Abstract
One of the Libyan Faculty of Education exit requirements is the graduation research project. Current literature review indicates the scarcity of literature on the quality of the graduation project in the Libyan context. Thus, the present study addressed this shortcoming by investigating the opinions of the faculty members at the Faculties of Education at various Libyan public universities on achieving quality standards in the graduation research projects. The design of the study was exploratory sequential mixed methods as we gathered both quantitative and qualitative data to get accurate and detailed picture of the Libyan teacher-educators’ views on fostering quality in the graduation research project. The context of the study is the Faculties of Education at eight Libyan universities. The participants were 62 Libyan teacher-educators who were faculty members at the Libyan Faculties of Education. Data were collected through documents, questionnaires, and follow up interviews. The results showed that the participants’ views were opposite to the document analysis and revealed that the participants were not sure whether the regulations covered all the points related to the graduation research projects, so they preferred to be neutral. They also perceived several factors as the issues that hindered the quality of the graduation research projects. The participants suggestions as ways of fostering quality in the graduation research projects included achieving quality by following the quality standards described by the quality assurance department among other suggestions.
Highlights
Like its counterparts around the world, the primary aim of the Libyan Faculty of Education is to prepare the student-teachers to become effective teachers
The present study investigates the opinions of the faculty members of the Faculties of Education at various Libyan public universities on achieving quality standards in the graduation research projects
A 3-point scale was used to explore the teacher-educators’ perceptions on whether the 501 Regulation document included all the organizational and procedural rules and policies related to the graduation research project. 59% of the respondents chose “to what extent,” which showed some uncertainty, whereas 28% of them agreed with the statement
Summary
Like its counterparts around the world, the primary aim of the Libyan Faculty of Education is to prepare the student-teachers to become effective teachers. To achieve quality in student-teachers’ graduation projects, there is a need to understand the existing graduation research project quality related policies and procedures, specify the factors affecting the quality of graduation research project, and identify how quality of undergraduate research can be achieved Methodology This exploratory sequential mixed methods study is part of a larger research project that is conducted by two of the Faculty of Education Tripoli departments: The Research, Consulting, and Training Department and the Quality and Performance Evaluation Department. The exploratory sequential mixed methods design was chosen because it facilitates triangulation and helps us gain an accurate and detailed picture of the Libyan teacher-educators’ views and perceptions on fostering quality in the graduation research project [20] This design gave us the chance to begin with an initial qualitative data collection and analysis phase, follow that with the quantitative data collection and analysis phase, and end up with the final phase in which we integrated and linked our data collected in the previous phases [20]. The final form of the questionnaire included five categories: demographic information, teachereducators’ knowledge of and perceptions on regulations and policies, factors hindering quality, and teacher-educators’ suggestions on achieving quality (see Table 1)
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