International Journal of Multidisciplinary Comparative Studies Volume 1 No. 1, 2014, pp. 36—48 Challenges and Strategies of Improving Aca- demic Staff Development in Higher Education Institutions in Uganda: The Case of Kyambogo University KASULE GEORGE WILSON, Kyambogo University, Uganda NEEMA ABOOKI, Makerere University, Uganda ABSTRACT This study was conducted to establish ways of improving staff develop- ment in higher education institutions in Uganda. Basing on a total of 180 respondents, the study examined the coherence of staff development systems challenges and strate- gies that could be used to improve staff development. Data was collected using a set of self-constructed close-ended questionnaires and analysed using frequencies and descrip- tive statistics (means and standard deviations). Established was that Kyambogo Univer- sity does not have a coherent staff development system, faces challenges such as: lack of adequate training and development funds, lack of PhD training capacity, inappropriate training and development policy just to mention but a few. The study recommends that Kyambogo University management should first and foremost consider offering induc- tion training for newly recruited staff; conduct annual staff review and development schemes at faculty level; initiate a new staff development strategy that would involve an annual training needs assessment at institutional, departmental and individual levels. Kyambogo University management should also consider introducing cost effective training and development workshops and seminars to build skills in developing coach- ing and mentoring programmes; skills in developing personal development plans; skills in training needs and impact assessment; and skills in PhD supervision and facilitation. Key words: Academic staff, staff development, higher education institution, Uganda Introduction Sustainable supply of adequate well trained and developed academic staff in Higher Education Institutions (HEIs) is critical towards the development of a relevant and pro- ductive workforce in any country across the globe (World Bank, 2002). Academic staff in HEIs are responsible for the preparation of all sorts of professionals and skilled hu- man resource in the various labour sectors. Higher education is perceived as a great asset, both for individuals and the nation as the knowledge, skills, creativity and re- search developed is supposed to be a major factor in successful creation of jobs and the country’s prosperity (Naidoo, 2008). Ostensibly, HEIs the world over, are facing new