Institutional design and utilisation of evaluation results in Uganda’s public universities: Empirical findings from Kyambogo University

Abstract

Background: The need for evidence-based decision-making scaled up the need for monitoring and evaluation systems in Africa. The education sector has received increasing scrutiny, owing to its centrality in promoting the national agenda of countries. The higher education sub-sector has expanded in its drive to increase accessibility, albeit with numerous challenges and doubts, especially about the quality of education. Numerous evaluations in this sub-sector in Uganda have been carried out, but their results have not been used for effective decision-making. In this regard, the non-utilisation trend of evaluation findings is attributable to the design of the institutions where these evaluations are carried out.
Objectives: The study examined the relationship between institutional design (procedural rules, evaluation processes and institutional capacity) and utilisation of evaluation results at Kyambogo University.
Methodology: This was a cross-sectional survey involving a sample of 118 respondents whose views were obtained through the use of questionnaires and key informant interviews triangulated with documentary analysis.
Results: The study found that procedural rules, evaluation processes and evaluation capacity had a positive (0.459, 0.486 and 0.765, respectively) and a statistically significant (sig. = 0.000) effect on utilisation of evaluation results. This means that the dimensions of institutional design were important predictors of utilisation of evaluation results by a public sector agency.
Conclusion: Strengthening of the evaluation competences and capacity of the university by empowering the Directorate of Planning and Development to coordinate and harmonise all evaluations and be charged with the follow-up of utilisation of the results is an emerging recommendation from this study.