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ORGANIZATIONAl CUlTURE AND ACADEMIC STAFF COMPETENCE, IN
MAKERERE UNIVERSITY
KAMPAlA, UGANDA.
A Thesis proposal
Presented to the college of
Higher Degrees and research
Kaml)ala international University
Kampala, Uganda
In partial Fulfillment of the requirements for the Degree
Master in Human Resource Management
By:
Wamwoyo Doris
MHR/34654/113/DF
Feb 2013
DECLARATION A This thesis is my original work and has not been presented for a degree or any other
academic award in any learning institution.
Wamwoyo Doris
Name of candidate
Signature
Date
/3 /hi ~0 13
DECLARATION B I confirm that the work reported in this thesis was carried out by the candidate
under my Supervision.
Dr. Olutayo K. Osunsan
Name of Supervisor
Signature
ii
DEDICATION I dedicate this work to the following people: My husband Idrissa Traore, My daughters
Daisy and Delma, My Dad Alfred Wamwoyo, My Mother Elizabeth Chelang'at, My
brothers and sister and my friends Habiba, Vicky and Lary.
iii
ACKNOWlEDGEMENT First and foremost, I want to acknowledge God Almighty for allowing me to finish my
work amidst challenges, my husband Idrissa Traore for his financial support, and for my
children, parents, brothers and sister for their social support.
A Lot of thanks goes to my Supervisor Dr. Osunsan Olutayo who worked tirelessly to
ensure that I produce quality work on time.
To my friends Vicky, Habiba, Patience and others I owe you gratitude for the courage
you gave to me to complete my Thesis.
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ABSTRACT
The purpose of this study was to generate new information based on the study
findings. The objectives of this study were; (i) to examine the extent of organizational
culture, (ii) to examine the level of Academic Staff competence and (iii)to examine the
relationship between organizational culture and academic staff competence in college of
education and external studies at the University. Descriptive research design was used
where correlation and comparative descriptive strategies were applied. The target
population included all the academic staff in the college of education and external
studies at Makerere University. The standardized questionnaires were used and the
Sloven's formula was used to determine proportionate. Simple random method was
used in this study. The data was analyzed by Statistical Package for Social Sciences
(SPSS).The findings revealed that majority of the respondents were junior Staff and at
least equal number of respondents from each department participated. In addition most
respondents were Master holders and male dominated in the participation. Further
majority of the respondents were in their early adulthood. The overall Average mean on
the level of organizational culture was found to be very low mean= 1.633 with the
entire item rated low. While the level of academic staff competence was rated high
mean average=2.60
The study established that there is a significant relationship between the level of
organization culture and the level of academic staff competence at the collage
accounting to 63% basing on the ,-2 of 0.63 hence accepting the hypothesis. The
researcher concluded that there are more male lecturers than females at the college.
Most lecturers were in their early adulthood of 27-39 at 49% and majority with a
Masters degree. The researcher also proved that there is no relationship between
organization culture and employee competence.
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ACRONYMS ANOVA- Analysis of variance
C.E.ES- College of education and external studies
C.V.I- Content validity index
EASHESD- East Africa School of higher education studies and development
JCAM- Job competence assessment method
O.C.T- Organization culture theory
P.L.C.C- Pearson's linear correlation coefficient
SPSS- Statistical package for social sciences
SoE- School of education
SoDLL- School of distance and lifelong learning
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TABLE OF CONTENTS DECLARATION A
DECLARATION B
DEDICATION
ACKNOWLEDGEMENT
ABSTRACT
ACRONYMS
TABLE OF CONTENTS
CHAPTER ONE
Introduction
The problem and its scope
Background to the study
Statement of the problem
Purpose of the study
Research Objectives
General Objectives
Specific Objectives
Research Questions
Null Hypothesis
Scope of the study
Content scope
Geographical Scope
llme scope
Theoretical Scope
Significance of the study
Operational Definition of the Key Terms
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
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Concepts, Opinions and Ideas from Expertise/Authors.
Theoretical Perspective
Related Studies
CHAPTER THREE
METHODOLOGY
Research Design
Target Population
Population size
Table 1
Sample Size
Sample procedure
Research Instrument
Validity and Reliability
Data gathering Procedures
Data Analysis
Ethical considerations
Limitations of the Study
CHAPTER FOUR
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Introduction
CHAPTER FIVE
FINDINGS, CONtUSIONS AND RECOMMENDATIONS
Findings
Conclusions
Recommendations
Areas for Further Research
References
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APPENDICES
APPENDIX 1A TRANSMITTAL LETTER
APPENDIX 1B TRANSMITTAL LETTER FOR THE RESPONDENTS
APPENDIX II. CLEARANCE FROM ETHICS COMMffiEE
APPENDIX III INFORMED CONSENT
APPENDIX IV QUESTIONNAIRE
APPENDIX V STRUCTURE OF THE COLLEGE
RESEARCHER'S CURRICULUM VITAE
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liST OF TABLES
Table 4.1 Percentage distribution of respondents by position, Depts, Educ, gender and
age. 33
Table 4.2 The Level of organization culture 35
Table 4.3 Significant Level of academic staff competence Item Analysis (n=lOO) 36
Table 4.4 Relationship between the levels of organization culture and academic staff
competence. 37
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CHAPTER ONE
Introduction The chapter provides a background that contextualizes the research
problem. It stated the research problems, the historical, theoretical,
conceptual and contextual backgrounds of the study, objectives,
hypothesis, research questions, scope and the significance of the study. It
also provides the sequences in which the study is organized.
The problem and its scope
Background to the study The concept of organizational culture received unusual attention in the
1980's and early 1990 as management were exploring how and why the
American firms failed to compete with their Japanese counterpart.
Organizational culture is frequently said to be responsible for all manners
of organization ills and on occasions credited with creating positive
qualities. (Ouch, 1981; Barney 1986; Kathryn 2002; Shan and Lau, 2005)
According to Schein (1992) Organizational culture is the set of shared
values, beliefs, and norms that influence the way employees think, feel,
and behave in the workplace (Schein, 2011). Culture is transmitted to an
organization's members by means of socialization and training, rites and
rituals, communication networks, and symbols. Organizational culture has
four functions: gives members a sense of identity, increases their
commitment, reinforces organizational values, and serves as a control
mechanism for shaping behavior (Nelson & Quick, 2011). Leaders shape
1
and reinforce culture by what they pay attention to, how they behave,
how they allocate rewards, and how they hire and fire individuals. (ibid)
Makerere University has a set of cultural values like their motto, mission
and vision that defines and distinguishes it from other institution.
Selznick (1957) developed the concept of competence as early as 1957 by
a model, which was developed to identify the resource allocation to
develop core competence to gain competitive edge (Yang, et al., 2006).
Prahalad and Hamel (1990) in their article "The core competence of the
Corporation" analyzed two companies, GTE and NEC, in an attempt to
argue the importance of core competence on corporate success. GTE
started as a stable and profitable company, whereas NEC in contrast was
much smaller. Nevertheless, NEC was able to overtake GTE because it
conceived core competence in its organization, and GTE did not.They
however realized that competence was the most important factor to
complete a task.
Pralahad (1990) and Mclagan (1983) described competence as the trait
and knowledge of a worker that works as the base of an effective
performance. While McClelland (1973), defines competencies as personal
characteristics which lead to a high performance. Similarly, Thornston
(1992) illustrated that competence is a collective characteristic of behavior
that relates to work performance. These characteristics were categorized
as aptitudes, abilities, and knowledge, where all can be improved or
enhanced by education and experience. Athey and Orth (1999) described
competence in terms of management competences, where employees'
competencies are optimized and developed by an integrated set of human
2
resource activities to improve the employees' effectiveness, hence
improving the organizational effectiveness. In the same vein, Kurz and
Bartram (2002) and Schippmann (2000), describe competence, as the
focus on "how" the work is done rather than on "what" has been done.
However Saffold (1988) argues that, strong powerful cultures have been
hailed as keys in improved competence. It has always been the driving
force behind continued success in workplaces. Strong cultural firms
generate an almost tangible social force field of energy that empowers
employees and drives the workplace towards superior performance
several management researchers have connected strongly shared values
with commitment, self-confidence, and ethical behavior and reduced job
stress.
Lectureship is a strategic position in supporting the process and results of
the overall educational system. The lecturer's professional competence or
lecturers' ability in mastering the teaching content and method affects the
lecturers' performances (related to the abilities in teaching, researching,
and public servicing); education and teaching is one of the responsibilities
of university which focus on the implementation of teaching and learning
process. This implies that the performance of a professor will have a lot of
meaningful influence on realization of educational performance. In this
connection, the performance of a lecturer as educators must be effectively
realized so as to support the dynamics and effectiveness of the
educational process. Meanwhile, lecturers' personal competence (personal
competence or authority, maturity, and model of lecturers and also
adjustment of lecturers' characteristic and working performances which
are appropriate with their competences demand), which include: skill
3
practices, behavior, creativity, and self-development efforts and
decreasing some weaknesses which are not appropriate with competences
affects the lecturers' performances.
Statement of the problem
In 1970's, Makerere University had a small population of about 2000
students but from 1990, the population rose from less than 10000 to
40000 in 2010. This increase in student numbers has created more
challenges and attracted public concern about the capacity of Makerere
University to promote quality education, given the inadequate facilities,
equipment and the numerical strength of the teaching staff (Mamdani
2007). This study therefore aims at finding out what the situation is, in
the college with respect to provisions for ensuring that lecturers are
competent given the culture the University has.
Purpose of the study The study sought to generate new information based on the finding of the
study.
Research Objective
General Objectives The study investigated the relationship between organizational culture and
academic staff competence in the college of education and external
studies at Makerere University.
4
Specific Objectives The specific objectives sought to:
i. To determine the level of work place culture in the college of
education and external studies at Makerere University.
ii. To determine the level of academic staff competence in the college
of education and external studies at Makerere University.
iii. To establish the significance relationship between work place
culture and academic staff competence in the college of education
and external studies at Makerere University.
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Research Questions The study sought to answer the following questions:
i. What is the level of work place culture in the college of education
and external studies at Makerere University?
ii. What is the level of academic staff competence in the college of
education and external studies Makerere University?
iii. Is there relationship between work place culture and academic staff
competence in the college of education and external studies at
Makerere University?
Null Hypothesis There is a significant relationship between the level of organizational
culture and academic staff competence in Makerere University.
Scope of the study
Content scope The study intended to examine the relationship between the
organizational culture and academic staff competence. In relation to
organizational culture focus was on concept of organizational culture.
Employee competence gave concern to factors that affected academic
staff competence. Further, focus was on the relationship between
organization culture and academic staff competence.
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Geographical Scope The study was conducted in the college of education and external studies
at Makerere University main Campus in Kampala Uganda, located on plot
56, Makerere road.
Time scope The study's data collection was carried out between April -July 2013.
Theoretical Scope The increased interest in culture has led to the development of different
theories aiming at explaining organization culture and its impact as well
as relevance for organization's performance. Hall (1976); Hofstede,
Neuijen,n Ohayv ,Sanders(1990); Sagiv, Schwartz(2007);Schein (1985)
The researcher based on the Homburg and Pflesser (2000) model which
highlighted the relationship between organization culture and workplace
performance because it examines the change process from two vantage
point which is the types of culture that is provided for efficiency like
management information systems and the culture that actually emerge in
human action as people interact with each other.
Significance of the study The researcher anticipated that the study will be helpful to the following
categories:
The ministry of education: the study availed some recommendations
to be adopted by the ministry, which will be implemented in order to
ensure that all the universities observe culture standard, which will
promote performance.
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College of education and external studies at Makerere University:
Since the researcher used it as a case study, it will be a source of
reference on how to extend, adopt and tailor the existing cultural
practices within the organization that are vital for the organizations
performance basing on the findings.
future researchers: They will also benefit from this study by utilizing
the findings and to further the study by developing new ideas relating to
the study.
Operational Definition of the Key Terms Organizational culture: it was used interchangeably with the term
organizational culture. It refers to common practices exercised by people
working in a given environment which bonds them and distinguishes them
from other organization.
Employee competence: It is also used interchangeably with the term
performance. As used in this study, it is the ability of the employee to
perform a given task by applying all the skills needed to perform that
particular task.
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CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
Concepts, Opinions and Ideas from Expertise/ Authors. Organizational Culture
This section looked at different aspects of organizational culture including
its concepts, definitions, its importance and concepts. A brief review of
some tools used by other researchers to assess organizational culture was
also included.
The concept of 'organizational culture' become popular since the early
1980 s. Along with the growing interest in the topic, there seems to be
little agreement within the literature as to what 'organizational culture'
actually is and, therefore, there are different definitions and perspectives
on this topic.
While Schein (1989, 1992) defines culture as a coherent system of
assumptions and basic values, which distinguish one group or organization
from another and orient its choices. Hence, organizational culture implies
'a pattern of basic assumptions invented, external adaptation and internal
integration that has worked well enough to be considered valid and,
therefore, to be taught to new members as the correct way to perceive,
think, and feel in relation to those problems' (Schein 1989, p. 9). (Robbins
1998) Defines it as a, consistent perception within an organization.
On the other hand,(Beyer & Trice 1987; Tunstall 1983; Wilkins &
Patterson 1985; Marlin 1985; Barney 1986; Kerr 1991) say one of the
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most common definitions of organizational culture includes shared values,
beliefs, or norms. As a summary, Yanagi (1994, p. ii) stated that
organizational culture can be defined as 'philosophies and values shared
by the members of organizations and their behavioral patterns for
translating them into practical actions'.
From another point of view, organizational culture is seen as 'a means of
stabilizing behavior' (Graves 1986, p. 11). This view is supported by
Kramer (1974) and Foy(1974), who considered organizational culture as
the glue that holds organizations together as a means by which
participants communicate and co-ordinate their efforts and incidentally a
ring fence separating insiders from outsiders. In 'An allegorical view of
organizational culture' (Frost, et al. 1985), a group of organizational
researchers noted that 'an organization's culture has to do with shared
assumptions priorities, meanings and values with patterns of beliefs
among people in organizations.
Some people see such a culture as emerging to solve problems posed by
situations that people encounter in organizational settings; others see a
culture as the ways in which people cope with experience. Some talk of it
as a 'social glue'. Those who express sensitivity to the idea of
organizational culture say that what it does is sensitize people to the
softer, less tangible, more subtle aspects of organizational life. Talking
about organizational culture seems to mean talking about the importance
for people of symbolism of rituals, myths, stories, and legends and about
the interpretation of events, ideas and experiences that are influenced and
shaped by the group within which they live. This approach draws people's
10
attention to artifacts in organizations and the meanings attached to them,
and to an awareness of history, of the past in organizations having a
bearing on the present and the future in those organizations'. Although
many ideas about organizational culture seem to be shared by
organizational researchers, there strong culture is one that is internally
consistent, is widely shared, and makes it clear what it expects and how it
wishes people to act and behave.
An important point made by some researchers while exploring the
concepts and definitions of organizational culture is the stress that culture
is a dynamic, evolving process, not at all static. Morgan (1986), for
example, argued that culture must be understood as an active, living
phenomenon through which people create and recreate their worlds.
Schein (1989) also stated that organizational culture changes over time
and becomes more embedded into the 'out-of-awareness' functioning of
an organization.
Both Morgan and Schein's views imply that key individuals have a crucial
role to play in shaping and refining the culture. Schein (1989, p. 2)
claimed that 'organizational culture are created by leaders and one of the
most decisive functions of leadership may well be the creation, the
management, and if and when that may become necessary the
destruction of culture'.
Organizational culture, therefore, has to be viewed in a broader
perspective, with due consideration given to the interrelation or the
linkages between cultural themes at the regional, national, organizational
and individual levels.
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Despite the various definitions and perspectives on organizational culture,
one thing is universal amongst most of them, and that is the shared
nature of the beliefs, philosophies, norms. In essence, many claimed that
the function of organizational culture is to create a feeling of 'esprit de
corps' within the organization (Van Maanen& Barley 1985, p. 39).
EMPLOYEE COMPETENCE
Early in the 1970s, David McClelland (1973), a professor of Harvard
University, proposed the idea of competence as a term used to challenge
traditional criteria of assessment which had emphasized intelligence
evaluation in the higher education system. His theme provided a
conceptual framework that led to many subsequent studies in other fields
such as teacher education, vocational education, business management,
and human resource management (Spencer & Spencer, 1993). To better
understand international trade competencies, this section began by
defining and grouping competence, followed by introducing the
competence models, then discussing competence and the paradigm shift
on competence.
Competence was defined in the literature from various perspectives. The
American Heritage Dictionary of English language (2000) provided a
general description as "the state or quality of being properly or well
qualified" (p. 376). Numerous scholars have attempted to pin down a
definition for competence. Quinn, Faerman, Thompson, and McGrath
(1990) indicated that competencies were associated with knowledge and
skills for implementing certain assignments or projects effectively.
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To be effective in a particular competence, one must be able to
accomplish the desired results of a job with specific qualifications and
personal attributes. Burgoyue (1993) employed a functional perspective to
define a competence as how the goals of organizations were best
achieved by improving members' performance.
Human resource specialists viewed a set of competencies as a tool to
serve as a common language throughout the entire organization to
consistently plan personnel, conduct performance reviews, and determine
the training program (Kravetz, 2008). Boyatzis (1982) and Klemp (1980)
agreed that a person would have effective and/or superior performance in
a job if he or she exhibited underlying characteristics conducive to that
particular job. Spencer and Spencer (1993) similarly defined competence
as "an underlying characteristic of an individual that is causally related to
criterion-referenced effective and/or superior performance in a job or
situation" (p. 9). They elaborated on their definition, explaining that
Underlying characteristics meant "the competence is a fairly deep and
enduring part of a person's personality causes or predicts behavior and
performance" (p. 9) and criterion referenced meant "the competence
actually predicts who does something well or poorly, as measured on a
specific criterion or standard" (p. 9).
Furthermore, Spencer and Spencer (1993) applied the idea of competence
to develop the Job Competence Assessment Method (JCAM), which
encouraged an organization to change its focus from using traditional job
descriptions to establishing a competence model by analyzing the key
characteristics of people with average to superior job performance. Cardy
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and Selvarajan (2006) concluded previous researchers' thought as
competencies was the characteristics which could significantly differ high
qualified employees from others who showed inferior performance.
Hoffmann (1999) analyzed past literature and summarized three key
points in defining a competence: underlying qualification and attributes of
a person, observable behaviors, and standard of individual performance
outcomes. The most general and detailed definition was proposed by
Parry. Parry's definition has been accepted by numerous scholars (Lucia &
Lepsinger, 1999): Competence is a cluster of related knowledge, skills,
and attitudes that affects a major part of one's job (a . role or
responsibility), that correlates with performance on the job, that can be
measure against well accepted standards, and that can be improved via
training and development (as cited by Lucia & Lepsinger, 1999, p. 5).
Compared to job descriptions that only list responsibilities or expected
results of a job, competencies are viewed more broadly and included
many factors that influenced job success but are not included in the job
description. For example, optimism and pessimism are considered
attitudinal terms and are not listed in job descriptions (Hayward, 2002).
Wood and Payne (1998) proposed 12 items as basic criteria for
competence based recruitment and selection: communication, flexibility,
achievement orientation, developing others, customer orientation,
problem solving, teamwork, analytical thinking, leadership, relationship
building, planning skills and organizational skills. In 2001, the European
Union identified eight key competencies as the development of indicators
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which can be used to monitor and evaluate education and training
progress across the European Union (as cited by Tu, 2006).
Guglieliemino (1979) suggested that competencies could be categorized
based on the characteristics of behaviors. Based on his analysis of
previous research findings on top level management skills, he summarized
three managerial competence dimensions as: conceptual capacity,
including decision making, creativity, and problem solving; capacity to
interact with people utilizing skills such as communication, leadership,
negotiation, analysis, self-growth; and technical expertise such as time
management and creation of business plans. Derouen and Kleiner (1994)
supported his grouping. Byham and Moyer (1996) had similar grouping
into motives, behavior, and knowledge/skills competencies.
Siriwaiprapan (2000) proposed five common domains of employee
competence development in his study of Thai human resource
practitioners' perceptions of HR initiatives as; Organization competence,
social competence, cognitive competence, self-competence and job
competence.
In Taiwan, the term of competence has earned scholars' attention
gradually. Hong (1997) divided job competencies into six groups:
professional capacity, which was associated with knowledge and skills for
certain occupations; management capacity such as executing capacity,
planning capacity, and time management; interpersonal relationship skills
such as communication and timework; attitude, including initiative,
enthusiasm, and ability to learn; value systems such as decision making
and time orientation; and types of intelligence, such as problem solving.
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RELATIONSHIP BETWEEN ORGANIZATION CULTURE AND
ACADEMIC STAFF COMPETENCE
It has been observed that any organization that has successfully designed
and implemented a good organizational culture stand to have an increase
in the productivity and performance departments of the organization.
There are also chances that the employees will be more confident,
committed and the ethical behavior in the organization will improve. The
main effect of the organizational culture is that it helps in the
Internalization Process Feldman (2008).
Organizational culture has been recognized as an essential influential
factor in analyzing organizations in various contexts. Its importance to
establish competitive advantages (Barney, 1986; Cameron & Quinn, 2005)
or its impact on organizational performance (Gordon & DiTomaso, 1992;
Marcoulides& Heck, 1993; Wilkins & Ouchi, 1983) has engaged scholars
for many years. For example, Cameron and Quinn (2005) emphasize that
the success of organizations is not only determined by specific external
conditions, for example, barriers to market entry, rivalry in the industry,
and supplier and buyer power (Porter, 1985). They conclude that the
remarkable and sustained success of some U.S. companies (Southwest
Airlines, Wai-Mart, etc.) "has had less to do with market forces than with
company values" (Cameron & Quinn, 2005, p. 4).
If an organizational culture becomes incongruent with the changing
expectations of internal and/or external stakeholders, the organization's
effectiveness can decline (Ernst, 2001). Organizational culture and
employee competence clearly are related (Kopelman, Brief, &Guzzo,
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1990). Researchers report findings, which indicate organizational culture
as a force that influences both employee behavior and the success of a
company (Davidson, 2004; Denison, 1990; Denison & Mishra, 1995). In
this regard, Pollitt (2005) reports research findings that indicate
organizational culture as the strongest strategic lever in creating an
engaged and committed workforce.
In their view Ancona & Caldwell, (1992) asserts that any organizations
that have no well laid down structures they might find it hard to
accomplish their objectives. However according to him the process of
accurate collection of information about the organizations development
greatly depends on the performance and effectiveness of its personnel.
This means that organizations that have effective organizations culture
stand to benefit since their employees are well motivated to participate in
the process of determining the organizations' expectations.
According to Wyer and Srull, positive organizations' culture provides a
perfect platform for employees to be able to be beneficiaries to these
rewards (Wyer and Scrub, 1993 p 322-359). The role of leadership in the
organization and how it affects the performance of the employees of the
in organization cannot be underestimated, this is because most of the
leadership styles that organizations have adapted have been integrated
into the organization's culture and in most cases, and the leadership style
determines the organizational culture of an organization.
The effects of organizational culture on employee behavior and
performance are based on four key ideas (Bulach, Lunenburg, & Potter,
2012; Hellriegel& Slocum, 2011). First, knowing the culture of an
17
organization allows employees to understand both the organization's
history and current methods of operation. This insight provides guidance
about expected future behaviors. Second, organizational culture can foster
commitment to the organization's philosophy and values. This
commitment generates shared feelings of working toward common goals.
That is, organizations can achieve effectiveness only when employees
share values.
Third, organizational culture, through its norms, serves as a control
mechanism to channel behaviors toward desired behaviors and away from
undesired behaviors. This can also be accomplished by recruiting,
selecting, and retaining employees whose values best fit the values of the
organization.
Finally, certain types of organizational cultures may be related directly to
greater effectiveness and productivity than others. Work place culture is
something that is not static and although difficult to change, can be made
more performance enhancing by investigating its characteristics (Kotter &
Heskett, 1992; Smit& Cronje, 1997).
Organizational culture provides the underlying values, beliefs and
principles that serve as a foundation for an Organization's management
system, as well as the set of management practices and behaviors that
both exemplify and reinforce those basic principles. These principles and
practices endure because they have meaning for the members of an
organization (Denison, 1990). A formal measurement of organizational
management practices by means of culture surveys help employees to
describe their experiences of the organizational culture (McMurray,
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2003).Workplace practices are regarded as the core elements that
characterize the organizational culture and generally include the following
four major dimensions and sub-elements (Eskildsen & Dahlgaard, 2000;
Martins & Martins, 2002).
Organizational culture has been shown to 'affect workers' commitment to
and identification with the group and organization, as well as their sense
of involvement with their work assignments' (Louis 1985, P. 85). With
respect to the issue of change and culture, there is solid documentation
that overlooking organizational culture has impeded efforts to change
organizational functioning. Examination of past failures in organizational
development efforts points to the role of culture as a critical force to be
considered in effecting change (Beer 1980). In fact, many researchers
generally see culture as 'a key to commitment, productivity, and
profitability' (Martin 1985, p. 95), 'the means or the target for changes
that have major commitment, control, productivity, go even bottom-line
consequences' Lundberg (1985, p. 169) Wilkins (1983); Sproull (1979);
Peters & Waterman (1982).
The effects of cultural misunderstanding can be painful for not only
individuals but the organization as a whole. Embarrassments, unwitting
insults, offences and failures to accomplish individual and organizational
goals are among common consequences. Experience of many managers
and researchers in the field of organization theory, strategy and
organization development all suggest that 'an examination of cultural
issues at the organizational level is absolutely essential to a basic
19
understanding of what goes on in organizations, how to run them, and
how to improve them' Schein(1989, P. 30).
Individual and organizational performance, and the feelings that people in
an organization have about that organization, cannot be understood
unless one takes into account the organization's culture. There are now
many claims that organizational culture can determine the degree of
organizational effectiveness and individual satisfaction, either through its
'strength' or through its 'type' ( Deal & Kennedy 1982; Peters & Waterman
1982; Wilkins & Ouchi 1983) Schein (1989, P. 24).
Theoretical Perspective
This study is based on the Organizational culture Theory (OCT) of
Pacanowsky and O'Donnell-Trujillo (1988), which is based on Anthony
Giddens' (1984) cultural theory. OCT is viewed appropriate for this study
because it examines the change process from two vantage points: (1) the
types of culture that is provided for efficiency, that is, management
information systems; and (2) the culture that actually emerge in human
action as people interact with each other (efficiency, quality, consensus,
commitment and effectiveness).Proponents of OCT contend that
developers and users of this hold high hopes for their potential to change
organizations for the better, but actual changes often do not occur, or
occur inconsistently. Likewise, Universities which have access to
information have invested greatly in technology to ensure widespread
access to their networks, applications and productivity for examination
and registration process but the actual impact has not greatly been
realized.
20
The theoretical principles of this theory emphasize that
Organizational life is complex and that researchers must take into
consideration not only the members of the Organization but their
behavior, activities and stories.
As mentioned earlier, the study adopted Homburg and pflesser (2000)
model which aim at developing a model that can be used to explain
relationships between Organizational culture and performance outcomes.
It should however be noted that information plays a distinctly
social, interpersonal roles in organizations, Felman & March (1981).
Perhaps for this reason, Organization culture and evaluation of staff
competence in supporting the exchange of information among the
organizational members and its productivity is paramount.
Homburg and pflesser (2000) add that Behavior does not influence,
but is influenced by Norms and Artifacts. While this model and its
relationships had been empirically tested, the model does not consider
interaction, but only linear effects from culture to perform.
However many researcher believe that the effect of this are less a
function of the organization culture themselves than how they are used by
people (Huber, 1990, Huseman and Miles, 1988, Rice, 1984). The
researcher concurs with Huber et al' argument that the impact of
organizational culture and academic staff competence can only be realized
in the interaction with the Administration and the staff are effective; it is
21
not only this itself that brings change in the Universities. In this context of
advancement, the actual behaviors of stake holders often differ from the
intended impact and consequently administration fails to yield any effect
or the effect unnoticeably happens (Kiesler, 1986, and Siegel, eta!, 1986).
Upon such an argument, it therefore requires for research to carry out the
study. This will help to realize effects in management.
In (OCT) it is pointed out that people adapt systems to their
particular work needs, or they resist them or fail to use them at all; and
there are wide variances in the patterns of computer use and
consequently their effects on decision making and other outcomes. The
set up of the systems to be used in management in Universities cut across
all departments that is; students' records, finances and administrative
purposes.
However, it not clear whether Management use this to their
particular needs or just resist it because the intended impact since its
inception has not greatly been realized for example, there are delayed
production of report forms, missing results, corroding time tables to
mention but a few. Some schools of thought such as "the decision-making
school that have studied staffing and organizational change emphasize
"system rationalism (Perrow, 1986); they have a view that organizational
institutions should consist of culture (data processes and decision model)
designed to overcome the human weaknesses. Once applied, it should
bring productivity, efficiency, and satisfaction to the college and the
University at large.
22
A Summary of the gap to be bridged by the study
In the literature review the researcher concluded the following:
While the link between organization culture and academic staff
competence have been examined independently. No studies have
investigated the correlation between the two concepts at Makerere
University.
Related Studies
In a study of more than 200 companies, Harvard Business School
researchers John Kotter and James Heskett (1992) tried to determine
which factors make some organizational cultures more successful than
others.' If success factors could be isolated, they reasoned, then
companies could embark on programs to change their cultures in order to
be more successful.
Kotter and Heskett (ibid) identified two levels of culture, one visible
and one invisible. First, on the visible level, are the behavior patterns and
styles of the employees. Second, on the invisible level, are the shared
values and assumptions that are held over a long period of time. This
second level is the more difficult to change. Kotter and Heskett argue,
however, that changes in the first level-in behavior patterns and styles -
over time can lead to a change in the more deeply held beliefs.
The results of the Harvard study indicate that culture has a strong
and increasing impact on the performance of organizations. The study had
four main conclusions: Corporate culture can have a significant impact on
a firm's long-term economic performance.
23
Corporate culture will probably be an even more important factor in
determining the success or failure of firms in the next decade. Corporate
cultures that inhibit strong long term financial performance are not rare;
they develop easily, even in firms that are full of reasonable and useful
change (e.g., leadership up and down the management hierarchy) they
value the orderly and risk reducing management process much more
highly than leadership initiatives.
Common Behavior Managers pay close attention to all their
constituencies, especially customers, and initiate change when needed to
serve their legitimate interests, even if that entails taking some risks.
Managers tend to behave somewhat insularly, politically, and
bureaucratically. As a result, they do not change their strategies quickly to
adjust to or take advantage of changes in their business environments
and intelligent people.
Another study included the work of Denison (1984, 1990) who used
both qualitative and quantitative methods to asses over time the impact of
organization culture on performance by interviewing approximately 30
individual from two different firms. Which he concluded in four hypotheses
one of them being that organization evolvement is an aspect of culture
that will be positive related to performance. He later proved the
hypotheses Denison and Mishra (1995) which showed a positive
significance.
While investigating 10,300 individual from different business to examine
the impact of organization culture on performance, the study of Yeung,
Brock bank Ulrich el (1991) found out that organization culture relates
with performance.
24
Research Design
CHAPTER THREE
METHODOLOGY
The strategy that was used in this study was that of a descriptive research
design. Here, the correlation and comparative strategies were used
because the research wanted to establish the significance relationship
between organization culture and academic staff competence.
Target Population The target population in this study included all the academic staff in
the college of education and external studies at Makerere University.
Population size
Table 1 Category Population size
Associate Professors 76
Assistant Lecturers 58
Total 134
Source: Computed records from Makerere University.
Sample Size According to the Principal of the college, Masagazi, F.M. the total number
of academic staff at the college is 134 (College website). The researcher
used the Slovene's formula to come up with a sample size.
25
Formula is: n= N
1+N (e) 2 Where: n=sample size, N=Population size
e=Level of significant
Therefore: n= 134 = = 100
1 + 134(0.005)2 = 1 + 134(0.0025)
Basing on the calculations above, the sample size of the respondents
target population was 100
26
Sample procedure Simple Random Sampling method was used where every
respondent had an equally chance of being selected since all of them were
in the college of education and external studies.
Research Instrument Primary data was collected from the college of education and external
studies at Makerere University through administering of standardized
questionnaires and interviews which had three sections on Demographic
characteristics, organizational culture and Employee competence.
Val~dity and Reliability Content validity of the instruments was ensured through use of valid
concepts and/or words which measure the study variables. The
instruments were given to content experts to evaluate the relevance,
wording and clarity of questions in the instrument, after which a content
validity index was computed. A content validity index of 0.83 was greater
than 0. 7 which was the minimum CVI used to declare an instrument
content validity, as per Amin (2005). The Cronbach alpha coefficient was
used to ensure reliability of the instrument, using SPSS. A Cronbach Alpha
stated by Amin (2005) of 0.8 was got, which is greater than 0.75, and so
the instrument was declared reliable.
27
Data gathering Procedures Before the administration of the questioners
The researcher obtained an introduction letter from the college of
higher learning and research to seek approval so as to conduct the study
from the college of education and external studies at Makerere University
in Kampala Uganda. Upon approval, the researcher made safe a list of the
respondents.
The researcher briefed the respondents about the intention of the
study and there after requested them to sign after the study. Before
distributing the questioners the researcher performed a pre test to
determine the reliability and accuracy of the instrument.
The researcher selected a researcher assistant that helped in data
collection. He then briefed her on the aim and objective of the study so as
to be consistent in distributing the questioners.
During the administration of the questionnaires
The respondents were assured of the confidentiality of the information
given and that it was used for the purpose of the study only. The
researcher then requested the respondents to answer all the questions in
the questionnaires, where she emphasized on repossession of the
questioners in minimum time but within five days from the date of the
distribution. After collecting the questionnaires, the researcher with the
help of his assistant checked for correct answers.
28
After the administration of the questionnaires
The researcher checked for completeness of all answers, and then
analyzed the collected data using the statistical package for social science
(SPSS).
Data Analysis The demographic characteristics of the respondents were used to come
up with their frequency, and the percentage distribution of those who
participated in the study. The mean and standard deviation were applied
for the levels of work place culture and employees competence. An item
analysis illustrated the effectiveness, strength and weakness based on the
indicators in terms of mean and rank. Basing on the strength and
weakness, the recommendation was derived.
A .for the level of organization culture in the college of education
and external studies at Makerere University.
Mean Range Response mode Interpretation
3.26- 4.00 Strongly Agree Very High
2.51- 3.25 Agree High
1.76- 2.50 Disagree Low
1.00-1.75 Strongly Disagree Very low
29
The t-test was used to determine whether there is a 0.05
significance difference in the level of organizational culture in the college
basing on the profile characteristics of the respondents .The Pearson's
Linear Correlation Coefficient (PLCC) was used to determine the significant
relationship between work place culture and academic staff competence
at the College.
B. for the level of academic staff competence in the college of
education and external studies at Makerere University
The analysis of variance (ANOVA) was used to determine the significant
difference in the level of work place culture and academic staff
competence according to the profile characteristics of respondents. The
0.05 level of significance was used to determine the significance of the
difference and to accept or reject the hypothesis.
The Pearson's Linear Correlation Coefficient (PLCC) was used to determine
the significant relationship between the level of work place culture and the
level of employee competence, at 0.05.
Ethical considerations The researcher sought respondents consent before involving them in the
research. This included briefing the respondents about the research
objectives and roles of the respondents and how they were to benefit
from the research. Researcher assured the respondents about the degree
of confidentiality in the information that was gathered from them.
Ethics relating to correspondents were enhanced by keeping information
given confidential. Self esteem and dignity was maintained to eliminate
30
fear and anxiety among respondents. Subjects were told the truth about
the research in order to give reliable information. Letters seeking approval
to carry out research were obtained from relevant authority and consent
of respondents was acknowledged.
limitations of the Study The following threats to the validity of the findings were identified by the
researcher; however measures were put to minimize them.
Intervening variables, like lack of honesty on the side of respondents
and their personal biases which are beyond the researcher's control.
These were minimized by requesting respondents to be honest as much
as possible and avoid bias in answering the questionnaires.
Testing time, of the instrument which may affect the understanding of
the items in the questionnaire and explanations were given to the
respondents which could vary for various reasons. To resolve this threat,
the researcher self administered the questionnaire and ensured that she
gave the same explanation to the different respondents in the different
schools.
31
CHAPTER FOUR
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Introduction Structure of the College of Education & External Studies (COEES)
Source: Makerere University records
The College of Education and External Studies (CEES) is made up of the
following three schools:
• The School of Education (SoE),
• The School of Distance and Lifelong Learning (SoDLL), and
• The East African School of Higher Education Studies and Development (EASHESD).
Respondents in the study were academic staff in the college of education
and external studies at Makerere University. They provided information
about: position held, departments, level of education, gender and age.
32
Percentage distribution of respondents by position, Depts, Educ, gender and age.
Table 4.1 Category Frequency Percentage POSITION
Senior staff 42 42 Junior staff 58 58
TOTAL 100 100 DEPARTMENTS SOE
-School of arts education 20 20 -Dept of science & Tech & 14 14 Vocation studies -Dept of foundation & Curriculum studies 25 25
SODLL - Dept of open& distance
learning 10 10 -Dept of adult and Continuity education
EASHESD -Centre for teaching and 18 18 Learning education
-Centre for life long 13 13 learning
TOTAL 100 100 EDUCATION LEVEL
-Bachelors 10 29 -Masters 66 47 -PHD 24 24 TOTAL 100 100
GENDER -Female 27 27 -Male 73 73
TOTAL 100 100 AGE
-27-39(early adulthood) 49 49 - 40-59(middle adulthood) 42 42 - 60 >(late adulthood) 9 9 TOTAL 100 100
Primary Source
33
Table 4.1 results showed that male respondents 73% were more than
female 27%.This suggests a bigger gender gap in the staff. The fact that
male academic staff surpasses their fellow female staff is partly due to
ongoing gender equality struggle.
Results shows that most staff in the sample were in their early adulthood
of 27-39 years by 49% followed by those in the middle adulthood age of
40-59 at 42% while very few, 9% were in their late adulthood. These
results reveals most Academic staff at the college are in their early and
middle adulthood. In Uganda the retirement age is 65 years that is why
few staff are in 60 or above. The age structure of Uganda also indicates
that very few Ugandans are in 60's majority are between 27-50 years.
Concerning respondents educational level, results indicates that a greater
number of the respondents have masters degree at 47% followed by
doctorate holders at 27% with only 24% bachelors. This implies that they
are adequately qualified. The variance in salary motivates many to go for
further studies.
Organizational culture
In investigating about the level of organizational culture and academic
staff competence at the college, which was the first and second objectives
a number of issues were identified to be examined and the respondents
were asked to rate them using a four point like scale where 4=strongly
agree, 3=agree, 2=disagree and 1=strongly disagree. Which was
interpreted as; very high, high, low and very low respectively. The
responses were analyzed using means as shown in the tables below:
34
The level of organization culture
Item Analysis (n=100)
Table 4.2
~I of organization culture Mean S.D
lgement does an excellent job of communicating with employees on a 1.62 0.51 ber of issues
lgement encourages and rewards specific behaviors 1.61 0.54
lgement is quick to deal with problem related to employee's performance 1.58 0.49
1gement rewards employees for successful performance 1.58 0.55
1gement encourages all employees to challenge how well things are done 1.58 0.55
oyee morale is generally high most of the time 1.57 0.51
oyee tenure is generally strong 1.57 0.51
oyees engage in a host of socialization activities in and out of the 1.57 0.49
place
oyees feel comfortable talking about personal issues with other employees 1.55 0.50
he management
employees would speak very positively about the company 1.52 0.50
oyees feel confident and certain about the organization's future 1.50 0.57
oyees encourage friends and relatives into employment opportunities with 1.49 1.50
rganization.
1ave a clear organizational structure 1.49 0.50
:h department independent 1.46 0.50
each department have a Unit Head 1.45 0.55
age Mean 1.633
Source: Primary data
35
t-value Interpretation Rank
3.17 Very low 1
2.98 Very low 2
3.22 Very low 3
2.87 Very Low 4
2.87 Very Low 5
3.07 Very low 6
3.07 Very low 7
3.20 Very low 8
3.10 Very low 9
3.04 Very low 10
2.63 Very low 11
2.98 Very low 12
2.98 Very low 13
2.92 Very low 14
2.63 Very low 15
Very low
The table above indicates that the level of organization culture was
rated very low (average mean=1.633) and having all the items rated to be
very low. The reasons could be the organization ought to think that
culture does not influence performance hence focuses on other factor
. which may as well affect competence other than culture in the process
making the level of organization culture to be very low.
Significant Level of academic staff competence
Item Analysis (n=·100)
Table 4.3
Level of academic staff competence Mean S.D t value Interpretation
I work well in an interdisciplinary team 2.50 0.89 2.80 high
I appreciate diversity and multiculturalism 2.60 0.87 2.99 high
I have basic knowledge of the profession 2.60 0.86 3.02 high
I have the capacity for analysis and synthesis 2.70 0.84 3.21 high
I have capacity for applying knowledge in 2.80
0.93 3.01 high practice
I have capacity for generating new ideas 2.60 0.79 3.30 high
I have capacity to adapt to new situations 2.60 0.86 3.02 high
I have the capacity to learn 2.70 0.77 3.51 high
I have critical and self-critical abilities 2.70 0.75 3.60 high
I have interpersonal skills 2.80 0.76 3.70 high
I have knowledge of my field language 2.80 0.85 3.10 high
I have research skills 2.60 0.87 2.99 high
Average mean 2.60 high
Source: Primary data
In the table above, the significant level of academic staff competence was
rated high with mean average of 2.60 and all item rated high as well. The
36
Rank
1
2
3
7
8
9
10
11
12
13
14
15
reason could be since Makerere University is a learning institution the
academic staff is encouraged to have a number of skills to prove their
competence and also to instill them to the students.
Significant Relationship Between the level of organization culture
and the level of academic staff competence in the college
The third objective was to establish whether there is a significant
relationship between organization culture and academic staff competence.
The pearson's linear correlation coefficient (PLCC) was used to test this
hypothesis .The summary of r- value and significant value of those
variables is presented in the table below:
Relationship between the levels of organization culture and academic staff competence.
Table 4.4 Variable correlated r Sig. Interpretation Decision on Ha
Level of organization culture Positive and Rejected
0.63 0.000 significant Academic staff competence
Source: Primary data
Table 4.4 above indicate there is a correlation between organization
culture and academic staff competence at (r=0.63, sig =0.00) which led
to the acceptance of the null hypothesis that there is a significant
relationship between the levels of organization culture and academic staff
competence.
37
CHAPTER FIVE
FINDINGS, CONLUSIONS AND RECOMMENDATIONS
Findings This study wanted to establish the relationship between work place
culture and academic staff competence at the college of education and
distance learning in Makerere University. It was based on three specific
objectives, which included; to determine the extend of organization
culture, to determine the level of staff competence and to determine the
relationship between organization culture and academic staff competence.
The following were the findings from this study;
There were more junior staff lecturers than Senior lecturers with a
percentage of 58% and 42% respectively. Departments, had a fair
recruitment policy with the School of Arts Education and Foundations and
Curriculum studies with the biggest percentage of 20% and 25%.This is
understandable because of the Students intakes. A great majority of
lecturers had Masters Degrees with 47%, followed by Bachelors at 29%
and PHD'S at 24%.
There were also more Male Lecturers 73% compared to Female 27%
and most lecturers were in early adulthood of 27-39 years with 49%
followed by middle adulthood of 40-59 with 42% and very few in their late
adulthood of 60+ at 09%.
The overall Average mean on the level of organizational culture was
found to be very low mean= 1.633 with the entire item rated low. Further
the level of academic staff competence was rated high mean average=2.6
38
The study established that there is a significant relationship between
the level of organization culture and the level of academic staff
competence at the collage accounting to 79% basing on the r2 of 0.63
hence accepting the hypothesis.
Conclusions
Basing on the findings of the study, the following conclusions and
generalizations were derived;
There are more male lecturers than -females at the college. Most
lecturers were in their early adulthood of 27-39 at 49% and majority with
a Masters degree.
The literature on organizational culture and academic staff competence
revealed that organizations that know how to develop their cultures in an
effective way most probably have the benefit of advancement in
productivity and the quality of work life among the employees. Indeed,
employees must absorb the organizational culture at the maximum
strength and the top management should provide a precise guideline and
direction to motivate the employees in achieving the company's
objectives.
Judging from analysis and findings from data collected, the result revealed
that organization culture is very important in any organization and that it
is correlated with competence.
39
Recommendations
From the findings and conclusions of this study, the following
recommendations were generated;
a) There is still a need to recruit more female lecturers, since the
numbers of males still surpass that of females. This will help to
inspire the girl child to go for education, since more female
lecturers act as a catalyst for more educated girls. This is in line
with the government gender equality drive.
b) Organization culture must be binding on all members and staff of
the organization as this will encourage uniformity among members
of the organization thus enhancing commitment and competence.
40
Areas for Further Research
Based on the findings of this study the researcher recommends the
following areas for further studies:
There is a need to discuss other factors other than organizational culture
that affects academic staff competence such as motivation, selection and
recruitment process and job design.
There is also need to discuss other mechanism that can measure
competence other than just academics.
41
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sustained competitive advantage? Academy of Management
Review, val. 11.
Beer, M (1980), Organisation change and development/ Santa Monica,
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Boyatzis, R.E (1982).The Competent Manager: A model for effective
Performance New York: Wiley.
Cascio, W. F. (2006) Managing Human Resources: Productivity, Quality of
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Deal, TE & Kennedy, (1982), Corporate Cultures/ Addison-Wesley:
Reading, Mass.
Denison, D.R. and A.K. Mishra (1995) Toward a Theory of Organizational
Culture and Effectiveness, Origination Science.
Denison, DR (1990), corporate culture & organizational effectiveness,
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Frost, P.S.L.F Moore, et al. Ed. Eds (1985).0rganizational Culture Beverly
Hills, Sage.
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Forehand, G. A. & B. von Gilmer, (1964) Environmental Variations in
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Graves, D (1986), Corporate culture Diagnosis and change Auditing and
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Hallett, T. (2003) Symbolic Power and Organizational Culture, Sociological
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Hoffmann (1999) The Strategic Planning process and Performance
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Jones, G. R. (2003) Organizational Theory, Design, and Change, Upper
Saddle River: Prentice Hall.
Kerr, KM (1991), The IRM imperative: Strategies for managing information
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Louis, M.R (1985). "Perspectives on Organizational Culture" In P.J Frost,
L.F Moore, M.R.
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Critical Success factors in Organizations New York: Pfeiffer.
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Schein (1992) Organization Culture & culture Leadership, San Francisco,
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Spencer, L.M & Spencer, S.M (1993).Competence at Work New York:
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(eds)Handbook of organizational design, Oxford University Press,
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Tunstall, WB (1983), 'Cultural transition at AT&T', Sloan Management
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46
APPENDICES
APPENDIX 1A
TRANSMITTAl lEVIER OFFICE OF THE DEPUTY VICE CHANCEllOR (DVC)
COllAGE OF HIGHER lEARNING AND RESEARCH
Dear Sir/Madam
RE: INTRODUCTION lETTER FOR MS.WAMWOYO DORIS REGISTRATION NO.MHR/34654/113/DF TO CONDUCT RESEARCH IN YOUR INSTITUTION
The above mention candidate is a bonafide student of Kampala international university pursuing a masters of arts in Human Resource Management.
She is currently conducting a field research for her dissertation entitled Organization Culture and Academic staff Competence with the case study of Makerere University College of education and External Studies in Uganda.
Your institution has been identified as a valuable source of information pertaining to her research project. The purpose of this letter is to request you to avail her with the pertinent information she may need.
Any data shared with her will be used for academic purposes only and shall be kept with utmost confidentiality.
Any assistance rendered to her will be highly appreciated
Yours Truly,
Novembriata R. Sumil, PhD
Deputy Vice Chancellor, CHDR
47
APPENDIX 18
TRANSMIITAllEITER FOR THE RESPONDENTS Dear Sir/madam,
Greetings!
I am a master of Human Resource Management candidate of Kampala
international University. Part of the requirement for the award is a
dissertation .My study is entitled Organization Culture and Academic
staff competence in Makerere University. Within this context, may I
request you to participate in this study by answering the questionnaires.
Kindly do not leave any option unanswered. Any data you will provide
shall be for academics purposes only and no information of such kind shall
be disclosed to others.
May I retrieve the questioners within five (5) days
Thank you very much in advance.
Yours Faithfully,
Ms Doris Wamwoyo
48
APPENDIX II.
ClEARANCE FROM ETHICS COMMITTEE DATE ________________ __
Candidatels data
Name ____________________ _
Reg.#
Course ____________________ _
Title of the study
Ethical review checklist
The study reviewed considered the following
-Physical safety of human subjects
-Psychological safety
- Emotional security
-Privacy
-Written Request for author of standardized instruments Coding of
Questionnaires I Anonymity /Confidentiality
-Permission to conduct the study
-Informed consent
49
-Citations/ Authors Recognized
Results of Ethical Review
-Approved
_Conditional (to provide the ethics committee with corrections
-Disapproved I Resubmit Proposal'
Ethics committee (Name and Signature)
Chairperson _______ ~--------
Members _________________ _
50
APPENDIX III
INFORMED CONSENT I am giving my consent to be part of the research study of Ms. Doris
Wamwoyo that will focus on organizational culture and employees
competence.
I shall be assured of privacy, anonymity and confidentiality and that I will
be given the option to refuse participation and right to withdraw my
participation anytime.
I have been informed that, the research is voluntary and that the results
will be given to me if I ask for it.
Initials: _______________ _
Date ________________ __
51
APPENDIX IV
QUESTIONNAIRE The relationship between organizational culture and academic staff
competence
A research questionnaire investigating the relationship between
organizational culture and academic staff competence.
Please fill in the spaces provided /tick where appropriate
SECTION A
TO DETERMINE THE lEVEl Of ORIGANIZATION CUlTURE.
Please choose one from the following options (1 for Strongly Agree, 2
for Agree, 3 for Disagree, and 4 for Strongly Disagree)
1. Management does an excellent job of communicating with
employees on a number of issues [ ]
2. Management encourages and rewards specific behaviors [ ]
3. Management is quick to deal with problem related to employee's
performance [ ]
52
4. Management rewards employees for successful performance [ ]
5. Management encourages all employees to challenge how well
things are done [ ]
6. Employee morale is generally high most of the time [ ]
7. Employee tenure is generally strong [ ]
8. Employees engage in a host of socialization activities in and out
of the workplace [ ]
9. Employees feel comfortable talking about personal issues with
other employees and the management [ ]
10. Most employees would speak very positively about the company [ ]
11. Employees feel confident and certain about the organization's
future [ ]
12. Employees encourage friends and relatives into employment
opportunities with the organization. [ ]
13. You have a clear organization structure
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14. Is each department independent
15. Does each department have a Unit head
16. Recruitment policy is fair in each department
17. Management determines the pay of its workers
18. Management has details of its workers
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SECTION B
TO DETERMINE THE lEVEl Of ACADEMIC STAff COMPTENCE
Please scale the statement according to your opinion. ( 4 for Strongly
Agree, 3 for Agree, 2 for Disagree, and 1for Strongly Disagree)
1. I work well in an interdisciplinary team [ ]
2. I appreciate diversity and multiculturalism [ ]
3. I have basic knowledge of the profession [ ]
4. I have the capacity for analysis and synthesis [ ]
5. I have capacity for applying knowledge in practice [ ]
6. I have capacity for generating new ideas (creativity) [ ]
7. I have capacity to adapt to new situations [ ]
8. I have the capacity to learn [ ]
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9. I have critical and self-critical abilities [ ]
10. I have the ability to make decision [ ]
11. I have computing skills [ ]
12. I have ethical commitment [ ]
13. I have interpersonal skills [ ]
14. I have knowledge of my field language [ ]
15. I have research skills [ ]
Thank You
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AppendixV
STRUCTURE Of THE COllEGE
Structure of the College of Education & External Studies (COEES)
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RESEARCHER'S CURRICULUM VITAE
Personal profile
Name:
Date of birth:
Marital Status:
Gender:
Email:
Mobile:
Education Background
2008 Busoga University
Doris Wamwoyo
27th may 1983
Married
Female
0782-132105
2000-2003 A.I.C Moi Girls Samburu K.C.S.E
1991-1998 Chimoi Primary K.C.P.E
WORK EXPERIENCE
2008-2009 Radio Presenter (Voice of Busoga Jinja)
2009-2010 Radio presenter (Kamuli broadcasting service)
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Other Relevant Data
Scout member in Kenya, Best in netball and was environment prefect
throughout high school.
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