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The capability of higher education institutions (HEIs) to serve as drivers of
economic competitiveness is reducing in different developing countries due to
numerous constraints which interfere with their quality. This article empirically
investigated the quality assurance practices in Kenya’s HEIs, efficacy of the
frameworks used, gaps and opportunities for improvement. Perceptions on
eight dimensions of quality, namely, governance and management, programme
planning and management, curriculum development, teaching and learning,
infrastructure, assessment, research, publication and innovation and programme
results were sought from three categories of respondents in eight universities.
Data were collected from a sample of 136 academic staff, 340 students, and 34
staff of quality assurance directorates out of a total of 222,384, and 38 targeted
respondents respectively. A 7 point Likert scale: questionnaire (ranging from
1= Strongly Disagree to 7 = Strongly Agree) was administered. The quantitative
data was corroborated through interviewing the three respondent groups in the
study. Analysis of gaps depicted by the differences in the weighted averages of
responses of staff of quality assurance directorates and academic staff, staff of
quality assurance directorates and students, and academic staff and students
was done. Each HEI was first analysed individually and then findings were
consolidated to obtain the overall gap on each quality dimension studied across
all participating HEIs.
Results indicated revealed gaps in each of the eight dimensions of quality
investigated and showed Kenya’s HEIs were at different levels on the quality
continuum. Hence as the results are suggestive of room for improvement, HEIs have the opportunity to benchmark with local HEIs that have progressed on
certain parameters of quality and, evolve homegrown models of best practice.
This will enable these institutions to continuously improve their positioning on
the quality continuum which is a key tenet of quality management. The most
challenged dimension was research and publication. The research recommends
that Commission for University Education (CUE) should strengthen
accountability mechanisms in the HEIs. It brings to the fore the need for HEIs
to develop and strengthen their collaborations and networks between themselves
and with industry |
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