Internal Quality Assurance Practices on Open Education in Two East African Universities: Proposed Innovative Mechanisms
Internal Quality Assurance Practices on Open Education in Two East African Universities: Proposed Innovative Mechanisms
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Date
2019-09
Authors
Niyonzima, Eliezer
Balmoi, Ketty Occitti
Editor
Corporate Author
Journal Title
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Volume Title
Publisher
Commonwealth of Learning (COL)
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Abstract
Anchored on the premise that internal quality assurance (IQA) systems and processes of universities should be
sufficiently operational, well oriented and committed to guarantee the fitness for purpose of an educational
programme, this mixed explanatory and hermeneutic paradigm model of empirical investigation was undertaken to
elicit evidence based quantitative and qualitative data on these challenging queries in IQA systems in East African
universities: (1) were existing practices synchronizing with national and international agendas on open education?
(2) were there flexible structured systems for students’ open access, progress, mobility and institutional core
activities, and (3) feedback mechanisms from alumni, stakeholders and labor market? This study focused on two
uncontrolled types of research environments, University of Technology and Arts of Byumba (UTAB) and Kampala
International University (KIU) in Rwanda and Uganda respectively. Three sets of research tools tested for validity
and reliability were utilized namely: (1) a checklist and (2) an interview schedule and a questionnaire. Through
purposive sampling, the data were gathered from managers and staff of quality assurance directorates. Relevant
information on structures and mechanisms of monitoring and feedback were also retrieved from randomly selected
representatives from student organizations, alumni associations and academic staff. Noted in tables/graphs and
qualitative analyses were the following findings: (1) both universities had necessary policies generally
synchronizing with international agendas on open education though in practice there were rooms for improvement;
(2) in both universities, there were systems with mechanisms for students’ open access, progress, mobility, aligned
with teaching and learning activities but some inadequacies were noted in support to students’ learning; (3)
comments from alumni were limited in one university. Within the context of these findings, proposed innovative
mechanisms were suggested in view of the relevant trends in improving open access to quality education, promoting
students’ learning experiences.// Paper ID 126
Description
Subject
Quality Assurance,
Higher Education,
Experiential Learning,
Open Educational Resources (OER)
Country
Region
Africa