Quality assurance involves the systematic implementation, monitoring and evaluation of products and services and certification of fitness for use. The process involves utilization of a framework that involves determination of adequate technical requirements of inputs and outputs, certification and rating of suppliers, testing of procured materials for conformance to established quality, performance, safety and reliability of standards; proper receipt, storage, issue of material, audit of process quality, evaluation of process to establish required corrective response and audit of final output for final conformance to technical reliability, maintainability and performance requirement. Worldwide Universities have established mechanisms for streamlining quality in the university systems. This paper appreciates that external quality assurance mechanism undertaken by external parties but argues that internal quality assurance is equally critical and paramount in the pursuit of quality in the provision of university education. Quality assurance by national accreditation bodies; Ministry of education by externally undertaking quality assurance are critical in the improvement of university standards. However, internal quality assurance mechanisms by Universities are more critical in improvement of standards. This paper has emphasized streamlining of internal quality assurance mechanisms within universities as equally critical in the improvement of quality of education. The concept of internal quality assurance has been systematically examined by looking at dynamics, challenges and solutions. The paper has examined aspects internal quality assurance; quality assurance policy, staff development capacity, research performance, curriculum design and development, teaching and learning, student support, research performance, teaching and learning, effective university student assessment, infrastructure development, provision of quality education for students with specialised needs, inadequate capacity to undertake quality assurance, funding and budget constraints, negative attitude towards quality assurance, student-lecturer assessment and management support together with staff towards quality.

The purpose of this research was to determine how academic staff in Ugandan universities are implementing internal quality assurance (IQA) practices in their universities. The study examined the internal and external factors that determine an individual academic staff‘s perception of the IQA practices using a concurrent mixed methods design. Both quantitative and qualitative data were collected from 321 respondents using self-administered questionnaires and key informant interviews. Data analysis and interpretation was grounded on Lipsky’s (1980) theory of street level bureaucracy and Ajzen’s (1991) theory of planned behavior. The analyses which reflect the views of a pragmatic realist, show that academic staff are positive about the presence of IQA practices in their universities, but they are not involved in the policy planning and they do not get relevant feedback from the different IQA activities they undertake. There was evidence of little understanding and application of institutional research (IR) to inform quality assurance and other management practices. This research thus recommends the adoption of an evidence-based dialogue (EBD) model. This model is an original proposition that provides a framework to integrate institutional research with IQA practices as well as facilitating constructive communication between university management and academic staff.

This article explores the stakeholders’ perceptions of quality in university operations in Uganda, specifically in terms of the core functions of teaching, research and community engagement. Conceptually, universities aim to transform, modernise and develop science and technology. A review of the literature suggests that many university communities are an elite group of professors and students who live in relative isolation. Within this ‘protective environment’ occurs a significant research milieu which is more basic than applied and, thereby, not relevant to local systems and somewhat foreign to community members. Further, the linkage between research results and institution policy makers is minimal or non-existent. In light of this background, it is argued that typical quality assurance (QA) initiatives in many universities focus on establishing operational efficiency of conventional structures of teaching and research. The study investigates comprehensiveness of parameters used b...

Quality assurance involves the systematic implementation, monitoring and evaluation of products and services and certification of fitness for use. The process involves utilization of a framework that involves determination of adequate technical requirements of inputs and outputs, certification and rating of suppliers, testing of procured materials for conformance to established quality, performance, safety and reliability of standards; proper receipt, storage, issue of material, audit of process quality, evaluation of process to establish required corrective response and audit of final output for final conformance to technical reliability, maintainability and performance requirement. Worldwide Universities have established mechanisms for streamlining quality in the university systems. This paper appreciates that external quality assurance mechanism undertaken by external parties but argues that internal quality assurance is equally critical and paramount in the pursuit of quality in the provision of university education. Quality assurance by national accreditation bodies; Ministry of education by externally undertaking quality assurance are critical in the improvement of university standards. However, internal quality assurance mechanisms by Universities are more critical in improvement of standards. This paper has emphasized streamlining of internal quality assurance mechanisms within universities as equally critical in the improvement of quality of education. The concept of internal

It is undisputable that by and large, the general citizenry and governments of the Sub-Sahara Africa is of late pretty much come to align higher education to economic assurance than ever before. This has witnessed a considerable increase in the number of institutions of higher learning established and a number of students enrolling into these institutions. It can be deduced that such an increase challenges the quality assurance in its provision. It is therefore imperative for African states to put a great deal of emphasis on quality assurance procedures as they discharge the provision of university education. This paper explores literature on quality assurance procedures in universities in developing countries with particular reference to public and private universities in Tanzania. The perception of quality in university education is first analysed alongside the divert views of quality assurance mechanism, and with the scaling up of the approaches to quality assurance. The paper co...

The study examined the implementation challenges of quality assurance in public universities in Ghana with a focus on University for Development Studies (UDS). The study adopted a qualitative case study design. The data for the study was collected through in-depth interviews, document analysis and participants observation. The study revealed that the Directorate of Academic Quality Assurance (DAQA) undertakes many activities geared towards quality assurance and enhancement of quality in the University. The findings of the study suggest that UDS has taken pragmatic steps to assure quality in its operations. However, the implementation challenges of quality assurance include: staffing and offices; quality culture; physical and financial resources; commitment and support for quality assurance; and absence of a current strategic plan. The author recommends that as a multi-campus University, there should be staff and offices on each of the Campuses for effective coordination of quality assurance activities. The study concludes that the Directorate of the Academic Quality Assurance should be supported to develop a quality assurance culture in the University. Key words: Quality assurance, challenges, establishment, directorate, university

Founded in 1962, Eduardo Mondlane University (UEM), Mozambique’s largest and most prestigious university, established an Internal Quality Assurance (IQA) system for the first time in 2013. Based on UEM’s case, this paper examines the features and challenges faced when implementing an IQA system within African higher education institutions. Literature on higher education quality assurance has widely examined the features of, and challenges faced by national QA systems, or by a QA system established across several higher education institutions (HEIs). However, this literature has rarely targeted single HEIs, particularly (African) HEIs that are establishing, for the first time, their IQA systems. Besides, even when IQA at a single HEI is targeted, this is often done by outsiders. Based on reflection-in-action and reflection-on-action, this paper addresses the perspectives of both insiders and outsiders. The authors analyse a system that they have been involved in establishing. The pap...