Positioning higher education institutions as work-based ICT-integrated learning theatres for employee mid-career development; a strategy for HR capacity building

Abstract

PurposeDespite the sporadic evolution of artificial intelligence, the most valuable asset of any organization in the modern world is human resources. This study aims to reveal that partnerships between higher education institutions (HEIs) and employers will ease the process of employee mid-career development in Uganda's corporate employment sector by promoting work-based postgraduate training, and this additionally promotes human resources (HR) capacity-building for organizations.Design/methodology/approachThe hypothesis is that contemporary employees seek out an academic mid-career development postgraduate programme that is blended to fit into the employees' work schedule. The study was a descriptive quantitative study, and a closed-ended questionnaire was sent out to groups of corporate employees online (N = 70) and 41 responded, giving a response rate of 58.5%.FindingsFindings indicate a need for a flexible program for mid-career development and transition, the low standard deviation of (Neutral = 0.95, Disagreed = 2.64 and Agreed = 3.3) implies an insignificant deviation from the mean of responses. Indeed, over 95% agree that pursue further studies is needed but in a more flexible way.Research limitations/implicationsThe study design was limited by the sample selection process and study design. In the future, the authors recommend a mixed study for both quantitative and qualitative dimensions of such studies.Practical implicationsIrrespective of gender, hierarchy and experience, employees want flexible study modes for their postgraduate. This implies that institutions of higher learning should work with the labour industry and position themselves as work-based information and communication technology (ICT)-Integrated learning theatres.Originality/valueThe move towards a collaborative strategy between academia and the employment industry is very evident in this study.

Assessing Digital Competence in Higher Education: A Gender Analysis of DigComp 2.1 Framework in Uganda

“…Furthermore, universities and colleges must continue promoting digital literacy initiatives and training programs tailored to the student population's specific needs and preferences. This will aid in fostering an environment where students feel comfortable and confident in engaging with digital technologies regardless of gender [36]. Besides that, understanding the experiences, challenges, and motivations behind students' digital skill development through the Dig-Comp framework can inform the design of more targeted and effective interventions to enhance digital literacy in higher education [19].…”

“…Besides that, understanding the experiences, challenges, and motivations behind students' digital skill development through the Dig-Comp framework can inform the design of more targeted and effective interventions to enhance digital literacy in higher education [19]. Furthermore, understanding how digital skills translate into real-world benefits will provide valuable information for educators and policymakers to strengthen the integration of digital competence in the curriculum and enhance students' overall preparedness for the digital era [36].…”