Efficacy of Quality Assurance Practices in Promoting Diversity and Inclusion In Higher Education Institutions

Moses Paafio Kwao; Lineo L. Toolo

doi:10.18535/ijsrm/v13i07.el01

Abstract

The growing concern for QA in Ghana is driven by the rapid increase in the number of HEIs and the surge in enrolment figures, which have not been matched by a corresponding rise in resources and infrastructure. An increasingly diverse student population further complicates the quality debate in HEIs. The study aimed at exploring efficacy of QA practices in promoting diversity and inclusion in HEIs. Descriptive survey design was used for the study. Purposive and convenience sampling technique was used in sampling 338 students from the various universities. A google form of questionnaire was designed to gather information from students of the sampled universities in Ghana. SPSS version 26 was used to perform descriptive characteristics (frequency, percentage, mean, standard deviation), and inferential statistics (Correlation analysis). The study showed moderately effectiveness of QA practices at HEIs in promoting diversity and inclusion (M=3.23, SD=1.179). The study found a disparity between public and private universities, suggesting that QA practices are more effective in promoting diversity and inclusion at public institutions. Additionally, it was found that male students, older students, and those in higher academic levels perceived QA practices as more effective in promoting diversity and inclusion within the university environment. The study recommends policy-level changes aimed at updating legislative instruments governing QA practices in HEIs. These amendments should explicitly incorporate diversity considerations to ensure QA practices are optimally effective in promoting diversity and inclusion across the higher education sector. Such proactive measures are essential for fostering environments where all students feel valued, respected, and empowered to succeed.

Keywords

Quality assurancediversityInclusioneducational institutions

References

Karakhanyan, S., & Stensaker, B. (2020). External quality assurance: The landscape, the players and developmental trends. In Global trends in higher education quality assurance (pp. 11-36). Brill.Google Scholar ↗
Hillman, J. R., & Baydoun, E. (2019). Quality assurance and relevance in academia: a review. Major challenges facing higher education in the Arab world: Quality assurance and relevance, 13-68.Google Scholar ↗
Mensah, M. A. (2022). Internal quality assurance practices in higher education: Evidence from a Ghanaian university. European Journal of Education Studies, 9(7), ISSN: 2501 – 1111.Google Scholar ↗
Wangai, M. M. (2022). The Influence of Quality Assurance Practices on Quality of Academic Programmes in Higher Education Institutions in Kenya: a Case of the Faculty of Education, University of Nairobi (Doctoral dissertation, University of Nairobi).Google Scholar ↗
Rzqoo, N. J. (2020). Obstacles and success factors for the implementing of quality assurance system Case study-Department of Architecture, University of Al-Nahrain. Periodicals of Engineering and Natural Sciences, 8(3), 1309-1320.Google Scholar ↗
Alomenu, C. (2023). Quality service delivery in tertiary institutions in Ghana: a comparative study of public and private universities (Doctoral dissertation, London Metropolitan University).Google Scholar ↗
Gyamera, G. O. (2024). Private Higher Education Delivery: The Ghanaian Context. In Emerging Dynamics in the Provision of Private Higher Education in Africa (pp. 77-101). Cham: Springer Nature Switzerland.Google Scholar ↗
Rashdan, W. and Ashour, A.F. (2017) Criteria for Sustainable Interior Design Solutions. WIT Transactions on Ecology and the Environment, 223, 311-322.Google Scholar ↗
https://doi.org/10.2495/SC170271DOI ↗Google Scholar ↗
Banta, T. W., Ewell, P. T., & Cogswell, C. A. (2016). Tracing Assessment Practice as Reflected in Assessment Update (NILOA Occasional Paper No. 28). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.Google Scholar ↗
Ewell, P. (2010). Twenty Years of Quality Assurance in Higher Education: What’s Happened and What’s Different?. Quality in Higher Education.Google Scholar ↗
Anyidoho, E. D., & Ogina, T. A. (2024). Quality of planning practices in early childhood education centres inGhana: Directors’ perspectives and experiences. European Journal of Educational Management, 7(2), 125-138. https://doi.org/10.12973/eujem.7.2.125DOI ↗Google Scholar ↗
UNESCO (2021) UNESCO Science Report: The Race Against Time for Smarter Development.Google Scholar ↗
Harden, R.M. & Crosby, J (2000). AMEE Guide No 20: The good teacher is more than a lecturer the twelve roles of the teacher. Medical Teacher, Vol. 22 (4)Google Scholar ↗
Harvey, L., & Green, D. (1993). Defining Quality. Assessment and Evaluation in Higher Education,18,9-34. http://dx.doi.org/10.1080/0260293930180102DOI ↗Google Scholar ↗
Altbach & Philip. (2015). Perspectives on Internationalizing Higher Education. International Higher Education. 10.6017/ihe.2002.27.6975.DOI ↗Google Scholar ↗
Mensah, M. (2022). Internal Quality Assurance Practices in Higher Education: Evidence from A Ghanaian University. European Journal of Education Studies. 9. 10.46827/ejes.v9i7.4388.DOI ↗Google Scholar ↗
Saugadi, R, Ali I, Maisyaroh & Burhanuddin (2024). Integrative Approaches to Internal Quality Assurance in Junior High Schools: Exploring Impacts on Student Learning, Teacher Effectiveness, and School Management. (2024). International Journal of Religion, 5(9), 90-102.Google Scholar ↗
Schuelka, M. J., Sherab, K. & Nidup, T. Y. (2019). Gross national happiness, British values, and noncognitive skills: The role and perspective of teachers in Bhutan and England. Educational Review 71(6): 748‒766.Google Scholar ↗
Ceresnova, Z. & Rollova, L. (2018). Case studies of inclusive higher education in Norway, Sweden and Slovakia. In International Conference on Applied Human Factors and Ergonomics, 312‒323. Springer, ChamGoogle Scholar ↗
Porfírio, J. A., Martins, M. & Gerardo, G. (2016). Innovation and social learning in higher education. Retrieved from http://www.isolearn.net. Accessed: June, 29, 2024.Google Scholar ↗
Gebrehiwot, Y. G. (2015). Towards more inclusive university curricula: the learning experiences of visually impaired students in higher education institutions of Ethiopia. Doctoral dissertationGoogle Scholar ↗
Scott, E. A. (2018). Student involvement in quality assurance in HE in FE: Perceptions of students, teachers and managers. Doctoral dissertation, UCL (University College London).Google Scholar ↗
Groen, J., & Borin, P. (2021). Engaging Students in Quality Assurance Processes. https://www.coedcfpo.ca/wp-content/uploads/2023/07/Engaging-Students-in-QA-COED-Working-Group-Report.pdfGoogle Scholar ↗
Kayyali, M. (2023). An overview of quality assurance in higher education: Concepts and frameworks. International Journal of Management, Sciences, Innovation, and Technology (IJMSIT), 4(2), 01-04.Google Scholar ↗
Nkala, P., & Ncube, M. (2020). Institutional structures for student-inclusivity in quality assurance promotion in higher education: the case of one university in Zimbabwe. South African Journal of Higher Education, 34(5), 92-108.Google Scholar ↗
Ala-Vähälä, T. (2020). Coping with diversity in higher education in the European Higher Education Area: The case of quality assurance. JYU dissertations.Google Scholar ↗
Carter, S., & Abawi, L. A. (2018). Leadership, inclusion, and quality education for all. Australasian Journal of Special and Inclusive Education, 42(1), 49-64.Google Scholar ↗
Tapera, J. and. Kuipa, P. K (2016). Promoting quality assurance in Zimbabwean higher education institutions: Concepts, systems and processes. Retrieved from https://www.researchgate.net/publication. Accessed: June, 29, 2024.Google Scholar ↗
Kayyali, M. (2023). An Overview of Quality Assurance in Higher Education: Concepts and Frameworks. 4. 1-4.Google Scholar ↗
Mohajan, H.K. (2020) Quantitative Research: A Successful Investigation in Natural and Social Sciences. Journal of Economic Development, Environment and People, 9, 50-79.Google Scholar ↗
Groen, J. F. (2017). Engaging in enhancement: Implications of participatory approaches in higher education quality assurance. Collected Essays on Learning and Teaching, 10, 89-100.Google Scholar ↗

[refR-1] Karakhanyan, S., & Stensaker, B. (2020). External quality assurance: The landscape, the players and developmental trends. In Global trends in higher education quality assurance (pp. 11-36). Brill.Google Scholar ↗

[refR-2] Hillman, J. R., & Baydoun, E. (2019). Quality assurance and relevance in academia: a review. Major challenges facing higher education in the Arab world: Quality assurance and relevance, 13-68.Google Scholar ↗

[refR-3] Mensah, M. A. (2022). Internal quality assurance practices in higher education: Evidence from a Ghanaian university. European Journal of Education Studies, 9(7), ISSN: 2501 – 1111.Google Scholar ↗

[refR-4] Wangai, M. M. (2022). The Influence of Quality Assurance Practices on Quality of Academic Programmes in Higher Education Institutions in Kenya: a Case of the Faculty of Education, University of Nairobi (Doctoral dissertation, University of Nairobi).Google Scholar ↗

[refR-5] Rzqoo, N. J. (2020). Obstacles and success factors for the implementing of quality assurance system Case study-Department of Architecture, University of Al-Nahrain. Periodicals of Engineering and Natural Sciences, 8(3), 1309-1320.Google Scholar ↗

[refR-6] Alomenu, C. (2023). Quality service delivery in tertiary institutions in Ghana: a comparative study of public and private universities (Doctoral dissertation, London Metropolitan University).Google Scholar ↗

[refR-7] Gyamera, G. O. (2024). Private Higher Education Delivery: The Ghanaian Context. In Emerging Dynamics in the Provision of Private Higher Education in Africa (pp. 77-101). Cham: Springer Nature Switzerland.Google Scholar ↗

[refR-8] Rashdan, W. and Ashour, A.F. (2017) Criteria for Sustainable Interior Design Solutions. WIT Transactions on Ecology and the Environment, 223, 311-322.Google Scholar ↗

[refR-9] https://doi.org/10.2495/SC170271DOI ↗Google Scholar ↗

[refR-10] Banta, T. W., Ewell, P. T., & Cogswell, C. A. (2016). Tracing Assessment Practice as Reflected in Assessment Update (NILOA Occasional Paper No. 28). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.Google Scholar ↗

[refR-11] Ewell, P. (2010). Twenty Years of Quality Assurance in Higher Education: What’s Happened and What’s Different?. Quality in Higher Education.Google Scholar ↗

[refR-12] Anyidoho, E. D., & Ogina, T. A. (2024). Quality of planning practices in early childhood education centres inGhana: Directors’ perspectives and experiences. European Journal of Educational Management, 7(2), 125-138. https://doi.org/10.12973/eujem.7.2.125DOI ↗Google Scholar ↗

[refR-13] UNESCO (2021) UNESCO Science Report: The Race Against Time for Smarter Development.Google Scholar ↗

[refR-14] Harden, R.M. & Crosby, J (2000). AMEE Guide No 20: The good teacher is more than a lecturer the twelve roles of the teacher. Medical Teacher, Vol. 22 (4)Google Scholar ↗

[refR-15] Harvey, L., & Green, D. (1993). Defining Quality. Assessment and Evaluation in Higher Education,18,9-34. http://dx.doi.org/10.1080/0260293930180102DOI ↗Google Scholar ↗

[refR-16] Altbach & Philip. (2015). Perspectives on Internationalizing Higher Education. International Higher Education. 10.6017/ihe.2002.27.6975.DOI ↗Google Scholar ↗

[refR-17] Mensah, M. (2022). Internal Quality Assurance Practices in Higher Education: Evidence from A Ghanaian University. European Journal of Education Studies. 9. 10.46827/ejes.v9i7.4388.DOI ↗Google Scholar ↗

[refR-18] Saugadi, R, Ali I, Maisyaroh & Burhanuddin (2024). Integrative Approaches to Internal Quality Assurance in Junior High Schools: Exploring Impacts on Student Learning, Teacher Effectiveness, and School Management. (2024). International Journal of Religion, 5(9), 90-102.Google Scholar ↗

[refR-19] Schuelka, M. J., Sherab, K. & Nidup, T. Y. (2019). Gross national happiness, British values, and noncognitive skills: The role and perspective of teachers in Bhutan and England. Educational Review 71(6): 748‒766.Google Scholar ↗

[refR-20] Ceresnova, Z. & Rollova, L. (2018). Case studies of inclusive higher education in Norway, Sweden and Slovakia. In International Conference on Applied Human Factors and Ergonomics, 312‒323. Springer, ChamGoogle Scholar ↗

[refR-21] Porfírio, J. A., Martins, M. & Gerardo, G. (2016). Innovation and social learning in higher education. Retrieved from http://www.isolearn.net. Accessed: June, 29, 2024.Google Scholar ↗

[refR-22] Gebrehiwot, Y. G. (2015). Towards more inclusive university curricula: the learning experiences of visually impaired students in higher education institutions of Ethiopia. Doctoral dissertationGoogle Scholar ↗

[refR-23] Scott, E. A. (2018). Student involvement in quality assurance in HE in FE: Perceptions of students, teachers and managers. Doctoral dissertation, UCL (University College London).Google Scholar ↗

[refR-24] Groen, J., & Borin, P. (2021). Engaging Students in Quality Assurance Processes. https://www.coedcfpo.ca/wp-content/uploads/2023/07/Engaging-Students-in-QA-COED-Working-Group-Report.pdfGoogle Scholar ↗

[refR-25] Kayyali, M. (2023). An overview of quality assurance in higher education: Concepts and frameworks. International Journal of Management, Sciences, Innovation, and Technology (IJMSIT), 4(2), 01-04.Google Scholar ↗

[refR-26] Nkala, P., & Ncube, M. (2020). Institutional structures for student-inclusivity in quality assurance promotion in higher education: the case of one university in Zimbabwe. South African Journal of Higher Education, 34(5), 92-108.Google Scholar ↗

[refR-27] Ala-Vähälä, T. (2020). Coping with diversity in higher education in the European Higher Education Area: The case of quality assurance. JYU dissertations.Google Scholar ↗

[refR-28] Carter, S., & Abawi, L. A. (2018). Leadership, inclusion, and quality education for all. Australasian Journal of Special and Inclusive Education, 42(1), 49-64.Google Scholar ↗

[refR-29] Tapera, J. and. Kuipa, P. K (2016). Promoting quality assurance in Zimbabwean higher education institutions: Concepts, systems and processes. Retrieved from https://www.researchgate.net/publication. Accessed: June, 29, 2024.Google Scholar ↗

[refR-30] Kayyali, M. (2023). An Overview of Quality Assurance in Higher Education: Concepts and Frameworks. 4. 1-4.Google Scholar ↗

[refR-31] Mohajan, H.K. (2020) Quantitative Research: A Successful Investigation in Natural and Social Sciences. Journal of Economic Development, Environment and People, 9, 50-79.Google Scholar ↗

[refR-32] Groen, J. F. (2017). Engaging in enhancement: Implications of participatory approaches in higher education quality assurance. Collected Essays on Learning and Teaching, 10, 89-100.Google Scholar ↗