Journal of Science and Sustainable Development 2022-09-09T10:04:03+00:00 Editor Open Journal Systems <p>Annually, Uganda Martyrs University‘s School of Postgraduate Studies and Research produces the Journal of Science and Sustainable Development (JSSD) (ISSN: 2070-1748). The goal of the Journal is to provide a visible outlet for definitive articles that discuss the concept of development from an interdisciplinary viewpoint. Therefore, contributions to the Journal typically link theory to practice whilst spanning over traditional disciplinary boundaries and giving due attention to the role of sustainability in development as well as the dilemmas that characterize some development endeavours, especially in the third world. The Journal gives special preference to conceptual and empirical writing that is relevant to Africa‘s peculiar development needs whilst integrating pertinent international developments, debates and challenges, because it acknowledges that the questions, issues, theories and policies pertaining to development require in-depth study, analysis and discussion. Therefore, the Journal provides an outlet for examining these questions, issues, theories, and policies in a rigorous and scholarly manner. Accordingly, papers are invited from a wide range of disciplines that reflect different research, theoretical and application perspectives concerning the development of the third world and mankind as a whole. The Journal‘s editorial policy prefers submissions that synthesize the significance of different disciplinary traditions and geographical experiences in explaining the phenomenon at hand. In addition to rigorous examination of the ‗local dimension‘ of the issues that they expound, therefore, contributions mirror conversance with relevant international perspectives and experiences, thereby situating the debate in a broad discourse that facilitates holistic understanding of the issues at hand. Edited from Uganda Martyrs University, Uganda, the Journal draws on the expertise of a diverse editorial board, as well as a wide range of reviewers in and outside Africa. The Journal is committed to the publication of both experienced and early career researchers so its editorial policy puts overriding attention on helping contributors to reach the level of quality that is deemed fit for publication through ensuring relevant, fair and penetrating reviews as well as timely relay of feedback to contributors.</p> An Assessment of Students’ Perceptions of the Quality of Teaching in Public Universities in Uganda 2022-09-09T10:04:02+00:00 Gonzaga Katongole <p>This paper examines students’ perceptions of the quality of teaching at Makerere University. It is derived from a broader study that examined accountability and service delivery in public universities in Uganda. Specifically, this paper sought to assess students’ satisfaction with the study content and coverage, teaching methods, and lecturers’ attendance and punctuality. Being the oldest public university in Uganda, the researcher believed that Makerere University represented all other public universities in Uganda. The study adopted a cross-sectional survey design and collect data from 397 students out of the total population of 13,203. The findings largely suggested that students were satisfied with the quality of teaching. In relation to course content and coverage, 68% were satisfied, 73% were satisfied with the teaching methods, while 79% were satisfied with teachers’ attendance and punctuality. However, the unsatisfied minority revealed that the study content was too theoretical, and that teaching methods were teacher centred. Students stated that some academics were usually late for lectures, and sometimes they missed lectures without communicating in time one of the reasons being that they had to seek for meals outside the university. The study recommended that to further improve quality teaching, Makerere University should admit students she can adequately provide for, hire more academics, facilitate lecturers to conduct more research, and provide tea and lunch to lecturers while at the university among others. This research carries value to education policy makers and university authorities. The findings can be used by institutions of higher learning to further improve the delivery of quality teaching and learning.</p> 2022-08-31T14:35:58+00:00 Copyright (c) 2022 Journal of Science and Sustainable Development Kotter’s Eight-Step Change Process Model and Students’ Attitudes towards Fees Payment Policies in Public Universities in Uganda 2022-09-09T10:04:03+00:00 Hilary Mukwenda <p>This study aimed at exploring the attitudes students in three public universities in Uganda hold towards tuition fees policies. It also investigated the relationship between Kotter’s Eight-Step Change Process Model and these attitudes. Data was collected from 360 students drawn from Busitema University, Kyambogo University, and Makerere University. These were selected using stratified and cluster sampling. Data was collected using questionnaires and subjected to regression analysis. The findings show that many students have a low opinion of, and are opposed to, their universities’ tuition policies. However, most of the steps in Kotter’s Model were significantly (positively) related to the students’ attitudes towards the policies. It was concluded that the model can guide efforts to enhance the effectiveness of tuition fees policies in the universities. Hence, the universities are urged to orientate enforcement of their fees policies towards the steps in the model.</p> 2022-08-31T14:42:15+00:00 Copyright (c) 2022 Journal of Science and Sustainable Development