PRACTICES OF MANAGING STUDENTS’ SOCIO-ECONOMIC STATUS FOR ACHIEVEMENT OF EDUCATIONAL GOALS IN MAKERERE UNIVERSITY (UGANDA)
DOI:
https://doi.org/10.47604/ijp.1196Keywords:
University management, socio-economic status (SES), supportive practices, and educational goals.Abstract
Purpose: Prompted by persistent complaints from different stakeholders in regard to the problem of managing diversity of student socio-economic status in Makerere University, the study set out to examine the factors that enable or disable the students from Low Socio-Economic Status (LSES) backgrounds from achieving their educational goals at Makerere University (Uganda).
Methodology: The study drew on social justice literature to stimulate debate on why and how such LSES students can be supported to achieve their educational goals. The study adopted a cross-sectional survey design, which was approached from a mixed research paradigm where both qualitative and quantitative data were collected from 410 Makerere University students. Using closed-ended questionnaires and focused interview guides
Findings: The study discovered that management practices like financial and material resources mobilization for the underprivileged were absent. It was therefore concluded that practices on socio-economic diversity reflected absence of recognitive and distributive equity.
Unique contribution to theory, practice and policy: The study’s major contribution lies in the provision of knowledge on up-to-date policies and practices of managing student SES diversity to enable students of a LSES background to achieve their educational goals.
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