examine how this idea informs knowledge creation in Africa. For example, the enormous number of publications required for one to advance up the academic ladder comes at a hefty cost that is not always feasible to low-paid academics in Africa’s resource-poor countries. This limits promotion of some individuals. Basically, for many Africans, what matters is the information gained, not how many times one’s work is acknowledged in scholarly publications. We need to establish knowledge-creation processes that are tailored to African realities. To that goal, we must strike a balance between having numerous publications with the potential to have an impact on society, given that developing solutions to development concerns appears to be more vital for Africa right now. This paper problematizes the ‘publish or perish’ concept for African academics, especially those intending to make an impact in their society with a purpose of eliminating inequalities in academia.
  • No Thumbnail Available
    Item
    Higher education and social responsibility: a proposal for internationalization of university—community engagements; perspectives from Uganda
    (BMC, 2023) Amutuhaire, Tibelius
    One of the traditional missions for universities was community service which was updated to entail community engagement. Community engagement is a component of the internationalization of higher education which aspires to improve service delivery within society. Though universities in Uganda have always engaged with communities, they have always done so disregarding the international dimension of higher education. Simultaneously, contemporary approaches to internationalization are primarily concerned with scholarly debate and discussion of societal challenges. However, merging internationalization with community engagement would better serve local and global communities. This is now more relevant considering global challenges such as COVID-19, terrorism, and climate change. Universities should now work more closely with communities to enrich scholarship, contribute to public good aims, and address the current critical social issues. Therefore, university–community engagement should go beyond institutional and disciplinary boundaries that restrict possibilities for fruitful engagement with local and global communities in today’s rapidly changing world. This paper explores the international dimension of community engagement in Uganda’s universities. Using a narrative literature review, the paper highlights how to merge internationalization with community engagement without reproducing inequalities but emphasizing fairness and social justice. The paper holds that community engagement should be integrated into the broader internationalization agenda of universities for better service delivery.
  • No Thumbnail Available
    Item
    Regionalization and Higher Education Student Mobility in East Africa: Examination of Opportunities and Challenges from the Ugandan Context
    (OJED, 2024) Amutuhaire, Tibelius
    There is an increasing trend toward regionalization as higher education adapts to openness and globalization. In response, East African countries formed networks and partnerships that strengthened business, higher education, student and staff mobility, and research. This is because regionalization is embedded in East Africa's economy, politics, culture, and social norms. In addition, regionalization is influenced by internationalization and globalization. It promises development opportunities, although challenges are inevitable. This paper examines the contributions of regional student mobility to East Africa's development. We use neoliberal and world systems theories to illuminate the advantages and disadvantages of regionalizing higher education and explain how partner states can maximize opportunities and minimize challenges. Data was collected through convenience sampling of two hundred international students and two staff members in international students' offices. Data analysis revealed that the regionalization of East African higher education reflects historical power relations; it has benefits though founded on inequalities.
  • No Thumbnail Available
    Item
    Higher Education Systems and International Student Mobility in East Africa
    (International Journal of African Higher Education, 2025) Amutuhaire, Tibelius
    The internationalization of higher education (IHE) — especially through international student mobility (ISM) — has been widely studied, but most of this scholarship draws on evidence and perspectives from the global North. As a result, research on IHE often overlooks the specifc historical, political, and socioeconomic contexts that shape student mobility within Africa. This paper employs a mixed-methods approach to investigate how students’ perceptions of the quality, governance, and reputation of HE systems in both their home and host countries influence patterns of intra-Africa student mobility, drawing on evidence from East Africa. The fndings suggest that the movement of students within the region is shaped not only by practical considerations, but also by colonial legacies, each country’s history of hosting international students, and the impact of neoliberal reforms in HE. By situating student mobility within these broader structural and historical contexts, this study contributes to a more nuanced understanding of how HE systems shape mobility within Africa and adds to the growing body of critical scholarship on internationalization. Ultimately, this work points to the need for more regionally grounded research on student mobility across the global South.
  • No Thumbnail Available
    Item
    Intra-Africa Student Mobility and Social Class Reproduction: Implications for Equity and Inclusivity
    (SAGE, 2025) Amutuhaire, Tibelius
    Abstract International Student Mobility (ISM) is the most popular activity in the internationalization of higher education, and it has grown over the years in terms of numbers and study destinations. This study examines intra-African student mobility using evidence from East Africa and theoretical orientations of critical internationalization, which holds that internationalization thrives on and propagates inequalities between individuals and social systems. The study investigated the extent to which intra-African ISM reproduces social inequalities using data collected through mixed methods and analyzed using SPSS and thematic analysis. The study shows that international students in Uganda are mainly from the East African region and are from the wealthiest families. The findings further indicate that these students and their households seek to reproduce their social status by participating in ISM. However, expanding mobility opportunities in favor of students from lower social classes would make internationalization more equitable and inclusive.