Academic Quality Assurance Variables in Nigerian Universities: Exploring Lecturers’ Perception

Eucharia O Obiekezie,Alexander E Timothy,Margaret I Essien,Regina I Ejemot-Nwadiaro

doi:10.5539/ies.v9n5p247

Abstract

<p class="apa">The level of job performance, international comparability and competitiveness of Nigerian university graduates are burning issues. Consequently, the academic quality of Nigerian universities has come under severe criticism. Since university lecturers are key players in quality assurance in universities, this study explored their perceptions of variables important to quality assurance in Nigerian universities. Five hundred lecturers from public universities in the South-South geopolitical zone responded to a 25-item survey. Five research questions were framed and descriptive statistics were used in analysing and presenting the data. The result showed that lecturers perceived availability of adequate number of qualified staff, students’ attitude to study, early publication of students’ examination results, availability of well-equipped laboratories and workshops, and funding of tertiary education as the most important variables in academic quality assurance.</p>

Highlights

1.1 Quality in Nigerian UniversitiesEducation is generally recognized as the bedrock of sustainable development and as such, inestimable premium should be placed on how high quality education is sustained
The result showed that lecturers perceived availability of adequate number of qualified staff, students’ attitude to study, early publication of students’ examination results, availability of well-equipped laboratories and workshops, and funding of tertiary education as the most important variables in academic quality assurance
The results showed that the lecturer-related factor that lecturers perceived as most important to academic quality assurance was the number of qualified staff followed by lecturers’ skills in lesson presentation

Summary

Introduction

1.1 Quality in Nigerian UniversitiesEducation is generally recognized as the bedrock of sustainable development and as such, inestimable premium should be placed on how high quality education is sustained. The NUC is answerable to the Federal Ministry of Education and the presidency. The Federal Ministry of Education (2008), (cited in Ayo-Sobowale & Akinyemi, 2011) expects the Nigerian tertiary education system to be relevant and responsive to the need of the society. Both quantity and quality must be sufficient. The lecturers must have high levels of qualification, skills, knowledge and motivation. Their products should be equipped to impact their society positively and be ready to operate in a globalised environment

Methods

Findings

Discussion

Conclusion