Higher education marketisation and its discontents: the case of quality in Kenya

Wangenge‐Ouma, Gerald

doi:10.1007/s10734-007-9104-2

Cited by 48 publications

(38 citation statements)

References 19 publications

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“…On the same note of evidence, a recent study by Wangenge-Ouma (2006, 2008a provides some evidence showing academics and students contesting some of the claims of excellence made by their university. In the study, several students who joined the university partly because they were persuaded by the claims of excellence made by the university when advertising the programmes they enrolled in expressed dissatisfaction with the 'actual' quality of the programmes.…”

Section: One Of the Claims By The Catholic University Of Mozambique (mentioning

confidence: 93%

“…In the study, several students who joined the university partly because they were persuaded by the claims of excellence made by the university when advertising the programmes they enrolled in expressed dissatisfaction with the 'actual' quality of the programmes. Some academics also admitted that the university advertised some programmes deemed to be 'market driven' and claimed the programmes were of high quality when in the actual sense the university did not have the capacity to offer the programmes (Wangenge-Ouma 2006, 2008a. This is probably a classic example of information asymmetry as regards experience goods.…”

Section: One Of the Claims By The Catholic University Of Mozambique (mentioning

confidence: 99%

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Universities and the mobilization of claims of excellence for competitive advantage

Wangenge‐Ouma¹,

Langa²

2009

High Educ

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This study discusses the phenomenon of making claims of excellence by universities, which we interpret as a response, inter alia, to the hitherto unfamiliar context of scarce and diminishing resources. The main objective is to understand how claims of excellence are mobilised by higher education institutions to achieve ''competitive advantage''. The paper argues that most claims of excellence do not derive from evidence and are a misrepresentation of reality geared at attracting resources. It is further argued that by making claims of excellence universities take advantage of the experiential nature of their goods and services, and the phenomenon of information asymmetry. Those targeted by these claims only discover the true excellence of the university's goods and services after consuming them and of course, providing resources.

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Section: One Of the Claims By The Catholic University Of Mozambique (mentioning

confidence: 93%

Section: One Of the Claims By The Catholic University Of Mozambique (mentioning

confidence: 99%

Universities and the mobilization of claims of excellence for competitive advantage

Wangenge‐Ouma¹,

Langa²

2009

High Educ

Self Cite

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“…In a desire to claim a bigger share of the student market, university programs were introduced 'in advance of capacity to offer them', which had a negative effect on the quality of education. 65 Commentators have argued that the nation has to review its traditional quality assurance mechanisms and create new systems both within individual institutions as well as in the overall framework overseeing the institutions. 66 In trying to address the issue of quality, the Kenyan government is currently calling on universities to be more innovative and focus on research.…”

Section: The Growth Of Education and Training Opportunities In Africamentioning

confidence: 99%

The development of archives and records management education and training in Africa – challenges and opportunities

Katuu¹

2015

Archives and Manuscripts

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The development of education and training opportunities for professionals in the archives and records management (ARM) profession in Africa has been the subject of a number of professional discussions in the past. However, a significant number of recent developments and trends have not been captured in these discussions. This article provides a historical outline and some of the major developments of ARM education and training in Africa. In addition, it traces some of the key challenges educators and trainers currently face. The article demonstrates the diversity that exists in the African continent both in the variety of institutions and the types of qualifications offered in archives and records management. It provides a glimpse of the growth of universities in the continent using the case study of Kenya. While this growth provides greater education and training opportunities, there is a need to examine its impact on quality. The article suggests the strengthening of graduatelevel education as well as participation in global research to mitigate against risks in the quality of ARM education and training.

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“…Universities have just been turned into production lines where they are biting more than they can chew. Wangenge-Ouma (2007) notes that the following needs to be looked at if massification has to be followed by quality university education in Kenya. Expansion of,infrastructure and facilities, recruitment of qualified staff, establishing external quality assurance to ensure greater accountability.…”

Section: Introductionmentioning

confidence: 99%

An Evaluation of Quality of University Education in Kenya during this Massification Era

Kimathi¹,

Henry²

2014

MJSS

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This paper attempts to explore the impact of mass university education on the quality of university education in Kenya. The study was based on the premise that the ever increasing access and number of private and public universities does not match the resources to afford the students quality education. The study used the following indicators to gauge the quality of university education in Kenya, student lecturer ratio, quality of library services, quality of examination invigilation and cheating rates as well as the level of student support services. The study used quantitative data from some sampled Universities both public and private. The study established that the lecturers' students' ratios were very high in both private and public universities. Public universities were found to be raging behind in e-learning facilities, and the quality of student support services. Cases of examination irregularities were found to be existing in both public and private universities , however the public universities were more overwhelmed due to the larger numbers of students .The study concluded that there is need to match the facilities in our universities with the enrolment ratios if quality of our gradates is to be maintained.

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Higher education marketisation and its discontents: the case of quality in Kenya

Cited by 48 publications

References 19 publications

Universities and the mobilization of claims of excellence for competitive advantage

Universities and the mobilization of claims of excellence for competitive advantage

The development of archives and records management education and training in Africa – challenges and opportunities

An Evaluation of Quality of University Education in Kenya during this Massification Era

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