Strategic Thinking on Service Delivery In Private Universities Offering Open And Distance Learning In The Kampala Metropolitan Area, Uganda

Abstract

This study focused on how strategic thinking influence service delivery in Open and Distance Learning (ODL) private universities in Kampala Metropolitan Area (KMA) in Uganda. In higher education, the importance of the services becomes more and more significant, particularly in the ODL environment, thus this study aimed to determine the influence of strategic thinking as managerial competence towards service quality and service responsiveness. The researchers had mixed method design with a total of 305 respondents: 283 academic staff and 10 key informants from five selected private universities. Descriptive statistics, correlation and hierarchical regression analysis were used for the quantitative data and qualitative data was collected through interviews. Results indicated that in the frustrative component strategic thinking was significantly and positively associated with service delivery (β = 0.594), accounting for 38.1% of the variance in service delivery. Some of these included proactive planning, aligning resources and focus, and maintaining a long time frame. To complement these findings, the qualitative data highlighted the importance of strategic thinking in creating innovation, good leadership and customer-oriented services. But the research also found challenges such as short-termism, resistance to change and a lack of stakeholder involvement in the effective implementation of strategic activities. The study ends with the conclusion that it is crucial to have strategic thinking skills for staff and leadership in improving service delivery in private universities that provides ODL. Targeted leadership training, a culture of innovation and the incorporation of strategic management in daily operations are suggested. Since only 63.2% of the variance in service delivery was explained, the study calls for additional research in order to investigate other factors that influence the effectiveness of services in higher learning institutions. The results add to the knowledge base on institutional performance and strategic management in Sub-Saharan Africa's higher education system.