Enhancing Quality in Higher Education Through Evidence-Based and Inclusive Policy Co-Development

Abstract

Higher education institutions across Africa and beyond are confronted with the need to demonstrate quality, relevance, and accountability amidst numerous challenges. This study used the mixed methodology to explore the adoption of participatory and evidence-based policy design processes in four universities in Zimbabwe. Semi-structured interviews were conducted with 60 participants across administration, faculty and student leadership from two public and two private institutions. Additionally, relevant documents were reviewed to provide contextual information. The data from the interviews were analyzed using deductive coding based on the Advocacy Coalition Framework, as well as inductive coding to identify emerging themes. The findings indicate that stakeholder input and evidence were effectively incorporated into the decision-making process through leadership support, capacity-building initiatives, and engagement structures. However, challenges such as resistance to change, time limitations, and lack of expertise were identified. To enhance ownership and relevance, the study recommends central coordination of policies, gradual implementation of new approaches, and collaboration with policy researchers to strengthen the evidence base. This research underscores the significance of collaborative policy development processes for higher education institutions in developing settings to improve quality and responsiveness to diverse institutional needs.