Institutional Opportunities for Institutional Opportunities for Staff Recruitment, Retention and Staff Recruitment, Retention and Development: A Case Study of Development: A Case Study of

Makerere University, UgandaMakerere University, Uganda..

A paper to be presented at the University A paper to be presented at the University Leaders Forum: Developing and Leaders Forum: Developing and Retaining the Next Generation of Retaining the Next Generation of

Acedemics, Accra Ghana: November Acedemics, Accra Ghana: November 2008.2008.

ByBy

Lillian Tibatemwa-Ekirikubinza (Ph.D)Lillian Tibatemwa-Ekirikubinza (Ph.D)

1st Deputy Vice Chancellor 1st Deputy Vice Chancellor

(Academic Affairs) (Academic Affairs)

andand

Associate Professor of Law,Associate Professor of Law,

Makerere University.Makerere University.

HistoryHistory

1922 established as a Technical School1922 established as a Technical School

1963 became a College of the University of 1963 became a College of the University of East Africa – offering courses leading to awards East Africa – offering courses leading to awards of the University of Londonof the University of London

1970 became an independent University1970 became an independent University

Original Motto: Let Us Be MenOriginal Motto: Let Us Be Men

Present ContextPresent Context

To be a leading institution for academic excellence and To be a leading institution for academic excellence and innovations in Africainnovations in Africa

To provide world class innovative teaching, learning, To provide world class innovative teaching, learning, research and services responsive to National and Global research and services responsive to National and Global Needs.Needs.

Repositioning Makerere to Meet Emerging Development Repositioning Makerere to Meet Emerging Development Challenges (2008-18 Strategic Plan)Challenges (2008-18 Strategic Plan)

Motto: We Build for the FutureMotto: We Build for the Future

Human ResourcesHuman Resources

Total of 1,381 academic staffTotal of 1,381 academic staff Student population of 34,550Student population of 34,550 Ratio: 1:27 Ratio: 1:27 40% student population - female40% student population - female

Minimum Qualifications for Minimum Qualifications for academiaacademia

POSITIONPOSITION QUALIFICATION QUALIFICATION PUBLICATIONSPUBLICATIONS TEACHING TEACHING EXPERIENCE EXPERIENCE

GRADUATE GRADUATE SUPERVISIONSUPERVISION

Professor Professor Ph.DPh.D 11 11 10 years 10 years 9 students9 students

Associate Associate ProfessorProfessor

Ph.DPh.D 66 8 8 44

Senior Senior lecturerlecturer

Ph.DPh.D 33 33 11

LecturerLecturer Ph.DPh.D -- -- --Assistant Assistant LecturerLecturer

MastersMasters -- -- --

Teaching Teaching AssistantAssistant

Bachelor’s Bachelor’s Degree (1Degree (1stst Class/2Class/2ndnd Class Class Upper Div)Upper Div)

-- -- --

Retention: Staff Development Retention: Staff Development Opportunities AvailableOpportunities Available

The Staff Development Policy The Staff Development Policy Staff Development Fund Staff Development Fund 5% of tuition by privately sponsored students is 5% of tuition by privately sponsored students is

allocated for Staff Development: since1996/97 allocated for Staff Development: since1996/97 Academic Year Academic Year

In addition each student contributes Ug Shs. In addition each student contributes Ug Shs. 5,000 (3 US$) to SD Fund per year. 5,000 (3 US$) to SD Fund per year.

IGF: reduce dependency on external sources IGF: reduce dependency on external sources Last 5 years: Last 5 years:

Waiver of Tuition for staffWaiver of Tuition for staff

University provides a waiver of tuition for University provides a waiver of tuition for members of staff. members of staff.

Encourages many members of staff to Encourages many members of staff to take up graduate study at Mak. take up graduate study at Mak.

In some cases individual academic units In some cases individual academic units directly sponsor their staff for graduate directly sponsor their staff for graduate training. training.

Last 5 years:Last 5 years:

5.45.4 The University Priority ListThe University Priority List

Allocation of SD Funds based on identified needs. Allocation of SD Funds based on identified needs. Identification first by academic units: based on priority Identification first by academic units: based on priority

training needs of unittraining needs of unit

Units submit their priority lists to the Staff Development Units submit their priority lists to the Staff Development Committee (SDC)Committee (SDC)

Final Priority identification by the SD CommitteeFinal Priority identification by the SD Committee

Priority lists periodically revised to reflect changing Priority lists periodically revised to reflect changing needs of academic units/university.needs of academic units/university.

Guiding FactorsGuiding Factors

In considering applications for funding, the Committee In considering applications for funding, the Committee takes into account the following factors:takes into account the following factors:

- Availability of funds (those already on study must - Availability of funds (those already on study must complete b4 new commitments are made)complete b4 new commitments are made)

- Financial Cost of programme applied for: effect on fund - Financial Cost of programme applied for: effect on fund - Academic qualification sought: Ph.D vs Masters- Academic qualification sought: Ph.D vs Masters- Number of years in service- Number of years in service- Performance record- Performance record- Availability of vacancies on completion of the course- Availability of vacancies on completion of the course-The staffing level of the department or field.-The staffing level of the department or field.

Study at Makerere preferredStudy at Makerere preferred Within the African regionWithin the African region Other areas of the world.Other areas of the world. Sandwich programmes encouraged: less Sandwich programmes encouraged: less

abscondment, cheaper, empirical research abscondment, cheaper, empirical research in Uganda, opportunities for joint in Uganda, opportunities for joint supervision/enhancement of supervision supervision/enhancement of supervision skillsskills

Ph.D is given PriorityPh.D is given Priority

Priority given to first time beneficiaries – if Priority given to first time beneficiaries – if staff has been trained thru SD Fund at staff has been trained thru SD Fund at one level, may be required to look one level, may be required to look elsewhere.elsewhere.

Masters Degree ProgrammesMasters Degree Programmes

A number of departments have now launched A number of departments have now launched

graduate programmes at Masters Level. graduate programmes at Masters Level.

Members of staff encouraged to train locally at Members of staff encouraged to train locally at Mak. Mak.

Where programme is not available at Mak can Where programme is not available at Mak can be elsewhere be elsewhere

Study LeaveStudy Leave

Staff who secure training opportunities on Staff who secure training opportunities on full-time basis are required to apply for full-time basis are required to apply for study leave, before proceeding for studies.study leave, before proceeding for studies.

Staff who proceed for training without Staff who proceed for training without University Authority are deemed to have University Authority are deemed to have absconded and risk termination of service.absconded and risk termination of service.

6.1 BONDING OF STAFF ON 6.1 BONDING OF STAFF ON TRAININGTRAINING

AuthorityAuthority Staff on permanent terms go for further training with Staff on permanent terms go for further training with

the authority of the University Council the authority of the University Council All sponsorship (self, department, Institute, School, All sponsorship (self, department, Institute, School,

Foreign or from SDF) is deemed to have been granted Foreign or from SDF) is deemed to have been granted with the authority of the University Council. with the authority of the University Council.

Therefore all staff taking further training must be Therefore all staff taking further training must be bonded.bonded.

Study leave is deemed to have been granted on the Study leave is deemed to have been granted on the signing of the bond formsigning of the bond form

Bonding PeriodBonding Period

Obliged to work for Mak for specific period Obliged to work for Mak for specific period on completion of study leaveon completion of study leave

- 1 year for training lasting 4-9 months;- 1 year for training lasting 4-9 months; - 2 years for Masters Program;- 2 years for Masters Program; - 3 years for Ph.D program;- 3 years for Ph.D program;Pro- rata to study leave period Pro- rata to study leave period Recovery from retirement benefits!Recovery from retirement benefits!

Salary and HousingSalary and Housing

Basic SalaryBasic Salary is paid to members of staff is paid to members of staff on approved study leave on approved study leave

Housing - Housing - A member of staff in University A member of staff in University housing retains unit while on training housing retains unit while on training (family use). (family use).

Staff not housed by the University Staff not housed by the University continue to receive their housing continue to receive their housing allowance.allowance.

3.8 SD Policy: Gender3.8 SD Policy: Gender

““There should be no discrimination There should be no discrimination between male and female members of between male and female members of staff. All members of staff should be given staff. All members of staff should be given the opportunity to train.”the opportunity to train.”

Gender Terrain at MakGender Terrain at Mak

Table 2: Status by gender in the Academia: 12th October 2008Table 2: Status by gender in the Academia: 12th October 2008

Note: Presence of women in the high echelons still very low. Only 12.12 % are at Note: Presence of women in the high echelons still very low. Only 12.12 % are at

Associate Professor and Professor levelsAssociate Professor and Professor levels..

MaleMale FemaleFemale Total NumberTotal Number % of women% of women

Professors Professors 4343 33 4646 6.526.52

Assoc. Professors Assoc. Professors 7373 1313 8686 15.1115.11

Senior LecturersSenior Lecturers 149149 4545 194194 23.1923.19

Lecturers Lecturers 312312 109109 421421 25.8925.89

Assistant Lecturers Assistant Lecturers 241241 117117 358358 32.6832.68

Teaching Assistants Teaching Assistants 183183 9393 276276 36.6936.69

TOTALTOTAL 10011001 380380 13811381 27.5127.51

Table 3: Percentage of female Academic Staff in Science based Table 3: Percentage of female Academic Staff in Science based disciplines October 2008disciplines October 2008

Note: Note: It must also be mentioned that the number of female academia in science based It must also be mentioned that the number of female academia in science based disciplines is dismally low : 33.13%disciplines is dismally low : 33.13%

MaleMale FemaleFemale Total NumberTotal Number % of female% of female

Professors Professors 3131 11 3232 3.13.1

Assoc. Professors Assoc. Professors 5252 88 6060 13.313.3

Senior LecturersSenior Lecturers 107107 2121 128128 16.416.4

Lecturers Lecturers 176176 5656 232232 24.124.1

Assistant Lecturers Assistant Lecturers 132132 6262 194194 32.032.0

Teaching Assistants Teaching Assistants 113113 5656 169169 33.133.1

Affirmative Action?Affirmative Action? Imperative that in its promotion of scholarship and Imperative that in its promotion of scholarship and

training, the university applies affirmative action to help training, the university applies affirmative action to help address gender imbalances.address gender imbalances.

In 2008-2018 strategic plan it has been agreed that the In 2008-2018 strategic plan it has been agreed that the success measures to be used in evaluating our success success measures to be used in evaluating our success would be:would be:

-Percentage of women in academia and non-teaching -Percentage of women in academia and non-teaching positions increased to 40% by 2018positions increased to 40% by 2018

-Increased % of female academia with PhDs.-Increased % of female academia with PhDs. Establishment of a special fund for academic & Establishment of a special fund for academic &

administrative female staff for sabbatical, exchange administrative female staff for sabbatical, exchange visits, attachment and training.visits, attachment and training.

Justification?Justification?

Call for increase of women in top management Call for increase of women in top management and in the high echelons of the academia is and in the high echelons of the academia is based on the assumption that women’s based on the assumption that women’s participation at such levels would improve their participation at such levels would improve their opportunity to influence the policies and opportunity to influence the policies and direction of the institution. direction of the institution.

This would hopefully translate into student and This would hopefully translate into student and employee focused gender responsive policies. employee focused gender responsive policies.

JustificationJustification I also contend that although gender parity is not I also contend that although gender parity is not

synonymous with gender equity, “within a gender – synonymous with gender equity, “within a gender – balanced professoriate, there is increased likelihood both balanced professoriate, there is increased likelihood both males and females will be involved in the establishment males and females will be involved in the establishment of practices intended to promote equity.” of practices intended to promote equity.”

Further still an increase of female academia would Further still an increase of female academia would create more beneficial conditions for scholarly activity create more beneficial conditions for scholarly activity among female students.” among female students.”

The availability of female academia would also ensure The availability of female academia would also ensure mentoring of female students and may result in more mentoring of female students and may result in more women choosing careers in universities. women choosing careers in universities.

Quality AssuranceQuality Assurance

Gender parity in the professoriate is an issue of Gender parity in the professoriate is an issue of quality assurance, for “in a post-secondary quality assurance, for “in a post-secondary environment that focuses on students as environment that focuses on students as consumers, administrators must realize that their consumers, administrators must realize that their “customer” can best be served by a more “customer” can best be served by a more diverse, gender balanced professoriate” diverse, gender balanced professoriate”

“ “Given the makeup of the current student Given the makeup of the current student population in universities, efforts to make population in universities, efforts to make university positions attractive to women is university positions attractive to women is essential” essential”

ResearchResearch

Research on the codes and rituals that hold Research on the codes and rituals that hold women back women back

Research on informal hierarchies and norms of Research on informal hierarchies and norms of institutions that continue to thwart academic institutions that continue to thwart academic women women

and this, (I argue) - by universities as the and this, (I argue) - by universities as the renowned knowledge hubs. renowned knowledge hubs.

General ChallengesGeneral Challenges Low salary scale vs private industry Low salary scale vs private industry – – Legal Profession (Private Practice, Judiciary);Legal Profession (Private Practice, Judiciary); - IT and Engineering Professions - IT and Engineering Professions

(Telecommunication Service Providers) (Telecommunication Service Providers) - Medical profession (Government Consultants vs - Medical profession (Government Consultants vs

Professors)Professors) High minimum requirements: Ph. DHigh minimum requirements: Ph. D Limited post doctoral research opportunitiesLimited post doctoral research opportunities Lack of Mentoring CultureLack of Mentoring Culture Abscondment by personnel already trained by Abscondment by personnel already trained by

Mak.Mak.

Mentoring of young academia in Higher Mentoring of young academia in Higher EducationEducation

““While definitions vary, a mentor is generally While definitions vary, a mentor is generally someone already experienced in a role new to a someone already experienced in a role new to a mentee. The mentor guides, advises, teaches, mentee. The mentor guides, advises, teaches, counsels and is supportive of the mentee.counsels and is supportive of the mentee.

We note that in Greek mythology, Mentor was a We note that in Greek mythology, Mentor was a

friend of Odysseus. When Odysseus left for the friend of Odysseus. When Odysseus left for the Trojan War he placed Mentor in charge of his Trojan War he placed Mentor in charge of his son, Telemachus, and of his palace. Mentor was son, Telemachus, and of his palace. Mentor was thus among other things, a tutor to Telemachus.thus among other things, a tutor to Telemachus.

Often saidOften said

It is often said that many of the world’s It is often said that many of the world’s successful people have benefited from successful people have benefited from having a mentor. It is said that Aristotle having a mentor. It is said that Aristotle mentored Alexander the Great. One can mentored Alexander the Great. One can thus state that mentoring is a vehicle for thus state that mentoring is a vehicle for leadership development. leadership development.

Need to Institutionalize mentoring of young Need to Institutionalize mentoring of young academicsacademics

Mentoring: Gender Specific Mentoring: Gender Specific ConcernsConcerns

The value of mentoring is that it can The value of mentoring is that it can increase the participation of socially increase the participation of socially marginalized groups (in this case women) marginalized groups (in this case women) in leadership positions. It helps a less in leadership positions. It helps a less experienced person climb the ladder, to experienced person climb the ladder, to reach her full potential.reach her full potential.

The feminization of mentoring.The feminization of mentoring.

Several women have with time learnt how to function in a Several women have with time learnt how to function in a male world, but we must nevertheless acknowledge that male world, but we must nevertheless acknowledge that women’s experiences and perspectives are different women’s experiences and perspectives are different from those of their male colleagues. from those of their male colleagues.

There is a need to understand and take seriously the There is a need to understand and take seriously the perspectives and experiences of women. perspectives and experiences of women.

We must therefore provide a feminist critique of the We must therefore provide a feminist critique of the conceptualization of mentoring. What should you conceptualization of mentoring. What should you consider when mentoring a woman rather than a man? consider when mentoring a woman rather than a man? This calls for re-visiting the accepted (in fact male) This calls for re-visiting the accepted (in fact male) models.models.

To what extent is the "original" concept based on male models and To what extent is the "original" concept based on male models and have women leaders appropriately integrated gender concerns into have women leaders appropriately integrated gender concerns into the concept? Have we successfully provided new models for the concept? Have we successfully provided new models for feminist oriented mentorship? feminist oriented mentorship?

For example, “Some studies have found differences from the For example, “Some studies have found differences from the traditional male model of mentoring when women are involved, traditional male model of mentoring when women are involved, suggesting that informality and friendship are more characteristic of suggesting that informality and friendship are more characteristic of successful mentoring of women”successful mentoring of women”

All these are questions we must answer if we are to succeed in All these are questions we must answer if we are to succeed in using mentoring as a mechanism for ensuring women’s visibility in using mentoring as a mechanism for ensuring women’s visibility in high echelons of the university academia and top management.high echelons of the university academia and top management.

The Africanisation of the conceptThe Africanisation of the concept..

In addition to the feminization of mentoring, I believe that there is In addition to the feminization of mentoring, I believe that there is need for an “African” critique of the concept of mentoring. The need for an “African” critique of the concept of mentoring. The ensuing questions would be:ensuing questions would be:

- To what extent is mentoring a universal as opposed to a cultural - To what extent is mentoring a universal as opposed to a cultural specific concept? specific concept?

- Is the concept of mentoring as it is presented and understood today - Is the concept of mentoring as it is presented and understood today alien to the African culture? alien to the African culture?

- How can we ensure that we capture cultural specific concerns?- How can we ensure that we capture cultural specific concerns?

Concluding RemarksConcluding Remarks

Stanza 2 of Mak. Anthem Stanza 2 of Mak. Anthem Do not forget through all d years those Do not forget through all d years those

who have gone thru the gates of Makererewho have gone thru the gates of Makerere Give them the prideGive them the pride Give them the joyGive them the joy Oh! To remember Oh! To remember The Gates of MakerereThe Gates of Makerere

ChorusChorus

Makerere, MakerereMakerere, Makerere We Build for the Future We Build for the Future The Great MakerereThe Great Makerere Great, Great and MightyGreat, Great and Mighty The Walls Around TheeThe Walls Around Thee Great, Great and Mighty the Gates Great, Great and Mighty the Gates

Besides Thee.Besides Thee.