Employee performance and performance management is one of the key HR practices that all employers are concerned with. To remain afloat and relevant, institutions must measure and account for the performance of its employees. Currently ranking of universities is regarded very highly. The performance of its academic staff in terms of research output is one of the main parameters used in ranking Universities.

Purpose: This study assesses the Catholic University of Eastern Africa University (CUEA) Graduate Business School MBA contribution to developing and enhancing Emotional Intelligence skills among its MBA students.Methodology: Data was collected using various instruments: A survey with structured questionnaires administered to a target population of 40 second-year MBA students; in-depth interviews with 8 second-year MBA students, and 8 CUEA MBA lecturers; and a review of CUEA curriculum in relation to a benchmark of 10 MBA Programs in the best Business Schools of international and regional universities. A concurrent mixed method was used to achieve information with construct validity and chain of evidence from the multiple sources of data. The analysis technique was explanation based on the qualitative data, and some descriptive analysis was carried out for the quantitative data.Results: The findings show that the CUEA MBA program does not have EI (emotional intelligence) as one of its core skills development, while most of the best Business Schools do. CUEA MBA Program does not have specific EI objectives, and as a result, its lecturers have never focused on it and the students’ EI awareness, knowledge, and skills are low.Contribution to policy and practice: The study recommends that CUEA MBA program needs to be incorporated with EI skills development and make it a primary skill to be developed to the students irrespective of their area of specialization. The study further recommends that EI skills should be developed not only at the MBA level but also among undergraduate students, as suggested by some of the lecturers who participated in this study.

No abstract

This study identifies and discusses six technologies that affect recruitment and selection approaches using an American multinational company (AMNC) as a case study. It indicates that technology-based recruitment and selection approaches have had a noticeable impact on the AMNC’s recruitment and selection processes and practices in general, and the three stakeholders (human resource- HR- managers, hiring managers, and job-applicants) in particular. It concludes that the use of technology-based recruitment and selection approaches is not the matter of choice but is a requirement for the success of any company. It also offers the study’s implications and future research directions.

The current study investigated the efficacy of business ethics instruction on business students' Cognitive Moral Development (CMD) in faith-based institutions of higher learning in Tanzania. The study employed demographic characteristics namely, age and work experience as moderating variables. The researchers collected responses from 304 business students. The study used a quantitative research design in order to critically analyse data. They tested two hypotheses. First, that business ethics instruction does not improve business students' CMD. Second, that age and working experience do not influence students' CMD. The results from the analyses revealed that business ethics instruction influences students' CMD. Age and work experience explained much of the variability of the influence. The results confirmed Kohlberg's theory that as persons mature they move to the higher level of moral development. The present study recommends for future research, among others, to study on the relationship between business students' CMD and their ethical behaviour.