Quality Assurance In Kenya's Higher Education: Gaps and Opportunities for Improvement

Abstract

The capability of HEls to serve as drivers of economic competitiveness is reducing in different developing countries due to numerous constraints which interfere with their quality. This PhD research investigated QAPs in Kenya's' HEls and interrogated the efficacy of the frameworks used to foster teaching and learning at Programme level; examined the effectiveness of QAPs in Kenya's HEIs with respect to the inputs, processes and outputs of education; investigated the challenges that hinder implementation of QAPs in the HEls and given the gaps, suggested improvements drawing from best practice global quality management tools to reinforce academic quality in Kenya's HEIs. Perceptions on eight dimensions of quality were sought from respondents in the study. Response rates were 93 % for Students, 61 % for Academic Staff and 89% for Quality Assura!1ce Staff. The Students and Academic Staff were used as the control group to corroborate the findings from the staff of the Quality Assurance Directorates who are custodians of quality assurance in Kenya's HEIs. Questionnaires styled on a 7 point Likert scale: 1 = Strongly Disagree: 7= Strongly Agree and interviews were administered to respondents, coupled' with document analysis. Differences in weighted responses of respondents were then calculated to determine gaps in the QAPs in each HEr-sampled. Pearson's Correlation Analysis was carried out on responses of Academic Staff and Students to confirm results of the weighted averages. Results indicated there were gaps in the 8 dimensions of quality investigated and each of Kenya's HEls are at different levels on the quality continuum hence have room for improvement. The most challenged dimension was research and publication. The greatest challenges to the implementation of QAPs in Kenya's HEIs included inadequate resources for quality assurance and inadequate commitment from University administration. Amongst the policy implications include review of Curriculum at both Basic Education and in HEls in Kenya.