Maria K. Barifaijo, Gerald Karyeija, Rose Namara, Stella Kyohairwe, Proscovia N. Ssentamu Uganda Management Institute

CITATION: Barifaijo M. K., Karyeija G., Namara N., Kyohairwe S. & Ssentamu P.N., November (2015), Workload Policy and its Intricacies in the Academic Profession: Implications for Higher Education Institutions in Uganda: International journal of Social Sciences & Education(IJSSE) Volume 1 (4), 270 -301. ISSN 2105 6008.

Abstract

This research investigated how workload policies in higher education institutions in Ugandaaffected the academic profession and institutions in general. Components of workload, workload estimation and computation for academic staff in higher education institutions (HEIs) were considered. This deliberate effort aimed to establish a more equitable estimation, the actual assignment and evaluation of the academic professionals and how it affects their teaching, third mission, research, general motivation and their retention. Further, the study sought to establish the intricate of computation of workload, examined its implication on the academic profession in higher education institutions (HEIs) in Uganda. More specifically it addressed the following questions:

(1) what is the relationship between workload policy and research output in HEIs in Uganda?

(2) How does workload policy affect productivity of the academic staff in HEIs in Uganda?

(3) What implication does workload policy have on quality of delivery in HEIs in Uganda?

(4) To what extent does workload policy influence knowledge sharing in HEIs in Uganda? And

(5) To what extent has workload computation affected motivation of academic staff in HEIs in Uganda?

The study employed both qualitative and quantitative approaches with the use of cross-sectional design to establish workload intricacies in the academic profession. The study comprised four randomly selected universities and one other degree awarding institution purposively selected. Weiner’s (1974) Theory of Attribution and Adam’s (1963) Equity Theories were adopted to explain implications of workload policy for the academic profession. The study revealed that workload policy had serious negative implications on research output, staff productivity, quality of delivery, knowledge sharing and motivation of academic staff. The study concluded thus, with the emerging trends, competition, accountability and demand of value for money by stakeholders in HEIs, there was no way but rather to enforce workload policy in form of results oriented performance management, for sustainability and to remain competitive. However, this workload policy was found to diminish other mandates of the institutions including staff motivation. The study recommended that workload policies in these institutions should be reviewed in consultation with key stakeholders who are the implementers and should address other activities critical in the academic profession such as research, supervision, participation on institutional committees, meetings, workshops, administration and leadership; and other activities considered critical in the academic profession in order to sustain equity.

Key Words: academic profession, attribution theory, equity theory, higher education institutions, workload computation, workload policy.

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