Examining types of Organizational Structure in Private Chartered Universities in Western Uganda and their Impact on Academic Staff Performance

Background This study examined organisational structure dimensions in privately chartered universities in Western Uganda and how they influence academic staff performance. Guided by Administrative Management principles and interpreted through Expectancy Theory, the study explains how institutional arrangements shape staff behaviour and performance outcomes rather than testing motivational constructs directly. Method A convergent parallel mixed-methods design was employed, integrating quantitative and qualitative data collected concurrently. Quantitative data were obtained from 186 academic staff using structured questionnaires, while qualitative insights were gathered from 10 academic deans through in-depth interviews. Quantitative data were analysed using descriptive statistics, correlation, and regression, whereas qualitative data were analysed thematically, and the findings were merged during interpretation. Results Findings revealed dominant mechanistic structural dimensions characterised by centralised decision-making and formalised procedures. A significant positive relationship was observed between organisational structure dimensions and academic staff performance (r = 0.512, p < 0.01), with organisational structure explaining 26.2% of the variance in performance (R 2 = 0.262, F(1,184) = 65.46, p < 0.001). However, qualitative findings indicated that excessive centralisation and bureaucratic control limited academic autonomy, collaboration, and innovation, resulting in performance that emphasised compliance rather than scholarly engagement. Conclusion The study concludes that organisational structure influences academic staff performance but primarily promotes regulated performance rather than developmental academic productivity. Improving performance requires balancing structural coordination with participatory governance and supportive institutional practices that enhance professional motivation and engagement.