Implications of Teaching Unfamiliar Subjects at Graduate Level in Ugandan Universities

Teaching unfamiliar courses or subjects in higher education institutions (HEIs), has become more common than in the past. While research on successful performance by those practicing it has remained unresolved and conflicting, the matter has been kept under wraps due to the risk of jeopardizing the institutions' reputation. The writers of this research investigate the causes and implications of the trend. The authors adopted Carl Rogers’ Theory to answer four questions: 1) What drives academicians to teach subjects where they lack expertise? 2) What are the implications of teaching subjects outside their areas of expertise? 3) What is the performance of those teaching outside their expertise? 4) What strategies are in place to regulate the practice? Data was gathered from two Ugandan higher education institutions. Interviews, student evaluations, and teaching schedules were used to accomplish this. Job descriptions and profiles of employees were also examined. It was determined that the practice has no negative impact on quality. In any case, the study advises HEIs to be cautious about allowing the practice.