Abstract:
This study is based on a pragmatist analysis of selected international
accounts on quality assurance in higher education. A pragmatist
perspective was used to conceptualise a logical internal quality assurance
model to embed and support the alignment of graduate competencies in
curriculum and assessment of Ghanaian polytechnics. Through focus
group and in-depth interviews, the framework was evaluated by internal
stakeholders including lecturers, students and administrators of the
polytechnics. It was found that from a pragmatist perspective, quality
assurance concepts and practices in higher education reported in the
international literature could be used to design a context-specific quality
assurance framework for higher education systems in Africa but there
will be challenges with implementation of such a framework. The
challenges found include quality culture and financial resources.
Nonetheless, it was noted that effective planning and stakeholder
commitment can surmount the challenges to ensure effective
implementation of the framework to enhance quality.
