The Accreditation Process and Challenges of Private Religious Based Universities in Uganda

Otto, Francis; Musinguzi, Benon

doi:10.12785/ijpi/010205

Cited by 4 publications

(10 citation statements)

References 4 publications

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“…Table IV and Figure 3 show the challenge finance (C5) – establishing financial capabilities for the institution’s self-sustainability as the topmost in importance in the provision of quality education by all groups of stakeholders, with a priority value of 0.171. This corroborates prior research by Li (2014), Otto and Musinguzi (2013) and Mpezamihigo (2012), all of whose findings include finance (C5) as one of the major challenges in managing and providing quality education by private HEIs.…”

Section: Discussionsupporting

confidence: 91%

“…For instance, there is little breath of research and programme diversification because of limited funding, as well as the unintended impact of the student composition (in light of their social status) at private HEIs where fees are high (Oketch, 2003). Also, caution has to be exercised so that the increasing number of students is matched with the capacity of the institution’s infrastructure and staff availability (Otto and Musinguzi, 2013).…”

Section: Discussionmentioning

confidence: 99%

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Prioritised challenges and critical success factors for delivering quality education in Malaysian private higher education institutions

Anis

Islam

2019

QAE

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Purpose The purpose of this paper is to develop a hierarchical model to rank the challenges faced by the private Malaysian higher education institutions (HEIs) in the provision of quality education and subsequently their corresponding critical success factors (CSFs) to address those challenges. Design/methodology/approach A sequential mix method was adopted in this study. Semi-structured interviews with 29 participants were initially conducted to identify the challenges and CSFs. This was followed by a questionnaire survey involving 158 respondents to prioritise the identified findings. Thematic analysis was conducted in the qualitative stage, uncovering the challenges and their corresponding CSFs. Data for both stages were accumulated from internal and external stakeholders of Malaysian private HEIs. Finally, the four stages of the analytic hierarchy process (AHP) were applied to rank the challenges and CSFs. Findings The qualitative stage identified eight challenges, i.e. “academics”, “facilities”, “students”, “programmes and curriculum”, “competition”, “accreditation”, “finance” and “research” together with their corresponding CSFs. The AHP enables the ranking of these challenges. “Finance” has been found to be the most crucial challenge and “high competency in managing the institution’s finance” as the most important CSF to address this challenge. Research limitations/implications As the study restricted its focus on Malaysian private HEIs, the results may not be generalised for public HEIs and foreign private HEIs operating in Malaysia. Originality/value The hierarchical model developed in this study is deemed important for implementation to resolve the prioritised challenges. It spells out the specific areas in which the resources of Malaysian private HEIs need to be prudently disbursed and properly managed.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

Prioritised challenges and critical success factors for delivering quality education in Malaysian private higher education institutions

Anis

Islam

2019

QAE

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“…In practice, the NCHE accredits all academic programmes in HEIs in Uganda. According to Otto and Musinguzi (2013) the Council normally draws experts from the society, industry and academia both nationally and internationally to evaluate and vet programmes for accreditation. Programmes deemed to meet the requirements of the disciplinary field are then recommended for accreditation, while those which have fallen short are not.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…There are quite a plethora of laws in place which hamper institutional autonomy. It is also being suppressed at operational level, for instance, the NCHE has many times denied universities opportunities to have their new or old programmes accredited (Otto & Musinguzi, 2013). Indeed, absolute autonomy is clearly untenable as there are regulatory bodies, accountability bodies and direct interventions by government in matters of universities all over the world.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Extent of Institutional Autonomy in Determination of Content and Quality of University Education in Uganda

Ofoyuru¹,

Lukwago²,

Kimoga³

2016

IRHE

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Outcry about deplorable content and quality of university education in Uganda is widespread. Yet, studies about the same are rare. This paper explored the extent of institutional autonomy in the determination of content and quality of university education in Uganda. The political model of university governance was the guiding theory. Findings revealed that the government, the National Council for Higher Education, and universities determine the content and quality of university education. We conclude that partial institutional autonomy is inherent in the determination of content and quality of university education in Uganda. However, we recommend that universities should be accorded more institutional autonomy in order to achieve better content and quality of education suitable for national development.

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“…It is also central to competitiveness in an increasingly globalized world. Otto and Musinguzi (2013), defines quality assurance as the mechanism put in place to guarantee that education is fit for purpose. Hayward (2006 ) noted that "countries wishing to move towards the knowledge economy are challenged to undertake reforms to raise the quality of education and training through changes in content and pedagogy.…”

Section: Introductionmentioning

confidence: 99%

Politics of Programme Accreditation Practices in Nigerian Universities: Implications for Quality Assurance

Ekpoh¹,

Edet²

2017

Journal of Educational and Social Research

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The Accreditation Process and Challenges of Private Religious Based Universities in Uganda

Cited by 4 publications

References 4 publications

Prioritised challenges and critical success factors for delivering quality education in Malaysian private higher education institutions

Prioritised challenges and critical success factors for delivering quality education in Malaysian private higher education institutions

Extent of Institutional Autonomy in Determination of Content and Quality of University Education in Uganda

Politics of Programme Accreditation Practices in Nigerian Universities: Implications for Quality Assurance

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