State-Public University Contractual Relationship Impact on Student’s Accessibility Rights: The Agency Theory Perspective

Joseph Kimoga

doi:10.37284/eajes.4.1.451

Abstract

The state-public university contractual relationship constrains public universities to be driven by the state expected level of quality output of graduates. The relationship reduces institutional substantive and procedural autonomy in specific key areas like student admission. In order to achieve good results consonant to the state support, universities are directed to ensure strict scrutiny of those they admit. This locks out many qualifying students from accessing studies at state-funded institutions. This study uses the perspective of agency theory to assess the impact of state – public university contractual relationship on student’s accessibility rights. The interpretive phenomenological analysis enabled to appreciate data collected through self-administered questions given to seven participants in four public and regional universities. The analysis bases on parameters of selection and admission. The study recommends capital grant, national ranking of academic units, and policy imperatives for special interest groups as the means by which sub-Saharan higher education institutions can maximise students’ access rights

Highlights

Public university budgets in many developing economies are financed by their states
Universities offer different disciplines in sciences and humanities fields which are revised in a period determined by the National Council for Higher Education (NCHE)
Students freely apply for any program that suits their interests and merit

Summary

Introduction

In sub-Saharan countries many universities are state-funded (Oketch, 2016). Despite their institutional goals of being teaching-intensive, or teaching-research intensive, or researchintensive, many universities strive as well to satisfy the objectives of the financer. The state financial commitments to public universities coupled with inclusive legal directives, instead harden accessibility to public institutions by many qualifying students. The challenge is that this locks out many qualifying students from accessing studies at state-funded institutions and instead opt for resource struggling private institutions that can accommodate them (Matovu, 2018; Mohamedbhai, 2008). This study uses the perspective of agency theory to assess the impact of state – public university contractual relationship on student’s accessibility rights.

Results

Discussion

Conclusion