The Practicability of Quality Assurance Mechanisms in Promoting Tanzanian Universities’ Compliance
Daudi Mrema , Irénée Ndayambaje , Philothère Ntawiha , Eugene Ndabaga
Compliance with any policies, laws and regulations, including university compliance with quality assurance mechanisms globally, depends on the practic.
- Pub. date: July 15, 2024
- Online Pub. date: April 15, 2024
- Pages: 1139-1154
- 240 Downloads
- 721 Views
- 0 Citations
Compliance with any policies, laws and regulations, including university compliance with quality assurance mechanisms globally, depends on the practicability of those mechanisms. Like other countries, Tanzania has quality assurance mechanisms that require universities to comply. However, the existing audit reports have shown non-compliance cases to such mechanisms. This study sought to explore the practicability of the existing quality assurance mechanisms in promoting universities’ compliance in Tanzania. The documentary reviews, interviews, and focus group discussions were used to collect data from the 4 universities and 46 students, academics, and quality assurance directors and officers as a sample size selected purposively. The data were analysed through content analysis. The findings revealed that the existing quality assurance mechanisms are generally practicable; however, there are quality assurance requirements with practicability challenges due to contextual factors. Such requirements include senior academics in administrative duties, academics’ promotion, academics’ recruitment, inclusive and participatory teaching approaches, requirements with extra financial costs, examination scripts’ marking, and invigilation restrictions. This study concludes that the practicability challenges of some quality assurance mechanisms are one reason for non-compliance cases at some Tanzanian universities. It recommends that key stakeholders be involved in establishing mechanisms, and all contextual factors must be addressed to enhance practicability.
Keywords: Practicability, quality assurance mechanisms, university compliance.
References
Ahmed, A., & Pollitt, A. (2011). Improving marking quality through a taxonomy of mark schemes. Assessment in Education: Principles, Policy and Practice, 18(3), 259-278. https://doi.org/10.1080/0969594X.2010.546775
Alzafari, K., & Kratzer, J. (2019). Challenges of implementing quality in European higher education: An expert perspective. Quality in Higher Education, 25(3), 261-288. https://doi.org/10.1080/13538322.2019.1676963
Alzafari, K., & Ursin, J. (2019). Implementation of quality assurance standards in European higher education: Does context matter? Quality in Higher Education, 25(1), 58-75. https://doi.org/10.1080/13538322.2019.1578069
Ansah, F. (2015). A strategic quality assurance framework in an African higher education context. Quality in Higher Education, 21(2), 132-150. https://doi.org/10.1080/13538322.2015.1084720
Ary, D., Jacobs, L. C., Sorensen, C. K., & Walker, D. A. (2018). Introduction to research in education. Cengage Learning.
Asiyai, R. I. (2022). Best practices for quality assurance in higher education: Implications for educational administration. International Journal of Leadership in Education, 25(5), 843-854. https://doi.org/10.1080/13603124.2019.1710569
Buli-Holmberg, J., & Jeyaprathaban, S. (2016). Effective practice in inclusive and special needs education. International Journal of Special Education, 31(1), 119-134.
Cardoso, S., Tavares, O., & Sin, C. (2015). The quality of teaching staff: Higher education institutions’ compliance with the European Standards and Guidelines for Quality Assurance—the case of Portugal. Educational Assessment, Evaluation and Accountability, 27, 205-222. https://doi.org/10.1007/s11092-015-9211-z
Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education (8th ed.). Routledge. https://doi.org/10.4324/9781315456539
Denscombe, M. (2017). The good research guide: Research methods for small-scale social research projects (7th ed.). Open University Press.
Fussy, D. S. (2019). The hurdles to fostering research in Tanzanian universities. Higher Education, 77, 283-299. https://doi.org/10.1007/s10734-018-0276-8
Imaniriho, D. (2020). Collaboration in quality assurance in Rwandan higher education: Realities, issues, approaches and challenges. African Multidisciplinary Journal of Research, 1-6. https://bit.ly/3uTa4mB
Inter-University Council for East Africa. (2015). A road map to quality: Handbook for quality assurance in higher education. Revised and combined Volume 1 & 2: Guidelines for internal and external programme assessment. IUCEA/DAAD.
Inter-University Council for East Africa. (2016). A road map to quality: Handbook for quality assurance in higher education. Volume 5: Principles, practices, and management of external quality assurance in East Africa. IUCEA/DAAD.
Khamis, T., & Scully, S. (2020). Questioning the efficacy of quality assurance frameworks for teaching and learning: A case study from East Africa, quality in higher education. Quality in Higher Education, 26(1), 3-13. https://doi.org/10.1080/13538322.2020.1728836
Kipchumba, S. K. (2019). African perspective of the challenges and prospects of massification of higher education. Editon Consortium Journal of Curriculum and Educational Studies, 1(3), 131-145. https://doi.org/10.51317/ecjces.v1i3.105
Komba, S. C., & Chiwamba, S. V. (2017). Towards improving the supervision of postgraduate students in Tanzanian higher learning institutions. International Journal of Research Studies in Education, 6(2), 29-40. https://doi.org/10.5861/ijrse.2016.1548
Leavy, P. (2017). Research design: Quantitative, qualitative, mixed methods, arts-based, and community-based participatory research approaches. The Guilford Press.
Lyer, K. R., & Suba, A. (2019). Closing Academic space: Repressive state practices in legislative, regulatory, and other restrictions on higher education institutions. The International Centre for Not-For-Profit Law. https://bit.ly/3GMpZpj
Machumu, H. J., & Kisanga, S. H. (2014). Quality assurance practices in higher education institutions: Lesson from Africa. Journal of Education and Practice, 5(16), 144-156. https://bit.ly/47WNlok
Mgaiwa, S. J. (2018a). Operationalising quality assurance processes in Tanzanian higher education: Academics’ perceptions from selected private universities. Creative Education, 9(6), 901-918. https://doi.org/10.4236/ce.2018.96066
Mgaiwa, S. J. (2018b). The paradox of financing public higher education in Tanzania and the fate of quality education: The experience of selected universities, Sage Open, 8(2), 1-16. https://doi.org/10.1177/2158244018771729
Mgaiwa, S. J. (2021). Leadership initiatives in response to institutional quality assurance challenges in Tanzania’s private universities. Journal of Further and Higher Education, 45(9), 1206-1223. https://doi.org/10.1080/0309877X.2020.1860203
Mgaiwa, S. J., & Ishengoma, J. M. (2017). Institutional constraints affecting quality assurance processes in Tanzania’s private universities. Journal of Higher Education in Africa, 15(1), 57-67. https://doi.org/10.57054/jhea.v15i1.1491
Mgaiwa, S. J., & Kapinga, O. (2021). Mentorship of early career academics in Tanzania: Issues and implications for the next generation of academics. Higher Education Pedagogies, 6(1), 114-134. https://doi.org/10.1080/23752696.2021.1904433
Mgaiwa, S. J., & Poncian, J. (2016). Public-private partnership in higher education provision in Tanzania: Implications for access to and quality of education. Bandung: Journal of the Global South, 3(6), 1-21. https://doi.org/10.1186/s40728-016-0036-z
Milinga, J. R., Kibonde, E. A., Mallya, V. P., & Mwakifuna, M. A. (2022). Addressing the social loafing problem in assessment practices from the perspectives of pre-service teachers. Australian Journal of Teacher Education, 47(6), 1-18. https://doi.org/10.14221/ajte.2022v47n6.1
Mrema, D., Ndayambaje, I., Ntawiha, P., & Ndabaga, E. (2023). Punitive measures against non-compliance with quality mechanisms in East African higher education institutions. East African Journal of Education and Social Sciences, 4(2), 32-44. https://doi.org/10.46606/eajess2023v04i02.0273
Mtawa, N. N., & Nkhoma, N. M. (2020). Service-learning as a higher education pedagogy for advancing citizenship, conscientisation and civic agency: A capability informed view. Higher Education Pedagogies, 5(1), 110-131. https://doi.org/10.1080/23752696.2020.1788969
National Council for Higher Education. (2023). Public notice. https://unche.or.ug/public-notice/
Nyamwesa, A. M., Magambo, E. F., & Onyango, D. O. (2020). Impact of external quality assurance practices on higher education institutions in Tanzania: A review paper. East African Journal of Education and Social Sciences, 1(3), 191-196. https://doi.org/10.46606/eajess2020v01i03.0059
Odhiambo, G. (2018). The role of Kenyan universities in national development. FIRE: Forum for International Research in Education, 4(3), 191-209. https://doi.org/10.32865/fire20184324
Peter, S. (2014). Academic staff capacity in private universities in Tanzania. Papers in Education and Development, (32). https://bit.ly/3xayo4k
Pham, H. T., & Nguyen, C. H. (2020). Academic staff quality and the role of quality assurance mechanisms: The Vietnamese case. Quality in Higher Education, 26(3), 262-283. https://doi.org/10.1080/13538322.2020.1761603
Ramírez, G. B., & Haque, H. M. J. (2016). Addressing quality challenges in the private university sector in Bangladesh: From policy formulation to institutional implementation. Quality in Higher Education, 22(2), 139-151. https://doi.org/10.1080/13538322.2016.1198177
Rizos, S., Sfakianaki, E., & Kakouris, A. (2022). Quality of administrative services in higher education. European Journal of Educational Management, 5(2), 115-128. https://doi.org/10.12973/eujem.5.2.115
Robeyns, I. (2017). Wellbeing, freedom and social justice: The capability approach re-examined. Open Book Publishers. https://doi.org/10.11647/obp.0130
Samuel, M. O., & Chipunza, C. (2013). Attrition and retention of senior academics at institutions of higher learning in South Africa: The strategies, complexities and realities. Journal of Social Sciences, 35(2), 97-109. https://doi.org/10.1080/09718923.2013.11893151
Sen, A. (1993). Capability and well-being. In M. Nussbaum & A. Sen (Eds), The quality of life (pp. 30-53). Oxford Academic. https://doi.org/10.1093/0198287976.003.0003
Shabani, J., Okebukola, P., & Oyewole, O. (2014). Quality assurance in Africa: Towards a continental higher education and research space. International Journal of African Higher Education, 1(1), 139-171. https://doi.org/10.6017/IJAHE.V1I1.5646
Sibomana, E., Ndayambaje, I., & Uwambayinema, E. (2018). Plagiarism in higher education environment: Causes and solutions. Rwandan Journal of Education, 4(2), 15-23. https://bit.ly/3uUG7m5
Tanzania Commission for Universities. (2019a). Handbook for standards and guidelines for university education in Tanzania (3rd ed.). Tanzania Commission for Universities. https://bit.ly/3IMF4IJ
Tanzania Commission for Universities. (2019b). State of university education in Tanzania 2018. Tanzania Commission for Universities. https://bit.ly/3Ppftcz
Tanzania Commission for Universities. (2019c, December). Four years of TCU success. TCU Magazine, 1(1), 9-13. https://bit.ly/3IJcp7l
Tanzania Commission for Universities. (2023). VITALSTAS on university education in Tanzania 2022. https://bit.ly/3TGJGGw
Tanzania Commission for Universities. (2024). University institutions approved to operate in Tanzania as of February 22, 2024. https://bit.ly/3vm6HoT
Times Higher Education. (2023). World university rankings 2023. Retrieved on August 07, 2023, from https://bit.ly/46WmYgT
Top Universities. (2023). QS world university rankings 2023. Retrieved on May 02, 2023, from https://bit.ly/48ewb5d
Uludağ, G., Bardakcı, S., Avşaroğlu, M. D., Çankaya, F., Çatal, S., Ayvat, F., Koçer, A., Yıldırım, S. A., & Elmas, M. (2021). Investigation of the higher education students’ participation in quality assurance processes based on the theory of planned behaviour: A case of Turkey. Quality in Higher Education, 27(3), 338-356. https://doi.org/mm42
Universities Act, No. 7, Cap. 346. URT. § 34-41 (2005). https://bit.ly/3Toib4W
Vaughan, R. P., & Walker, M. (2012). Capabilities, values, and education policy. Journal of Human Development and Capabilities, 13(3), 495-512. https://doi.org/10.1080/19452829.2012.679648
Wissam, B., & Amina, C. (2022). Academics’ perceptions of constraints to quality assurance implementation in higher education in Algeria. Economics and Culture, 19(1), 17-29. https://doi.org/10.2478/jec-2022-0002
Yin, R. K. (2014). Case study research: Design and methods (5th ed.). Sage Publications.
Zavale, C. (2022). Challenges of accreditation in an African university: Reflections from the Eduardo Mondlane University, in Mozambique. Quality in Higher Education, 28(2), 236-260. https://doi.org/mm4z