In higher education institutions (HEIs), teaching unfamiliar courses or disciplines has grown more prevalent than in the past. While studies on effective performance by people who practise it remains unresolved and contradictory, the issue has been kept under wraps to avoid damaging the institutions' image. The authors of this study look at the reasons and consequences of the trend. To address four questions, the writers used Carl Rogers' Theory: 1) What motivates academics to teach disciplines in which they are not experts? 2) What are the consequences of teaching subjects outside of their expertise? 3) How do people who teach outside their area of expertise fare? 4) What policies and procedures are in place to control the practise? Two Ugandan higher education institutes provided data. This was accomplished through interviews, student assessments, and instructional schedules. Employee job descriptions and profiles were also analysed. The procedure has been confirmed to have no detrimental influence on quality. In any event, the report cautions HEIs against approving the practise.
Author(S) Details
Maria Kaguhangire Barifaijo
Uganda Management Institute, Uganda.
Proscovia Namubiru Ssentamu
Uganda Management Institute, Uganda.
View Book:- https://stm.bookpi.org/CRLLE-V6/article/view/7018
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