Fred Ssemugenyi
Organizational Management and Innovation Job Satisfaction and Organizational Behavior Educational methodologies and cognitive development Human Behavior and Motivation Human Resource Development and Performance Evaluation Employee Performance and Leadership Service and Product Innovation Customer Service Quality and Loyalty Learning Styles and Cognitive Differences Visual and Cognitive Learning Processes Applied Psychology Developmental and Educational Psychology Experimental and Cognitive Psychology Marketing Organizational Behavior and Human Resource Management

Bio

Fred Ssemugenyi is a distinguished academic and administrator in the field of education, currently serving as the Director of the Department of Open and Distance Learning at the Papua New Guinea University of Technology (PNGUOT). With a PhD background in Educational Planning and Management, he has dedicated his career to advancing higher education quality and pedagogical innovation. Dr. Ssemugenyi has authored numerous scholarly works exploring the impact of capitalism on higher education systems in Kenya and Uganda, comparative analyses of problem-based learning versus lecture methods, and the transformative role of e-learning during the COVID-19 pandemic. His research contributions have earned over 90 citations, reflecting a growing influence in educational technology and policy. As an active reviewer for the Global Journal of Humanities and Social Sciences (GJHSS), he continues to shape academic discourse. His work spans both Papua New Guinea and Kenya, reflecting a transcontinental perspective on education reform.

Experience

Director

0 - 0 • Department of Open and Distance Learning

0 - 0

Editors Role

Reviewer

GJHSS

2024 - Present

Research

Institutional Coma, the Effect of Capitalism: An Empirical Quality Review of Higher Education Systems in Kenya and Uganda

Article March 2, 2021

Henry Heller’s candid historical account and astute institutional analysis of the evolution of higher education over the past forty years partly constitutes a significant and timely contribution to this current debate. This study takes stock of the contemporary malaise of postmodernism, neoliberalism and the so-called ‘knowledge economy’ of academic capitalism in higher institutions of learning with much focus on Kenya and Uganda. These two countries take prominence in this study because of their aggressive capitalistic approaches towards higher education in the East African region. Data were obtained from a statistically determined sample size of 186 respondents inclusive of the upper and middle-level university leadership as well as professors drawn from 32 universities (both private and public) in Kenya and Uganda. Findings revealed that, inter-university competition for student enrollment (B. = -0.879, sig. = 0.0133) strongly and negatively affected quality of higher education more than any other sub-variable, followed by profit making dogma (B.= -0.755, sig.= 0.0210), then sabotage for survival (B.= -0.712, sig.= 0.0264), while complacence of the regulatory bodies had a weak negative effect (B.= -0.619, sig.= 0.0339).