Journal of Education, Society and Behavioural Science

Aims: The purpose of this paper was to examine the relationships between human resource management practices (HRMPs) and employee outcomes of organizational citizenship behaviour (OCB) and turnover intentions among employees of Public Universities in Uganda, mediated by job satisfaction.

Design/Methodology: The study adopted a cross-sectional, quantitative approach. A sample of 479 academic and non-academic staff was drawn from three public universities in Uganda. SPSS (v20) and AMOS (v20) were used to conduct correlation and structural equation modelling techniques to test the hypotheses.

Results: The results show that job satisfaction is positively related with HRMPs (β =.588, p<.001). The results also show that OCB is positively related to HRMPs (β =.226 p<.01) and job satisfaction (β =.210; p<.01) while turnover intention is negatively influenced by HRM practices (β = -.124, p<.05). The results further show that job satisfaction partially mediates the positive relationship between HRMPs and OCB. Job satisfaction also partially mediates the negative relationship between HRMPs and turnover intentions. This study contributes to the HRM body of knowledge by finding further support for the mediation effects of job satisfaction on the relationships between HRMPs and OCB and between HRMPs and turnover intentions in public universities in Uganda.

Conclusion: The implication of this study is that in order to boost OCB and reduce turnover intentions among employees of public universities in Uganda, managers should employ HRMPs practices that lead to job satisfaction. Limitations and directions for future research are outlined.

This report examines the ongoing gender divide in computing and, in particular, the determinants and distractors that influence women's decisions to study and pursue careers in technology.Numerous research studies have explored this divide in the past, and many of the findings are routinely cited in the literature.However, most of this research was conducted some years ago.Technology is a field that changes rapidly, and societal understanding and embracement of computers and technology have also evolved.This paper reports on a longitudinal study that seeks to measure changes in perceptions over time and determine whether or not prior barriers are as impactful as they might have been.

Technology plays a major role in the activities of the millennial generation and is a characteristic of this productive age generation. This study stems from the assumptions of the millennial generation who were present at a time of widespread technological development. The millennial generation has communication problems that are inherent in personality. This study questioned how far the contribution of communication style and personality to friendship quality, in this case, the factors that influence individual behavior. This study aimed to see the contribution between communication style and personality with friendship quality. This study used Attribution Theory which looks at the factors affecting the behavior of others, which are situational and personality factors. The study was conducted using a quantitative methodology with a survey method. The online survey was conducted on 114 participants consisting of teachers and employees at BPK PENABUR Bandung. The participants are the millennial generation who were born between the years of 1981-1995. Data analysis used multiple regression with P <.01. The results show a moderate correlation (r = .463) between communication styles and friendship quality. Also, it shows a moderate correlation (r = .514) between the personality types and friendship quality. The contribution of the communication style and personality variables to the friendship quality is 28.5%. This study describes communication styles and personality as fading personal factors in affecting the level of depth of relationships among the millennial generation.

A number of recent studies have pointed to the historically low standing of vocational education against liberal/academic studies in schools and colleges, a status which shows little sign of improvement. Various perspectives on the causes of this state of affairs have been advanced over the years, and philosophical, historical, economic and political factors have been examined in depth.  Adopting a predominantly historical/philosophical perspective, this article attempts to throw light on current debates by examining the development of technical and vocational education and training (TVET) in England in the second half of the 19^th century, and comparing this with educational developments in this field in Ireland which was then a colony of the British Empire and, after 1801, part of the United Kingdom.  It is intended that, through the analysis of contrasting cultures and politico-economic systems, the origins of the differential status of vocational and academic pursuits can be highlighted with a view to suggesting ways of enhancing the standing of vocationalism. There has never been a more urgent time for this form of historical and philosophical policy review since the subordinate status of vocational studies stands in the way of much-needed curriculum and pedagogical reform in educational systems around the world.  In conclusion, a number of suggestions are made in relation to the need for a more holistic conception of TVET which pays due attention to the practical and psychomotor aspects of the field emphasised in current approaches to the revival of craft and manual skills and strategies. Future research in the field would do well to take into account emerging studies on craft and manual learning, in addition to attending to the 19^th century origins of vocational courses and strategies.