ORGANIZATIONAL CULTURE, MANAGERIAL COMPETENCE, ACADEMIC STAFF

EMPOWERMENT AND ORGANIZATIONAL BEHAVIOR OF PRIVATE HIGHER

INSTITUTIONS OF LEARNING IN WESTERN UGANDA; A CASE OF KAMPALA
INTERNATIONAL UNIVERSITY WESTERN CAMPUS

BY
BUTUNGI JOAN MASHANYU
2019/MBA/008/PS

A RESEARCH PROPOSAL SUBMITTED TO THE FACULTY OF BUSINESS AND

MANAGEMENT IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR
THE AWARD OF THE DEGREE OF MASTER OF BUSINESS ADMINISTRATION
OF MBARARA UNIVERSITY OF SCIENCE AND TECHNOLOGY

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 MAY, 2020

Table of contents
Table of contents...............................................................................................................................i
Chapter one: introduction.............................................................................................................1
1.0 Introduction................................................................................................................................1
1.1 Background to the Study...........................................................................................................1
1.2 Statement of the Problem...........................................................................................................4
1.3 Purpose of the Study..................................................................................................................5
1.4 Research Objectives...................................................................................................................5
1.5 Research Questions....................................................................................................................6
1.6 Research Hypothesis..................................................................................................................6
1.7 Scope of the Study.....................................................................................................................7
1.7.1 Content Scope.........................................................................................................................7
1.7.2 Geographical Scope................................................................................................................8
1.7.3 Time Scope.............................................................................................................................8
1.8 Significance of the Study...........................................................................................................8
1.9 Conceptual Framework............................................................................................................10
1.10 Justification of the study........................................................................................................11
CHAPTER TWO.........................................................................................................................12
LITERATURE REVIEW............................................................................................................12
2.0 Introduction..............................................................................................................................12
2.1 Theoretical Review..................................................................................................................12
2.1.1 Empowerment Theory..........................................................................................................12
2.2 definition of key terms.............................................................................................................13
2.2.1 Organizational culture...........................................................................................................13
2.1.2 Managerial Competence.......................................................................................................16
2.1.3 Academic staff empowerment..............................................................................................17
2.1.4 Organizational behavior........................................................................................................20
2.2 Organizational Culture and Academic Staff Empowerment....................................................21
2.3 Organizational Culture and Managerial Competence..............................................................22
2.4 Managerial Competence and Academic Staff Empowerment.................................................23

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2.5 Organizational Culture, Academic Staff Empowerment, Managerial Competence and
Organizational Behavior................................................................................................................24
CHAPTER THREE.....................................................................................................................28
METHODOLOGY......................................................................................................................28
3.0 Introduction..............................................................................................................................28
3.1 Research Design......................................................................................................................28
3.2 Study Population......................................................................................................................29
3.3 Sample size and selection........................................................................................................29
3.4: Sampling techniques and procedure......................................................................................29
3.5: Data Collection Methods........................................................................................................30
3.5.1: Questionnaires.....................................................................................................................30
3.5.2: Interviews............................................................................................................................31
3.5.3: Documentary review............................................................................................................31
3.6: Data Collection Instruments...................................................................................................31
3.6.1: Questionnaire.......................................................................................................................31
3.6.2: Interview guide....................................................................................................................32
3.6.3: Documentary review guide..................................................................................................32
3.7: Pre-testing of data collection instruments..............................................................................32
3.7.1: Validity.................................................................................................................................33
3.7.2: Reliability............................................................................................................................33
3.8:Procedure for Data Collection.................................................................................................34
3.9:Measurement of Variables.......................................................................................................34
3.9.1 Likert scale............................................................................................................................34
3.10: Data Analysis........................................................................................................................35
3.10.1: Quantitative data analysis:.................................................................................................35
3.10.2. Qualitative data analysis....................................................................................................35
3.10.3. Analysis of data from documentary review.......................................................................36
3.10.4. Analysis of data from face to face interviews....................................................................36
3.10.5. Analysis of data obtained by observation..........................................................................36
3.11: Limitations to the Study........................................................................................................37
References......................................................................................................................................38
Appendix I; BUDGET FOR RESEARCH PROPOSAL...............................................................42

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 APPENDIX 2; RESEARCH WORKPLAN 43Chapter one: introduction

1.0 Introduction

This study will focus on examining the relationship between organizational culture, managerial

competence, academic staff empowerment and organizational behavior within Kampala

International University Western Campus as the case study. Therefore this chapter presents the

background to the study, statement of the problem, purpose of the study, research objectives,

research questions and significance of the study, scope of the study and lastly the conceptual

framework while as underpinning the clear understanding of the research phenomena under

investigation.

1.1 Background to the Study

Contextually, meaningful higher education systems require successful education institutions.

Such institutions cannot succeed without a favorable organizational culture, competent

management competence, which leads to academic staff empowerment and hence affecting

organizational behavior. Although this is true the world over, concept of competent university

staff and how to achieve it differ depending on the existing institutional culture and behaviours

(Walumbwa, et. al. 2018). These differences might arise from variations in culture and traditions,

historic experiences or from levels of development, to name just a few reasons. Regardless of

these differences, there is wide spread agreement that better staff empowerment can help higher

education institutions achieve their goals, reduce costs and frictions and improve organizational

behavior (Ammons & Weare, 2019). It is impossible to run a university like a private company;

however, it is not only possible, but also necessary to transform the management tools developed

in the private sector and apply them appropriately to management in higher education (Asree &

Zain, 2010).

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Once the importance of management competences is recognized and accepted, there is a need to

identify how the concept applies to the specific duties of those who manage universities,

faculties, departments or schools. This can elucidate issues and skills pertinent to such

management duties. And, it is important to clarify which persons in which positions at a

university need to have which competencies, the culture of the institution and the behaviours

surrounding the institution (Assadifard & Roya et al 2019).

Organizational culture denotes a shared system of belief, feelings, thinking and perception that

act as a guide to member’s behavior (Schein, 2015; O’ Reilly and Chatman, 2016).

Organizational culture is one of the organizational level factors influencing managerial

competence, academic staff empowerment and ethical behavior in a private higher institution of

learning (Khan & Rasli, 2015; Kreitner & Kinicki, 2018). In other words, organizational culture

has significant influence on attitudes, behavior and perception of individuals in achieving

organizational goals and objectives. In this organization, employees are in agreement towards to

a particular pattern of behavior that is organizational culture. The most success factor in this

movement is organizational culture because it is possible to apply a strategy be delayed or denied

for opposing the organizational culture that is the set of beliefs. Meanwhile some people consider

organizational culture based on the formation of empowerment. The organizations can be

successfully in empowerment process that are of defined valuable principles (values are

reinforcing activities). The managers who are aware of the relationship between organizational

culture and empowerment can encourage their employees to be empowered with the use of their

talents, knowledge, skills and experiences that this process is called empowerment. Thus, for

empowerment the organizational culture also must be changed. Organizational culture is mainly

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influenced by the philosophy of management and leadership style and their behavior takes shape.

The managers who are receptive to new ideas and respect for their employees and consider them

effective and vital factors for the success of the organization, are the best asset of an

organization.

In a bid to improve equitable access to university education at KIU western campus, the

administration of university has spent many resources in building an effective working culture

amongst the teaching and non – teaching staff with the aim that the resources will be managed

competently to bring about better performance and improve in the institutional staff behaviour

(Khan, 2015). Furthermore, the perception of high level autonomy and influence on work with

the possibility of using one’s competencies have a strong influence on mobilization of

discretionary behaviors of these academic staff within KIU (Tremblay, 2000). The academic

staff’s work needs and organisational behaviour as it can be triggered off by a work environment

that allows autonomy because lecturers who are clear about the competencies required for their

roles react positively to the work place and vice – verse (Nabanenya, 2018).

Despite poor working conditions in private education institutions of higher learning, academic

staffs with organisational behaviours are reported to be satisfied with participation in decision

making, express confidence in performance, encouraging autonomy and maintaining

competencies at their work places since they work under a favorable working culture

(Rwemigabo, 2015). At KIU western campus however, a number of lecturers and other heads of

departments cannot give full accountability of institutional funds at the end of financial year

contrary to the Public Finance and Accountability Act (2003) as evidenced by increasing

accounting malpractices and interdiction cases (KIU’s management report, 2018). This has led

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to improper preparation of accounting books, poor auditing procedures and failure to interpret

financial statements. Also, a number of cases like unaccounted for funds, doubtful accountability,

poor stores and mismanagement of cash were exposed (Internal Audit Report, 2019). This may

indicate lack of necessary competencies and empowerment among the university staff that

largely influence their organizational behaviors. Therefore, the challenge is for private

universities in western Uganda to explore organisational culture, managerial competencies of its

staffs, initiate empowerment if organizational behaviors are to be improved, thus calling for the

need of this study to carried out and examine the relationship between organizational culture,

managerial competence, academic staff empowerment and organizational behavior within

Kampala International University Western Campus as the case study.

1.2 Statement of the Problem

Whereas Kampala International University Western Campus is attempting to improve its

departmental accounting through introduction of professional courses amongst its staff both

academic and non – teaching staff, a number of cases have been cited about frauds, uncounted

for funds, mismanagement of cash, embezzlement, delayed release of students marks, staff

absenteeism at work, constant staff strikes and other accounting malpractices (KIU University

management’s Report, 2018). This could be due to failure by the university management to

initiate an effective working organisational culture, potential managerial competencies and create

empowerment of its staffs. It has continued to hinder the opportunities for the development of

organizational behaviors among institutional staffs at KIU western campus. Unless this problem

is addressed, the private universities in western Uganda will still fail to achieve effective

performance as suggested by Kakaire (2019) that, organizational behaviors contributes to the

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effective and efficient functioning of the institution. Therefore it is upon this that the researcher

will be prompted to examine the the relationship between organizational culture, Managerial

competencies, academic staff Empowerment and organizational behaviors of private higher

institutions of learning in western Uganda focusing on the case of Kampala International

University Western Campus.

1.3 Purpose of the Study

This study intends to examine the relationship between organizational culture, Managerial

competencies, academic staff Empowerment and organizational behaviors of private higher

institutions of learning in western Uganda focusing on the case of Kampala International

University Western Campus.

1.4 Research Objectives

This will be guided by the following research objectives

i) To examine the relationship between organizational culture and academic staff

empowerment.

ii) To establish the relationship between organizational culture and managerial competence.

iii) To examine the relationship between managerial competence and academic staff

empowerment.

iv)To establish the relationship between organizational culture, academic staff empowerment,

managerial competence and organizational behavior.

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1.5 Research Questions

The study intends to answer the following research questions

i) What is the relationship between organizational culture and academic staff empowerment?

ii) What is the relationship between organizational culture and managerial competence?

iii) What is the relationship between managerial competence and academic staff empowerment?

iv) What is the relationship between organizational culture, academic staff empowerment,

managerial competence and organizational behavior?

1.6 Research Hypothesis

Organizational Culture and Academic Staff Empowerment

H01: organisational culture is not significantly related to academic staff empower in private

higher institutions of learning in western Uganda especially Kampala International

University Western Campus.

HA1: organisational culture is significantly related to academic staff empower in private higher

institutions of learning in western Uganda especially Kampala International University

Western Campus.

Organizational culture and managerial competence

H02: organisational culture is not positively related to managerial competence of academic staff in

private higher institutions of learning in western Uganda especially Kampala International

University Western Campus.

HA2: organisational culture is positively related to managerial competence of academic staff in

private higher institutions of learning in western Uganda especially Kampala International

University Western Campus.

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Managerial competence and academic staff empowerment.

H03: managerial competence does not have a positive effect on academic staff empowerment in

private higher institutions of learning in western Uganda especially Kampala International

University Western Campus.

HA3: managerial competence has a positive effect on academic staff empowerment in private

higher institutions of learning in western Uganda especially Kampala International

University Western Campus.

Organizational culture, academic staff empowerment, managerial competence and

organizational behavior

H04: organizational culture, academic staff empowerment, managerial competence does not

contribute to organizational behavior in private higher institutions of learning in western

Uganda especially Kampala International University Western Campus.

HA4: organizational culture, academic staff empowerment, managerial competence contributes to

organizational behavior in private higher institutions of learning in western Uganda

especially Kampala International University Western Campus.

1.7 Scope of the Study

1.7.1 Content Scope

This study seeks to examine the relationship between organizational culture, academic staff

empowerment, managerial competence and organizational behavior focusing on the case of

Kampala International University Western Campus.

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1.7.2 Geographical Scope

The study will be carried out at Kampala International University Western Campus located in

town of Ishaka, Bushenyi district, western Uganda approximately 330kilometres by road, south

west of Kampala, Uganda’s largest city and capital.

1.7.3 Time Scope

The study will focus on the time period of 13yrs from 2007 to 2020 since it was the year of its

establishment in 2007 at Kampala International University Western Campus to enhance the

quality of health science professionals' training while at the same time complementing the efforts

of the government of Uganda towards provision of quality, equitable and accessible preventive

and curative health services to the people of Uganda.

1.8 Significance of the Study

The study contributes to the understanding of the relationship between organizational culture,

Managerial competencies, academic staff Empowerment and organizational behaviors of public

institutions in western Uganda, more specifically, this study is to test the applicability of findings

that the three dimensions of organizational culture, Managerial competencies, academic staff

Empowerment has a relationship to and organizational behavior in the private higher institutions

of learning in western Uganda.

The academicians will use this research study to sensitize students of business, economics and

management courses on the existing literature as regards the relationship between organizational

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culture, Managerial competencies, academic staff Empowerment and organizational behaviors of

private higher institutions of learning in western Uganda.

The study will generate managerial competencies for both academic and non- academic staff

within the private higher institutions of learning in western Uganda, which may be used in

recruitment and selection, job design, staff development and performance appraisal.

The study may be used as a benchmark for further studies on the existing literature as regards the

relationship between organizational culture, Managerial competencies, academic staff

Empowerment and organizational behaviors of private higher institutions of learning in western

Uganda, thereby adding the existing literature about the finding on the variable under study as

well as to bridge the gap in information pertaining to employee empowerment in the same.

For Ugandan managers and leaders in the higher private and public education sector, this study

will give them perspectives on whether organizational culture, Managerial competencies,

academic staff Empowerment influences their organizational behaviors of private higher

institutions of learning in western Uganda. This information and knowledge will, therefore,

enable managers and leaders in these academic institutions to have a better understanding of their

employees’ perception about empowerment. It will also help managers and leaders to better

manage their employees to improve their individual and organizational performance.

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1.9 Conceptual Framework
Organizational Culture
Values / Norms
Individual Autonomy
Structure
Supervisory support Organizational Behavior
Courtesy
Altruism
Academic Staff Empowerment Conscientiousness
Power and control
Inclusion and trust

Managerial Competence
Planning
Continuous assessment
Initiation

Source; Self conceptualized as guided by review of related literature

Figure 1.1 shows the relationship between organizational culture, academic staff empowerment,
managerial competence and organizational behavior

From the conceptual framework above in figure 1.1, this framework work is adopted from the

literature by showing that with the presence of the required managerial competences within an

academic institution, academic staff empowerment may lead to the staff to exhibit discretionary

behaviors / organizational behaviors which are recognized to be an effective function of an

institution. However in establishing the relationship between organizational cultures in terms of

Values / Norms, Individual Autonomy, Structure and Supervisory support; managerial competences in

form of Planning, Continuous assessment and Initiation; academic staff empowerment hypothesized

in form of Power and control and Inclusion and trust and lastly organizational behavior is

hypothesized in form of Courtesy, Altruism and Conscientiousness, thus this study intends to

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examine the existing relationship between the study variables and hence provide the empirical

findings to prove the existence of this relationship at Kampala International University western

Campus as the case study institution.

1.10 Justification of the study

The rationale for conducting this study is in providing the bench marks under which

organizational culture, managerial competence, academic staff empowerment can be utilized to

enhance the organizational behavior of private University staff in the Ugandan context. In a bid

to improve equitable access to university education, the private universities in western Uganda

have over the past years spent many resources in their Universities with the aim that the

resources will be managed competently. However, there have been issues with organizational

culture, managerial competence, academic staff empowerment and organizational behavior of

private University staff in the Ugandan context that have caused considerable concern in western

Uganda. However, in Kampala International University western campus there has been no

empirical analysis conducted to assess where the problem exactly lies. It is thus hoped that this

study will fill the gap.

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 CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter provides a review of literature on the relationship between organizational culture,

Managerial competencies, academic staff Empowerment and organizational behaviors. The

chapter presents the theories that will underpin the study and a review of literature related to the

study variables. The literature is presented in relation to the objectives that will guide this

proposed study.

2.1 Theoretical Review

2.1.1 Empowerment Theory

A number of various theories attempt to describe employee empowerment about motivation

within the discipline of psychology. Most of these theories are divided into the four broad

categories of need-based, cognitive process and behavioural and job based. However, in this

study, we will discuss empowerment theories and that relate to it.

Kanter‘s (2019) theory of structural empowerment deals with dialogue of organizational

performance and employee autonomy. According to the theory, empowerment is best to suffice in

work settings that give individual with access to information, resources, support, and the

occasion to learn and develop. Kluska et al., (2018) also, noted that emotional empowerment

embraces feelings of competence, autonomy, job meaningfulness, and an ability to influence the

organization. Individuals who empowered are highly committed to the organization, more

accountable for their work, and better able to fulfill job demands in an effective way (Degner,

2005). Mangold et al., (2016; and Sic et al., (2005), noted that Kanter‘s theory has been widely

12
applied to the practice of professional nursing showing how structures within the place of work

make possible access to resources can allow employees to carry out their work in effective ways.

As noted by Erickson et al. (2003), empowerment is thought to occur when an organization

sincerely engages people and progressively responds to this engagement with mutual interest and

intention to promote growth‖ (p. 96). Empowerment develops over time as employees gain

greater control over their lives and increasingly take part in decisions, which affect them. "The

findings of Erickson et al, have suggested that membership on a Collaborative Governance

committee increased the participant‘s sense of empowerment and fostered self-growth and

organizational development".

The principles associated with four guiding concepts support successful shared governance

structures. These concepts include: equity (the integration of roles to make common goals and

willingness of each member to give collectively toward a common goal), ownership (recognition

by the individual of the connection between his or her personal job performance and the success

of the organization), partnership (development of relationships to promote mutual respect,

enhanced communication, and collaboration to meet organizational objectives), and

accountability (willingness to invest in decision-making and sharing a sense of responsibility for

individual and collective outcomes) (Batson, 2018; Porter-O‘Grady, Hawkins,& Parker, 2017).

When principles related to these concepts are incorporated into personal and team behaviours,

the workforce empowered to meet the outcomes of the organization‖ (Batson, p. 496).

2.2 Definition of key terms

2.2.1 Organizational culture

Word culture is derived from a Latin word “cultura” which means “cultivation” (Smka, 2018).

Culture is the most significant part of any humanity. It runs a plan for the mankind existence.

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Culture is the overall mind programming or arrangement that differentiates the members of

different societal groups from one another (Hofstede & Hofstede, 2005). Kilmann, Saxton, and

Serpa (1985) have expounded it as a custom or a way of society. Culture refers to the

multifaceted whole embracing of awareness, arts, confidence, instructions, customs, and other

capacities which are, as a societal member, gained by a person (Hill, 2005). Organizational

culture or “the culture of a group”, according to Schein (2018) is “a pattern of shared basic

assumptions that a group holds. Kennedy (2003) simply stated that organizational culture is “the

way we do things around here.” According to Bolman and Deal (2009), organizational culture is

both a product and a process. As a product, it contains wisdom which learned to solve all its

external problems and integration. Because of its good working it is considered valid and

therefore to be taught to new academic staff to think & behave in accordance with the

established norms. As a process, it re-created so that newcomers academic staff learn the old

ways and finally become teachers themselves. At its most basic, organizational culture is

described as the personality of an organization, or simply as “how things are done around here.”

According to Sorensen (2016) and Ogbor (2003), every organization culture has unique

personality that differentiate it from others, these personality characters includes core values and

beliefs, corporate ethics, & rules of behavior. Mission statement represents the standards of

corporate culture of any organization, it consist all the elements i.e. the architectural style or

interior décor of offices, dress code, communication inside the organization Wilkins, (2010),

organizational culture is the interaction of academic staff at workplace. (Ogbor, 2003),

organization culture is explained by all of the experiences, strong points, weak points, their

education levels, upbringing, of academic staff as they are worked out in the organization.

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Organizational culture is measured to be the collective beliefs, norms, and expectations that exist

among staffs within an organization and help, guide, and harmonize behavior (Schein, 2016; Bo-

Shing & Xiaodie, 2017). Organizational culture is fragment of an organization, comprising

beliefs, values, observations, and interactive standards that reflect in the behavior of each

member of organization (Wallach, 1983). Organizational culture means provisions of beliefs and

norms, which are commonly held by advancement or department in the organization (Heskett &

Kotter, 2017). It is the context of attitude, beliefs, consisting of values, norms; principles of

academic staff, and their expectations, which are shared by members within the organization

(Greenberg & Baron, 2018). According to Azhar (2003) organizational culture is the

amalgamation of important norms that are mutual in common by each members of an

organization and are often unspecified. Organizational culture is fundamentally made up by two

major common traditions: values and beliefs. Values are the norms that have been advanced by

the bests of the organization and well-thought-out to be ideals that are anticipated by all the

members of an organization. Beliefs on the other hand are the expectations about the reality and

created by experience.

Robbins (2018) on the other hand, defines organizational culture as a uniform discernment of an

organization which has common appearances. Organizational culture, according to the author is

something descriptive and effectively it can distinguish one particular organization from another.

It can also integrate individuals and groups of organization systems. Organizational culture is

also defined by Rousseau (2000) as a set of commonly experienced stable characteristics of an

organization which shows the distinctive features of an organization which differentiates it from

others. Similar to the definitions of Azhar (2003) that has been stated above, Rousseau (2000)

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also define the organizational culture as set of norms and values that are shared by individuals

and groups across the organization. Organizational values and beliefs refer to the common ideas

about what the shared goals of an organization are, what types of behaviour should the members

of an organization follow in order to achieve the common goals of an organization. These

organizational values in turn form out the standard norms and guidelines for the organization that

makes it distinct from others.

2.1.2 Managerial Competence

Managerial competence is a general term, where managers owning abilities, skills and

knowledge are able to demonstrate their tasks effectively and play their managerial roles well in

work. Competency is one kind of managerial behaviour to be maintained in a working

environment. Competencies are considered as elements and attributed of behaviours (Cheetham

and Chivers, 2019; Hunt and Wallace, 1998; Moore, Cheng and Dainty, 2002). Competency

refers to the knowledge and skills that academic staff require to perform a job satisfactorily such

as customer awareness, commitment and contribution, team work, initiative, productivity,

leadership, concern for quality, developing and empowering others. Mansfield (1999) defines

managerial competency as under-lying characteristics of a person that results in effective or

superior performance while as Rankin (2002) describes competency as the definitions of skills

and behaviors that organizations expect their staff to practice in their work after the acquisition

of specified skills, knowledge, attitudes and behavior necessary to achieve a task, activity or

career (Mungai, 2014). Managerial competence explains the ability to integrate actions with an

understanding of action while applied competence shows a demonstrated ability to perform a set

of tasks with understanding and reflexivity (Kulundu, 2014). Therefore Managerial competence

16
can be assessed through the level of education, education specialization, occupational

knowledge, professional experience and the technical skills (Mauki, 2014).

2.1.3 Academic staff empowerment

The word empowerment in oxford dictionary has been defined as being powerful, giving

authorization, power producing and empowered. In specific terms it means giving power and

freedom of action to individuals for self-management and in organizational context it means

change in work culture and creation and guidance of optimum an organizational environment.

Empowerment means designing and making an organization in a manner that individuals

reckoned as main motive force. In this method employees will have self-control and they readily

accept the responsibilities. (Bazaz Jazaiari Ahamad, 1998). On the other hand, Empowerment

refers to "the process of gaining influence over events and outcomes of importance to an

individual or group" (Fawcett, 1994). This definition recognizes the primary purpose for

adopting this construct: enhancing people's control over their lives (Rappaport, 1981). Academic

staff empowerment is giving the teaching staff a certain degree of autonomy and responsibility

for decision-making about their specific organizational tasks (Dobre, 2013). It allows decisions

be made at the lower levels of an organization where academic staff have a unique view of the

issues and problems facing the organization at a certain level.

Empowerment term definitions itself vary widely across scholars. Various research studies

describe empowerment as intrinsic duty motivation (e.g., Conger & Kanungo, 1988; Thomas &

Velthouse, 2018) or motivation reflective of the person–environment fit (Zimmerman, 2018).

Others have defined it as the perceptions (Parker, and Price 1994) as a commitment-based

designs (Spreitzer, 2019), and, in terms of duty structure the move of power or authority.

17
Empowerment is often defined as the act of giving people the opportunity to make workplace

decisions by expanding their autonomy in decision-making (Vogt, 2017). Also, empowerment

described as the breaking down of traditional hierarchical structures (Blanchard 2017). As of a

service viewpoint, empowerment gives subordinates the authority to give decisions about on

customer service issues. Management from industry sector and organizational psychologists,

empowerment to them is an enrichment of the autonomy of employees in their work, thus

increasing employee involvement in decision making for better and interests of the organization

(Wall et al,. 2018). An empowered and committed workforce is generally claimed to essential for

the effective functioning of modern organizations (Bowen, 2017). Employee empowerment is

significant drive in facilitating commitment to the firm. Empowerment is measured through two

constructs. One is psychological empowerment construct, which has received much attention

from researchers in many business fields (Thomas and Velthouse, 2018).

Initially, the term empowerment was regarded as a way of increasing political and economic

power to improve the living conditions of ethnic minority and socially marginalized people in the

U.S. (Conyers, 2016). Although there is no consensus on the definition of empowerment,

empowerment became an important topic in business as a tool to maximize organizational

change and performance by eliminating the “powerlessness” and by making employees more

engaged in their workplace. Thomas and Velthouse (2018) defined empowerment as an

“increased intrinsic task motivation” and suggested that the concept is multifaceted and thus

should employ several factors to uncover the core concept of empowerment: sense of impact,

competence, meaningfulness, and choice. Building on Thomas et al. (2018), Spreitzer (2018)

18
conceptualized the four components of psychological empowerment that measure the active

orientation of employees’ work roles meaning, competence, self-determination, and impact.

Meaning is the value of an occupation goal or purpose that is determined based on an employee’s

own ideals or standards (Thomas and Velthouse 2018) or how employees harmonize their

values, beliefs, and behaviors with the given task role within an organization (Brief, Nord, 2018).

As empowerment is a mindset of employees on their role in the organization (Quinn & Spreitzer,

2017), acknowledging the meaningfulness and significance of an employee’s role and task to

achieve goals and strategies of organization provides employees with incentives to perform well

in the future (Hackman & Oldham, 2015). Competence involves an individual’s belief in his or

her ability to perform a skillful activity (Gist, 2015), and previous research identified a positive

relationship between competence and organizational performance (Quinn & Spreitzer, 2017).

Particularly, inferior job performance was observed among individuals with low job competence,

who tried to avoid trying new tasks and stuck solely to their routine jobs (Bandura, 1977). Self-

determination refers to experiencing “a sense of choice in initiating and regulating one’s own

actions” (Bogler & Somech, 2018; Karavardar, 2014 & Lee et al., 2013). In the work

environment, self-determination is closely linked to work autonomy as it gives employees the

authority to make decisions. In this regard, workers who are vested with more authority for

work-related decisions, or have more work-related self-determination, were found to be better

performers (Liden et al, 2019; Deci et al, 2016; Spreitzer et al, 2017), as they possessed a strong

sense of ownership over their tasks and also personal responsibility for and commitment to

organizational outcomes (Thomas and Velthouse 2018).

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Finally, as empowerment mitigates employees’ feelings of powerlessness and leads them to

engage more actively in their work, previous research provides supporting evidence of a positive

impact of empowerment on employees’ Organizational behavior (Bogler & Somech, 2018;

Karavardar, 2014 & Lee et al., 2013). By exploring the relationships among empowerment,

perceived organizational support, Organizational behavior, job embeddedness, and job

performance among fast food service workers, Karavardar (2014) identified the importance of

empowerment by revealing the positive influence of empowerment on Organizational behavior.

Lee et al. (2013) also confirmed the positive relationship between empowerment and

Organizational behavior in a sport setting by revealing the significant impact of empowerment on

Organizational behavior that also mediated the relationship between transformational leadership

and Organizational behavior.

2.1.4 Organizational behavior

In order for an organization to function effectively, at times, it is critical that employees must not

only perform well on their given tasks but also take initiatives to engage in extra-role behaviors.

Previous research has confirmed that having employees who take on tasks beyond their normal

job duties is imperative for organizational effectiveness and efficiency (Katz, 2019). This notion

known as organizational behavior (Smith, 1983) is generally defined as an “individual behavior

that is discretionary, not directly or explicitly recognized by the formal reward system, and that

in the aggregate promotes the effective functioning of the organization” (Organ,1988). Moorhead

(2018) pointed that organizational behavior is a field of study that investigates the human

behavior within an organization, like the interface between human behavior and the organization,

for the purpose of applying such knowledge toward improving an organization’s effectiveness.

Organizational behavior is being studied increasingly, and it applies the knowledge acquired by

20
individuals and groups on behavior within an organization in order to make work more effective.

Thus, organizational behavior is concerned with the study of what people do in an organization

and how their behavior affects the organization’s performance. As a result, organizational

behavior is closely associated with topics such as decision-making, leadership, motivation,

personality, productivity, human performance and management.

2.2 Organizational Culture and Academic Staff Empowerment

Organizational culture plays a significant role in comprehending employee’s behaviour and

attitudes in organizations. Spreitzer (2007) disclosed that the dominant characteristics of

organizational culture such as, values and norms significantly influence organizational

commitment. Studies have suggested that different cultures have differently impact on academic

staff empowerment. Since organizational culture differs from organization to organization

(Schneider, Ehrhart & Macey, 2013), it is necessary to investigate how organizational culture

affects academic staff empowerment in HEIs Sotisrofki, (2014). As Ahadi et al., (2012) put it,

while there are numerous researches on organizational commitment, there are too few studies

that established association between organizational culture and academic staff empowerment in

HEIs. Ahadi’s research also reported low, scores in the CVF model components of organizational

culture. Their conclusion is that if lecturers are not adequately empowered through a culture

whose combined effect ideally ought to facilitate their involvement in decision making, and

increase their professional growth and autonomy in actively carrying out their primary role, then

much has to be done to motivate lecturers to give their commitment to the aspirations of the

HEIs and the nation. Therefore, it is pertinent to provide evidence of the relationship between

organizational culture types (adhocracy, market, and hierarchy and clan cultures) and their

influence on academic staff empowerment in western Uganda.

21
2.3 Organizational Culture and Managerial Competence

Organisation culture affects managerial competence, as it affects managers` attitudes and

behaviour in the workplace through shared assumptions, values, and norms (Cameron and

Quinn, 1999; Longest and Friede, 2002) and the relationships between members` behaviours and

the internal environment (Alvesson, 2019; Deal and Kennedy, 1982; Jirasinghe and Lyons, 2019;

Schein, 1985). Organisational culture influences managers on how they make decisions, deal

with information and manage the internal organisational environment. For example, if an

organizational culture has a more participatory culture, employees would be more involved in the

organization. Consequently, the managers would illustrate their communication competence

easily through information flows (Brooks, 1994; Zamanou and Glaser, 1994).

Furthermore, organizational culture influences managers directly, because organizational culture

influences their perceptions, thoughts and feelings (Batelann, 2019; Brown, 2018; Schein, 2019,

1985; Willcoxson and Millett, 2000). Organisational culture is a series of management practices

and behaviours, and it encompasses each aspect of an organization, including: how it is designed,

what is considered, how employees relate to each other, and how members regard customers.

Organisational culture reflects managerial competence, because it could manipulate

competencies pattern (Boam and Sparrow, 2017; McCredie and Shackleton, 2000). Therefore, if

managers understand cultural aspects, including the strengths and weaknesses of the

organization, they would perform their roles better in their workplace (Rashid, Sambasivan and

Johari 2003; Vielba, 2018). For example, in a company that has a strong hierarchical culture

(control, stability and internal maintenance); the company would emphasize efficiency,

timeliness and smooth functioning. Therefore, this culture will influence managerial competence

22
is terms of coordination, managing the control system and managing acculturation (Cameron and

Quinn, 1999).

2.4 Managerial Competence and Academic Staff Empowerment

Managerial competence is an important theme in management literature. This is because

managerial competence has been widely shown to affect organisational performance (Cockerill,

2019; Homer, 2001; Horton, 2000; McClelland, 1998; Larsen, 2017; Roche, 1994). In turn,

managerial competence is affected by various organisational factors. These antecedents include

organisational culture, organisational structure, information technologies and organisational size

(Asllani and Luthans, 2003; Jirasinghe and Lyons, 2019; Martin and Staines, 1994). Asllani and

Luthans (2003) argued how information technologies pressures managers to manage knowledge

which inturn effects managerial competence. Additionally, research has suggested that there is a

difference between large and small firms and managerial competences (Martin and Staines,

1994; Stuart, Thompson and Harrison, 2018). For example, Martin and Staines (1994) found that

there is a difference in managerial competences (creativity, risk taking and innovation) in small

firms. However, amongst these antecedents to competence, management scholars have

emphasised the role of organisational culture as it affects the values, beliefs, norms and

behaviours of managers, which affects their abilities, skills and knowledge which increases

managers’ efficiency and effectiveness (Longest and Friede 2002; Thompson, Stuart and Lindsay

2019).

Culture of an organisation would hold employees’ values and norms to enhance performance of

an organisation, as it could improve the values system within organisations by developing

employee motivation and satisfaction (Bate, 1994; Zamanou and Glaser, 1994). Consequently

various studies have examined the relationships between organisational culture and

23
organisational performance (e.g., Burt et al., 1994; Deal and Kennedy, 1999; Kotter and Heskett,

2017; O’Reilly and Chatman, 2019). However these studies have summarily neglected the role

of mediating factors in understanding the relationship. Understanding mediating factors become

important as Wilderom, Glunk and Maslowski (2000) argue that there is inconsistent support for

the proposition that organisational culture is a direct predictor of organisational performance.

Furthermore, it is important to understand whether organisational culture has a direct or an

indirect relationship with performance and this has implications for the development of the

mediating construct. If organisational culture is mediated by managerial competence, then it

would be important for management to use organisational culture to develop managerial

competence, which will then lead to performance. Additionally, managerial competence has been

studied quite extensively in the context of categories of managerial competence (Gilmore and

Carson, 2019; Goffee, 2019; Lenehan, 2000) and comparability of managerial competence in

different countries (Hogg, 2019; Hunt, 2002), but in doing so have neglected integrative models

of managerial competence.

2.5 Organizational Culture, Academic Staff Empowerment, Managerial Competence

and Organizational Behavior

Culture plays numerous roles within an organization. In the first place, it gives organization

identities, which means it creates boundaries between one organization and others, as well as

individuals. Further, culture could transform individual self-interests into something bigger

which coincides with an organization’s goal. Additionally, since culture regulates the behavior of

the employee by providing appropriate standards, it enhances the organizational system level.

Finally, culture acts as a behavioral mechanism that guides and shapes the attitudes and behavior

of employees (Robbins, 2010). The phenomenon of culture associated with employee behavior

24
appears to be increasingly important in today’s workplace. Research on the relationship between

organizational culture, staff empowerment, managerial competence and organizational behavior

is becoming increasingly important.

Menon (2002) defined empowerment as a sociological sense reflects the process by which the

less powerful employee are given the opportunity to gain more power and control over specific

life expectations. Moye and Henkin (2005) examined the relationship between employee

behavior and empowerment. According to the outcomes of the study, once employees are

empowered, they are much happier and ready to their best; however the opposite is true, the

employees who are not let to participate will have no intention of being more productive than

they are because they will not trust their managers enough to be satisfied. Furthermore; Moye

and Henkin (2005) are of the view that empowering subordinates will serve objectives leading to

organizational effectiveness.

The relationship between empowerment and Organizational Behavior is further supported by

Greasley et al, (2018), according to them, it is inevitable for employees to exhibit extra role

behavior once the organization goes out of its way and involves employees in decision making

and increases on their participation. According to them, employees will feel a little obligated to

the organization and as a result will be more committed to performing extra role (Organizational

Behavior). Cardan, Lawrence and Bentler (2018) are of the view that social exchange

relationship influence organizational behavior. These positive social relationships can be as a

result of empowering staff and involving them in the organizational decision making process.

Somech and Bogler (2002) found a positive relationship between organizational behavior and

25
participation (empowering and involving employees in decision making). According to their

study, once employees are empowered and involved in the process of setting ideas, they are

likely to feel like a part of the organization and are likely to exhibit extra role behaviors at work

(organizational behaviors).

Sinner, et al (2003) are of the idea that many organizations are taking up the aspect of

empowerment due to the nature of competitiveness that they need to meet by encouraging

individual performance. Long (2019) is of a similar view suggesting that the major reason for

empowering staff is because organizations want to encourage extra role behaviors in them. And

to do this, management has to get employee support for their goals through empowering staff.

Honeggar & Applebaum (1998) argued that empowerment is in two forms namely;

organizational and individual. Under organizational empowerment, the employing institution

creates structures and opportunities for people to exercise more control over their tasks. The

individual form of empowerment relates to an increased sense of self efficacy (Conger &

Kanugo, 1988 as cited in Kiberu, 2009). In considering Conger & Kanugo (1988) and Hui (1994)

the researcher notes that empowerment behaviors include enhancement of the meaningfulness of

the work, and fostering participation in decision making, expressing confidence in high

performance and encouraging autonomy. It is suggested that empowerment behaviors are

positively related to organizational behaviors through a variety of mechanisms. For example,

when employees gain confidence in their work as a result of competence based interventions,

their perception of self- efficacy could increase which would result in an increased motivation to

exert extra effort in form of organizational behaviors (Conger & Kanugo, 1988).

26
On the other hand, when employees gain autonomy as part of empowerment and fostered to

participate in decision making, their sense of ownership and responsibility for work out comes

could increase which would subsequently increase the likelihood that they will be willing to do

whatever it takes to make the organization successful (kiberu, 2009). Also, enhancing the

meaningfulness of work could result in greater job satisfaction, which could lead to more

organizational behaviors. Thus, to the extent that empowerment behaviors cause employees to

become more satisfied with their jobs, more confident in their ability to perform and to have

greater sense of responsibility for their work, they will be willing to work harder and go beyond

job-prescribed roles to make the organization perform effectively (Kiberu, 2009).

More and more studies have examined the relationship between organizational culture and

organizational behavior. Researchers claim there is a positive relationship. In these studies,

various methods have been applied, such as theoretical study, field study and empirical study and

so on. A study provided by Kotter and Heskett (2017) gave a good example on the relationship

between organizational culture and organizational behavior. In their study, their conclusion can

be categorized into two: a contingency model and a universal model. The contingency model

indicated that better performing organizations have strong cultures, but only if the culture fits the

organization's environment. In contrast, the universal model outlined that if an organization

wants to behave well in the long term, it must have a culture focused on three constituencies:

customers, employees, and stockholders.

27
 CHAPTER THREE

METHODOLOGY

3.0 Introduction

This Chapter presents the methodology which will be adopted in the process of collecting,

presenting, analyzing and interpreting the data to solve the research problem at hand and thus

explaining in details how the researcher will conduct the study. The methodology will be skewed

towards the research objectives and questions as laid down in chapter one. This methodology

includes: The research design, study population, determination of the sample size, sampling

techniques and procedure, data collection methods, data collection instruments, validity and

reliability, procedure of data collection, data analysis and measurement of variables.

3.1 Research Design

The study will adopt a cross sectional case study research design. Cooper (2002) looks at a cross

sectional study as a snapshot of one point in time, that is, studies that are carried out once.

Therefore the cross sectional case study will involve triangulation (use of multiple data

collection techniques simultaneously) i.e. utilizing both quantitative and qualitative approaches

at the same time. Mugenda and Mugenda (2010) defined quantitative approach as that approach

that produces discrete numerical data while the qualitative approach produces textual and non-

numerical data. They further state that the advantages of using both approaches is that they help

supplement each other as each method checks on another to reduce bias. Quantitative approach

will be used to gather information for proper analysis and making appropriate inferences,

generalizations and conclusions to the population (Mugenda and Mugenda, 2010). Qualitative

28
approach will be employed so as to capture the information on attitudes and behavior hence

supplementing information from quantitative sources (Arya and Yesh, 2015).

3.2 Study Population

The target study population will comprise of 150 who will include, both teaching and non-

teaching staff at Kampala International University Western Campus hence, all these categories

will constitute the population for this study.

3.3 Sample size and selection

A representative sample of 108 respondents will be selected from a population of 150. The

selection of the sample size will be based on the Krejcie and Morgan 1970 table (Amin, 2018)

for determining sample size for research activities.

Table 3. 1: Sample size and selection

Category population Sample Technique
Deans 6 6 Purposive sampling
District education office 4 4 Purposive sampling
Administrative staff 5 5 Purposive sampling
Heads of departments 14 10 Simple random sampling
Non-teaching staff 22 15 Simple random sampling
Lecturers 99 68 Simple random sampling
Total 0 0
Source: AVSI Human Resource Staff List and Adopted from Krejcie, Robert V., Morgan,
Daryle W.(1970,) as cited in Amin (2018).
3.4: Sampling techniques and procedure

The researcher will employ simple random sampling for selecting the Lecturers, Non-teaching

staff and heads of departments. This will be done by choosing randomly and entirely by chance,

such that each individual has the same probability of being chosen at any stage during the

sampling process while as Purposive sampling will be used to select Deans, District Education

office staff, Administrative staff of the university who the researcher will ensure rich information

29
for in-depth study amongst the respondents. Furthermore this will be by basing upon a variety of

criteria which will include specialist knowledge about the relationship between organizational

culture, Managerial competencies, academic staff Empowerment and organizational behaviors of

private higher institutions of learning in western Uganda. and also ability and willingness to

participate in the research. Otherwise Krejcie & Morgan table (1970) sampling technique will be

adopted and modified by the researcher, to ensure representativeness of the sample and

scientifically proven techniques of sampling. Purposive sampling is a random selection of

sampling units within the population with the most information on the characteristics of interest

by the researcher to identify appropriate respondents to participate in the study.

3.5: Data Collection Methods

Primary data will be collected using questionnaire guided interviews, face to face interviews and

observation while secondary data will be obtained through documentary reviews. Kombo and

Tromp, (2016) state that the researcher must have a clear vision of the instruments to be used, the

respondents and the selected area.

3.5.1: Questionnaires

A structured questionnaire will be developed and administered to the respondents to extract

information on their opinions on the relationship between organizational culture, Managerial

competencies, academic staff Empowerment and organizational behaviors of private higher

institutions of learning in western Uganda. The reason for selecting the questionnaire will be

because it will be an appropriate method for collecting data, it offers greater assurance of

anonymity, can be filled at the respondent’s convenience hence increasing chances of getting

valid information and it will be a cheap way of collecting data from a wide geographical area

(Amin, 2018).

30
3.5.2: Interviews

In-depth interviews with key informants (KIs) will be conducted to generate findings that will be

directly used in the report. Interviewing allows KIs a wider chance to give detailed information

that will not be possible to obtain using questionnaires. This method will be used to throw a

completely different light on an issue that the interviewer had previously never considered on the

kind of the relationship between organizational culture, Managerial competencies, academic staff

Empowerment and organizational behaviors of private higher institutions of learning in western

Uganda.. The researcher will gather data through interviews with key informants and this will

help the researcher to address the questions to one KI at a time.

3.5.3: Documentary review

It will involve obtaining information by studying written documents. These will include; research

reports, government policy documents for example; demographic health surveys, journals and

conference papers.

3.6: Data Collection Instruments

The researcher will use a set of data collection instruments namely questionnaires, interview

guide, documentary review checklist and an observation checklist.

3.6.1: Questionnaire

The researcher will use two sets of questionnaires namely self-administered and researcher

administered questionnaires as data collection instruments to respondents who will include

beneficiaries and caregivers. A self-administered questionnaire designed on a likert scale will be

used to collect data from staffs who can write and read well. This will enable reach a sparse

31
population, will be time saving to researcher and respondents, cost saving to researcher while

ensuring confidentiality.

A researcher administered questionnaire designed on a likert scale will be used to collect data

from caregivers and beneficiaries who cannot read and write well. This will enable the researcher

to get immediate feedback while saving time and to solve language barriers and multiple

interpretations of questions by this category. Both self-administered and research administered

instruments have merits of confidentiality (Mugenda and Mugenda, 2010, p.257).

3.6.2: Interview guide

An interview guide with pre-determined set of questions will be followed and used during the

interview to enable cover the variables under study. The instrument will be followed by the

researcher to ask questions prompting responses from KIs who will include Program Managers,

Area Team Leaders, Technical Advisors, Project Officers and Project Assistants. This instrument

as recommended by Mugenda and Mugenda (2010), p.86 enables the interviewer to be

exhaustive and focuses on the subject.

3.6.3: Documentary review guide

To support the interview and observation methods, a documentary review checklist and interview

will be used to gather and collect secondary data. This will involve analyzing documents mainly

the organization’s reports for additional information, reviewing books, articles, journal articles

published with keen interest on the study variables. This also will help the researcher to

document literature as well as conceptualizing the variables in the study. The instrument will be

used in guiding the researcher to review relevant documents in order to collect data required to

answer the research questions (Punch, 2000, p.10).

32
3.7: Pre-testing of data collection instruments

Pretesting of the questionnaires and interview guides for reliability and validity will be done two

weeks before the actual data collection period. Interviews will be carried out for four weeks and

before every interview, the purpose and importance of the study will be explained to the

respondents. In addition, respondents will be assured of the confidentiality over the information

that they provided to the researcher.

3.7.1: Validity

In order to test and improve the validity of data collection instruments, the researcher will avail

the instruments to the Program Managers and Area Team Leaders, who will look at the items and

check on language clarity, relevancy, and comprehensiveness of content and length of the

questionnaire.

On the other hand, Content Validity Index (CVI) as a proportion agreement procedure that allows

two or more raters to independently be reviewed and evaluated will be carried out by the

researcher. The researcher will tally the proportion of cases in which the raters agree and

determine the stability of their agreement (Lynn, 2018). A Likert-type, ordinal scale with four

possible responses will be used. The researcher will also use two experts to look at each item and

judge whether they are: 1- Relevant, 2- Irrelevant. The researcher then will put the items in 2

categories with 1 in one category and 2 in another category. The researcher will later on move

ahead to calculate a Content Validity Index (CVI) (Blackmore, 2018) using the formula below.

CVI = Items rated Relevant/Irrelevant (1 or 2)

Total number of items in the questionnaire

33
3.7.2: Reliability

To ensure this, the researcher will measure the internal consistency using the Cronbach Alpha

(cronbach, 1951) basing on the five point likert scale items. The results from the pretest will be

used to modify the items in the instruments. This will be done by performing Cronbach’s Alpha

Coefficient tests.

3.8: Procedure for Data Collection

Data collection procedures to be used in the study will include self and researcher administered

questionnaires, face to face interviews, taking notes from documentary review and visual

occurrences under observation. In all data collection procedures, protocol will be observed by

obtaining and presenting permission letters to collect data both from UMI and Kiwoko Town

council to enable access to study elements and to convince them to give the data.

3.9: Measurement of Variables

To measure variables in a quantitative approach is to transform attributes of the conceptual

framework of variables studied into numerical quantities.

3.9.1 Likert scale

The researcher will use a Likert scale to measure the variables under study. A Likert scale is a

form of an interval scale measurement which will be designed to measure how strongly subjects

agree or disagree with a question, statement or an opinion on a five point scale and has the same

difference in response between any two points (Sekaran, 2010, p.197). This scale is also used

when getting information on attitude perception of respondents especially understanding factors

contributing to a particular phenomenon.

Data on key variables in the self and researcher administered questionnaires will be measured on

the likert scale (5, 4, 3, 2, 1) for strongly agree, agree, uncertain, disagree and strongly disagree

34
respectively. The respondents will select the response that best describes their reaction to each

statement and the responses will be weighed from one to five. The measurement has an

advantage that enables data to be subjected to further manipulation in order to generate

descriptive statistics. Likert scales are also flexible and can be constructed easily.

3.10: Data Analysis

Data collected from the field will be sorted, coded by assigning themes to the study variables and

later entered into a computer using statistical software (SPSS) to enable analysis. The data will

be able to answer the research questions and hypothesis.

3.10.1: Quantitative data analysis:

The process of data analysis will involve editing, examining the collected raw data to detect

errors and omissions and to correct this when possible. The first editing will be done in the field

and scrutinizing of the completed questionnaire. It will be done on a daily basis after the

interviews and at times on spot. After fieldwork, central editing will be also done to review and

edit when all questionnaires will be completed and returned to the researcher. Corrections for

wrong entries and omissions will then be done. After central editing, questionnaires will be then

entered into a statistical package for social scientist (SPSS) software.

SPSS will be used to capture data, data analysis and management. Tables will be generated and

these will be then exported from SPSS into the word document and interpretation will be done.

In addition, the researcher will describe or summarize data using descriptive statistics. The

researcher will obtain measures of central tendency (mean, mode and median) as well as

measures of dispersion (standard deviation). The final outputs and selected summary tables will

be transferred into the main report, findings presented, interpreted and conclusions deduced.

35
3.10.2. Qualitative data analysis

The researcher will organize and prepare data for analysis by sorting and arranging the data into

various themes as will be reflected in the key informant guide. The researcher will read through

all the data to obtain a general understanding of the information collected, coded the responses,

generate themes for analysis and interpretation of the meaning of the data.

3.10.3. Analysis of data from documentary review

Data from documentary review will be categorized using a researcher’s notebook as part of

qualitative data. Text will be recorded in accordance with the variables and analyzed alongside

the correlation matrix to support in making conclusions, inferences and determining relationships

between variables. The correlations will be supported by ratios and trend graphs being

continuous data to accept or reject hypotheses and answering the research questions as

recommended by Rosenberg (1968) as in Punch, (2000).

3.10.4. Analysis of data from face to face interviews

Data from face to face interviews will be recorded, summarized and analyzed using a

generalization table to establish patterns without omissions as recommended by Denscombe

(2000). Interviewee responses will be categorized using frequencies to establish the number of

times an attribute is mentioned for pattern formation before translation into text form. The

summarized responses from interviewees will be presented in text and used to support the

empirical findings during interpretation and discussion of findings and in constricting

recommendations.

3.10.5. Analysis of data obtained by observation

Observed data on events will be written in the researcher’s note book as they occurred in the

researcher’s presence. Data will be recorded, sorted and presented according to the study

36
variables that will be observable in form of summarized text. Observations related to the study

will be recorded, summarized and referred to during data interpretation, discussion and in

making recommendations.

3.11: Limitations to the Study

In this study the researcher anticipates a number of challenges and key among them are as

provided below;

Basing on the differences in the characters and behaviors of people the researcher is bound to

meet a greater challenge on the rate of low responses since others are too emotional, some may

not want to reveal other confidential issues that pertains their lives while others are just

unbothered. This may pose a great challenge to the researcher during data collection in the field.

The researcher will overcome the limitations by building confidence and assurance of

confidentiality and anonymity in them

The problem of finance will be solved by making a few carefully visits such as trans-sect walks

around the study area to cut costs and the research also wish to make the best use of modern

telecommunication system like mobile phones, electric mails, fax, where possible to gather the

required information.

37
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 Appendix I; BUDGET FOR RESEARCH PROPOSAL
UNIT
S/N ITEM QTY COST AMOUNT
1 Stationery      
  (a)   Papers 12 (Reams) 20,000/= 240,000
  (b)   Pens 10 1000/= 10,000
  (c)   Pencils 6 200/= 1,200
2 Travel expenses     600,000
3 Secondary data-involved expenses   600,000/= 600,000
4 Secretarial Services      
  Binding 6 (copies) 15,000/= 90,000
  Photocopying   150,000/= 150,000
  Printing 5 (copies) x 160 pages 16,000/= 80,000
         
5 Miscellaneous   200,000/= 200,000
        0

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 APPENDIX 2; RESEARCH WORKPLAN
Activities/ Months Jan Feb March April May June July August Sept
Proposal Writing &

Presentation
Submission to Review

Ethical Committee
Data Collection
Data Analysis
Draft Report Writing
External Examination
Viva Voca

43