Abstract
The study examined the implementation challenges of quality assurance in public universities in Ghana with a focus on University for Development Studies (UDS). The study adopted a qualitative case study design. The data for the study was collected through in-depth interviews, document analysis and participants observation. The study revealed that the Directorate of Academic Quality Assurance (DAQA) undertakes many activities geared towards quality assurance and enhancement of quality in the University. The findings of the study suggest that UDS has taken pragmatic steps to assure quality in its operations. However, the implementation challenges of quality assurance include: staffing and offices; quality culture; physical and financial resources; commitment and support for quality assurance; and absence of a current strategic plan. The author recommends that as a multi-campus University, there should be staff and offices on each of the Campuses for effective coordination of quality assurance activities. The study concludes that the Directorate of the Academic Quality Assurance should be supported to develop a quality assurance culture in the University. Key words: Quality assurance, challenges, establishment, directorate, university.
Highlights
Quality has become a very important issue in higher education institutions toward gaining competitive advantage in this changing and dynamic environment
Based on the observations made, the committee may make comments and provide suggestions for any corrections to be effected before they are submitted to the Academic Quality Assurance Directorate
As more private tertiary institutions are venturing into the tertiary education sector, it is appropriate that management of public universities such as University for Development Studies (UDS) support the Directorate of the Academic Quality Assurance to succeed in bringing the needed academic quality and enhancement in the University
Summary
Quality has become a very important issue in higher education institutions toward gaining competitive advantage in this changing and dynamic environment. Quality has been an implicit concern of higher education institutions since the establishment of the premier university in Ghana in 1948 and its subsequent elevation to autonomous status. The rapid changes in the higher education context driven by political, economic and socio‐cultural forces in the latter part of the 20th century have generated concern for quality and created challenges to the implicit and self‐evident traditional views about assuring quality in universities (Massy, 2003; Amaral, 2007; Martin and Stella, 2007; Becket and Brookes, 2008). The major changes include: massification of education, greater diversity in terms of programme provision and student types, matching programmes to labour market needs, shrinking resources, heightened accountability and indirect steering of higher education.
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