Perspectives on effectiveness of quality assurance processes And indicators in selected public and private universities in Kenya: a comparative study

Abstract

The demand for university education in Kenya continues to increase amidst decreasing financial support to public universities from the government and establishment of new private universities. The expanding enrolments were considered a revenue stream for public universities and business opportunity to individual and corporate investors in higher education. In the midst of this singular focus on revenues by private and public universities, basic internal quality assurance processes were ignored starting from admissions to academic processes in the institutions. There is growing public perception that educational quality is being compromised in an effort to expand enrollment in recent years. Against this background, the study set out to establish perspectives on effectiveness of curriculum delivery processes, teaching and research by faculty staff, management processes, availability and quality of learning facilities for provision of quality education and quality of enrolled students in the selected universities. The conceptual framework was based on the guidelines from Commission for Higher Education and Association of African Universities. The study population consisted of 52,141 students, 1,916 lecturers and 83 library staff. Stratified random sampling technique was used to select 502 students, 127 lecturers and 23 library staff. The researcher used _questionnaires for students, lecturing staff and library staff to collect information. Validity was established by presenting questionnaires to experts in the Department of Educational Management and Foundations at Maseno University for comments and improvements. Reliability was established by piloting to 100 respondents from the four selected universities who were not involved in the actual study. Quantitative data was analyzed using descriptive statistics in the form of frequencies and percentages and inferential statistics involving chi-square tests to establish the relationships of effectiveness of the variables between the types of universities. The findings indicated that there was no significant difference between the quality of enrolled students and effectiveness of faculty members in performing their duties in Kenyan public and private universities. However, there was significant difference between effectiveness of curriculum delivery processes, availability and quality of learning facilities and effectiveness of institutional management processes in Kenyan public and private universities. The study concluded that there was no significant difference among private and public universities on presage variables which defined the entry behavior of students. However, significant differences existed among private and public universities on process variables which related to what went on as students learnt. There were efficiency gaps in quality assurance processes that needed careful attention. It was recommended that the government should enhance compliance mechanisms to quality assurance guidelines so as to eliminate efficiency gaps in institutional management, provision of teaching and learning facilities and curriculum delivery processes. The findings of this study are significant to individuals and organisations that intend to ensure that our universities offer quality education.