Decision-making approaches of academic deans and departmental heads and the work performance of academic staff in public universities in Uganda

Abstract

This study examined the effects of decision-making approaches (DMA) used by academic deans and departmental heads on the work performance (WP) of academic staff in public universities in Uganda. The study was prompted by the persistent complaints and reports from stakeholders about the deteriorating quality of teaching, research, and community engagements despite the efforts to improve the working conditions of the staff in public universities. I adopted a cross-sectional study design. Data were collected using survey methods from a sample of 287 academic staff obtained through a proportionate stratified sampling technique. The quantitative data were analyzed using appropriate descriptive and inferential statistics. The study findings revealed, among others, that academic staff in public universities in Uganda were faced with a challenge of low work performance levels explained by the DMA used by the deans and departmental heads. The study found that an increase in the use of democratic decision-making approach by the academic deans and departmental heads by one unit is associated with a corresponding increase in the work performance of academic staff by 37.5 percent. Meanwhile, an increase in the use of the autocratic approach by one unit is associated with a corresponding decrease in the work performance of academic staff by 6.5 percent. On the other hand, an increase in the use of delegated DMA by the academic deans and departmental heads by one unit is associated with a corresponding increase in the work performance of academic staff by 11.6 percent. These findings made me conclude that the kind of DMA that a dean or departmental head uses has a direct bearing on the WP of academic staff other factors notwithstanding. I therefore recommend that to enhance the WP of academic staff in public universities in Uganda, there is a need for deans and departmental heads to engage with staff in a purposeful, consultative and participatory manner, entrust the staff with authority and responsibility, and give less priority to the use of autocratic approaches in all instances unless the situation warrants.