Dr Winifred Kabumbuli is proud of the transformative changes she has made to improve student welfare and support services. Key among these changes is the establishment of a Disability Centre for persons with disabilities in 2024.

Dr Winifred Kabumbuli is the Dean of Students at Makerere University. She is the first woman dean of students at the institution ever since its establishment. Kabumbuli is sometimes referred to as the mother of the hill as she brings a motherly touch when dealing with students. She talks about her role and how she deals with various challenges.

Who is Winifred Kambumbuli?
I was born and raised in Kampala, Uganda, in a family that valued education and community service. My parents emphasised hard work, discipline, compassion and leadership. Also, I am the first born and perhaps, a specific percentage of my leadership skills comes from that birth order. Outside office, I am proud to be a Rotarian. I belong to the Rotary Club of Kampala Central. I am one of the club directors there.
What was the journey to becoming the Dean of Students like?DM bodytext: I studied at Makerere University for my first degree, which was a Bachelor of Arts Economics and Linguistics. Then I did a post graduate diploma in Education and later a masters’ degree in Public Administration and Management. I later on acquired a PhD in Educational Management. I personally believe a teacher is an all-rounder; put a teacher in any space and they will thrive. I started out as an administrative assistant in the Dean of Students office, where I gained valuable experience in student’s affairs and administration. I later served as a warden in both graduate and undergraduate halls of residence, where I was in charge of student welfare and discipline. This deepened my understanding of student needs and behaviours. These roles prepared me for my current position.
I worked as a warden for halls of residence for 10 years.

You have served at Makerere for more than 20 years. What changes came with these roles and how did you navigate them?
As an administrative assistant, I supported the Dean of Students, hall wardens and sports department. This role equipped me with organisational and communication skills. I learnt to navigate the university system and build relationships with colleagues. As a warden, I handled student welfare and discipline in the halls of residence. The role required me to be empathetic and yet remain firm, mediate conflicts, guide and support students. I developed strong relations with students. I also had to understand their challenges and worked collaboratively with stakeholders to support students.
As a dean of students, I have lead the Students Affairs Division, overseeing student support services and advocating for students’ interests. This role has required me to think strategically, build partnerships and make tough decisions. I work closely with students, staff and other stakeholders

What is a typical day like for you?
It entails overseeing student welfare and support services, ensuring that students have a positive and enriching university experience. My days mean meeting students, staff, and faculty members and other stakeholders to discuss various issues, pertaining to student welfare. I also attend meetings, work on policy development and implementation. I also make time to engage with students through various platforms, including social media and physical meetings.
What challenges did you face as you progressed in your career and how did you overcome them?
Transitioning from administrative assistant to warden was quite challenging, as I was adapting to a new role with increased responsibilities and a different set of stakeholders. These included staff, students, and parents. To manoeuvre, I sought guidance from the predecessors, like the senior wardens at that time, and also built relationships with students and staff, most especially student leaders. There is no way you can run a hall of residence without the support of student leadership. The second challenge has been managing conflicts, protests, disciplinary issues and emergencies. No matter the conflict, I remain calm as I seek support from my superiors, as well as using the existing structures of managing conflict as a university. Managing changes as the Dean of Students such as implementing changes to students’ policies, procedures and services amidst resistance from some stakeholders is a hard one. We have developed policies which are resisted by the student community because they feel they are not favourable for them. We engage in open and transparent communication, build coalitions with key stakeholders and demonstrate the benefits of change.

What is easier? Managing new or continuing students?
While both groups have their unique challenges and opportunities, new students require more guidance and support as they navigate transition from secondary school to university. Continuing students, on the other hand, want autonomy and flexibility as they balance their academic responsibilities with work and family obligations.

How do you handle student activism and engagement, especially in an institution known for vocal student leadership?
I strive to be transparent and responsive to student’s concerns. I also work closely with student leaders and organisations to ensure heir voices are heard and their concerns are addressed. As university management, we have been intentional at ensuring that students’ concerns are heard and addressed before things get out of the hand. We always have your ears on the ground.

Under your leadership, what transformative changes are you most proud of?
One of the key changes that we have made is the establishment of a disability centre for persons with disabilities in 2024. The centre provides students with access to disability services and support. We have also established a student work-scheme programme, which provides students with jobs, training and mentorship opportunities to develop employability skills. This student work-scheme, provides job opportunities to students that are financially struggling. These opportunities are available both at campus and externally, we have established partnerships with external employers that provide job opportunities to enrolled students. Under my leadership, the university management has been able to develop a digital voting system in 2022. Students no longer vote physically.

What systemic barriers affect women in higher education leadership?
Balancing family with work, lack of representation and visibility of women in leadership positions, which makes it difficult for women to aspire to and attain leadership roles. Lack of support and mentorship opportunities for women. These bar women from navigating complexities of university politics and bureaucracy.

What has been your biggest lesson as a woman in leadership?
Self-care and self-compassion cannot be overemphasised. As women in leadership, we often prioritise the needs of others, which leads to burnout and exhaustion. To avoid this, I prioritise self-care activities such as exercise. I am a fitness enthusiast; I go to the gym. I also meditate and spend time with loved ones. I also practice self-compassion by being kind and gentle with myself and by acknowledging that it is okay to make mistakes.

What would you tell women who aspire to lead in education or any sector?
The journey will not be easy, but it will be worth it. Be bold and be unapologetic about who you are and what you stand for. Do not be afraid to ask for help when you need it. Leadership is not about titles, but about the positive impact that you can have on the lives of others.