Browsing by Author "Matimbo, Fulgence John"

Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    Towards understanding programmatic quality in private universities in Tanzania
    (Stellenbosch : Stellenbosch University, 2016-03) Matimbo, Fulgence John; Bitzer, Eli ; Stellenbosch University. Faculty of Education. Department of Curriculum Studies
    ENGLISH ABSTRACT : The context of this study is the Inter-University Council for East Africa (IUCEA) – German Academic Exchange Service (DAAD) pilot project on enhancing quality assurance in higher education in East Africa. The purpose was to explore institutional internal quality assurance processes which resulted from participation in the project and critically analyse the use and application of the concept of ’quality’ in private universities in Tanzania. In doing so, the study sought to understand how private universities in Tanzania interpret and apply the quality concept in programme evaluation. In order to answer this question, the study examined the literature on quality assurance in higher education and proposed a simple conceptual framework for a better understanding of self-evaluation of undergraduate programmes in private universities in Tanzania. The framework is based on a judgement that an improved understanding of how private universities in Tanzania interpret and apply the quality concept in programme self-evaluation depends on an understanding of the contexts in which these institutions operate. It is argued that programme self-evaluation is a complex multi-faceted process requiring a pluralistic research design. This was attempted in the study by employing a range of research methods from within an interpretative research paradigm and using a multiple case study design. The study analysed data from documents, interviews and used a Delphi exercise to reach levels of consensus. The study is therefore classified as exploratory and explanatory. It sought to explore the perceptions of quality held by key practitioners and how these perceptions influenced the process of programme self-evaluation. It also sought to explain how context influenced the process of programme self-evaluation. Findings from the study revealed varied perceptions of ‘quality’ in Tanzanian private higher education. These perceptions have a bearing on implementation of programme quality assurance. The findings of the study also showed that the IUCEA did attempt to work communicatively with the higher education community and that it was, in part, due to its consultative effort that private universities restructured themselves by establishing quality assurance units. However, the study also revealed that the adoption of the regional approach to programme self-evaluation was done at the expense of internal institutional quality assurance systems leading to compliance culture. The findings of the study suggest that understanding and operationalisation of the quality concept should not ignore the fact that private universities in Tanzania are facing common as well as distinctive challenges. On the one hand, this study has identified lack of financial resources and poor leadership as among the major of such challenges. On the other hand, the study suggests that bureaucratic power is an important dimension in understanding the dynamics of programme self-evaluation. From its findings and conclusions the study has narrowed the knowledge gap which existed before as little was known about how undergraduate programme quality in private universities were interpreted and applied in Tanzania. The study may contribute to make difference in improving such an understanding and importantly contribute to future programme self-evaluation efforts in Tanzania.