Equitable Power Dynamics, Transactional Relationships, and Mutual Learning as Correlates for Transforming Higher Education in Uganda: A Case of Kisubi University

Abstract

This academic paper explores the interrelationship between equitable power dynamics, transactional relationships, and mutual learning as key correlates for transforming higher education institutions (HEIs) in Uganda, with a specific focus on Kisubi University. The objective of the study is to investigate how the evolution from transactional arrangements to relational partnerships can foster co-creation, mutual trust, and sustainable transformation in university governance, pedagogy, and stakeholder engagement. Anchored in the United Nations Sustainable Development Goals (SDGs), Uganda’s Vision 2040, and National Development Plan IV, the study adopts a qualitative case study approach using secondary data, institutional reports, and documented interviews. The findings reveal that traditional hierarchical power structures and transactional mindsets constrain inclusive transformation, whereas equitable power sharing and mutual learning catalyze institutional innovation, academic freedom, and stakeholder ownership. The study concludes that embedding co-creative relational frameworks within university systems enhances institutional responsiveness, inclusivity, and resilience. Recommendations include policy reform for governance equity, redefinition of institutional partnerships, and enhanced pedagogical autonomy. The findings offer practical and policy-oriented insights into restructuring Uganda’s higher education landscape through relational, inclusive, and empowering models of engagement.