Professionalizing Academic Research Supervisory Competencies of Lecturers at Kyambogo University for Students' Performance Quality Outputs in Uganda

Wilberforce Okongo; Wilson Okaka

doi:10.37284/eajass.8.1.2916

Wilberforce Okongo, PhD Kyambogo University
Wilson Okaka, PhD Kyambogo University

DOI: https://doi.org/10.37284/eajass.8.1.2916

Keywords: Academic Research, Supervisory Competencies, Student Performance, Research Quality, Uganda, Higher Education

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Abstract

This paper presents the imperative of professionalizing academic research supervision skills at Kyambogo University in Uganda, with an emphasis on enhancing the quality of student research outcomes. It emphasizes the vital importance of lecturers' supervisory abilities in guiding students to produce high-standard research, a challenge prevalent across many higher education institutions in Uganda. We analyzed the national, regional, and global viewpoints, the study emphasizes the necessity of strengthening supervisory competencies to bridge existing gaps in research supervision and its influence on student performance. The following specific objectives guide the study: (1) evaluating the existing research supervisory skills of lecturers at Kyambogo University, (2) analyzing how insufficient supervision affects the quality and performance of students' research outputs, (3) suggesting strategies to professionalize research supervision by incorporating ethical practices, innovation, and inclusivity, (4) examining the role of gender equality in academic research supervision and its impact on students' research experiences, and (5) exploring how environmental considerations can be integrated into research supervision to promote sustainable academic practices. Using a mixed-methods research approach, the study combines systematic literature reviews, case studies, and empirical evidence to analyze the role of faculty in fostering research excellence. It also examines institutional digital readiness, student engagement, and community outreach programs as factors influencing research supervision. The findings reveal a significant correlation between enhanced supervisory competencies and improved student research outputs, particularly when supported by 21st-century curricula and digital tools. The study identifies gaps in supervisory competencies and their implications for research quality, offering evidence-based recommendations for capacity-building initiatives, improved training for academic staff, and the alignment of institutional policies with global research standards. The findings emphasize that effective academic research supervision is pivotal to enhancing the quality of students’ research outputs and overall academic performance.

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