The influence of Quality Assurance on achieving development Education ethical goals

The influence of Quality Assurance on achieving development Education ethical goals | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article The influence of Quality Assurance on achieving development Education ethical goals Moses Kumi Asamoah, Joseph Danquah Ansong, Eva Mackin, Boadi Agyekum This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5932885/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 4 You are reading this latest preprint version Abstract Based on quality culture theory, this study examines the role of Quality Assurance (QA) in achieving development education goals at four public universities in Ghana and Oman. A qualitative case study approach, aligned with interpretive philosophy, was used to understand QA officials' views on how QA activities contribute to meeting these goals. Structured interviews were conducted over four months with participants selected via judgmental and snowball sampling. Thematic analysis was employed, ensuring ethical standards like informed consent, confidentiality, and data validation through member checking and peer review. Findings show that QA is crucial in achieving development education goals by ensuring accreditation, maintaining academic standards, and promoting program improvement. Key factors include regular evaluations, faculty support, data-driven decisions, and collaboration with industry and external bodies to align academic programs with national and international standards, addressing global challenges and sustainable development. QA activities contribute significantly to graduate employability, economic growth, global competitiveness, reducing inequality, and promoting environmental sustainability. However, challenges to QA were noted, including internal issues like inadequate infrastructure, limited resources, and underqualified faculty, along with external threats such as technological advancements, financial constraints, and corruption, especially in African contexts. The study recommends strengthening QA and development education frameworks, investing in infrastructure, promoting continuous improvement, and enhancing industry-university collaboration. Policy implications include prioritizing infrastructure investment, fostering industry partnerships, and improving transparency in QA practices. The study emphasizes the importance of consistent QA standards to ensure educational excellence and address global challenges for the well-being of society. Quality assurance development education goals Public universities Global challenges Economic growth Figures Figure 1 1.0 INTRODUCTION 1.1 Development education Development education is an interdisciplinary field aimed at equipping students with the knowledge, skills, and values to address global challenges like poverty, inequality, and environmental degradation (Bernhard, 2012; Rieckmann, 2012). It focuses on global citizenship, social justice, and sustainability, encouraging students to actively contribute to a more equitable world. The approach promotes critical thinking and transformative learning, fostering deeper engagement with global issues (Deuchar, 2014; Toye, 2016). Expanding beyond development studies, it integrates themes such as human rights and sustainability into disciplines like education, history, political science, economics, engineering, sociology, and social work, creating an informed generation ready to address global challenges (Deuchar, 2014). Harris (2011) underscores the importance of including ethical considerations in non-development fields, like business and law, to further development education’s objectives. Transformative learning theory, proposed by Mezirow (2000), underpins development education by encouraging students to critically reassess their assumptions and actively engage in global solutions (Taylor, 2008). Nussbaum’s (2010) capabilities approach also highlights the importance of equipping students to participate in social, political, and economic life, ensuring their preparedness for sustainable development. Beyond awareness, development education fosters actionable solutions by incorporating sustainable development principles into curricula, preparing students to contribute to a sustainable future (Leite, 2021; Gomez, 2005). This action-oriented focus aligns with development education's core mission to inspire students to address global challenges. 1.2 Quality assurance activities for development education Quality assurance (QA) in development education is essential for ensuring programs effectively prepare students for global challenges. QA systems in higher education ensure curricula meet standards that promote sustainable development (Gehart, 2010; Tam, 2001). By focusing on outcome-driven and competency-based education, QA aligns institutional programs with global development goals. Development education is vital for preparing students to engage with interconnected global issues, integrating global, ethical, and action-oriented perspectives across disciplines. With QA ensuring effectiveness, development education remains crucial in fostering sustainability, social justice, and global citizenship in an increasingly interconnected world (Poeck & Vandenabeele, 2012; Gibson et al., 2010). QA practices in higher education are key to ensuring development education equips students with the necessary knowledge, skills, and values to tackle global challenges. By enforcing rigorous standards for curriculum design, instruction, and student outcomes, QA ensures education aligns with global goals like sustainability, poverty reduction, and social justice (Gehart, 2010; Tam, 2001). QA promotes interdisciplinary approaches that emphasize critical thinking, ethics, and action-oriented solutions. Through continuous evaluation, QA keeps programs relevant, preparing students to address issues such as inequality, environmental sustainability, and economic livelihoods. By embedding global citizenship and social responsibility in curricula, QA supports transformative learning, enabling students to engage with complex challenges (Banks, 2008; Mezirow, 2000). QA ensures institutions meet standards through internal and external mechanisms like accreditation, audits, and adherence to national and international guidelines (Gehart, 2010; Hanh, 2020). It fosters institutional accountability, transparency, and continuous improvement, driving educational excellence and strategic development (Seniwoliba & Yakubu, 2015; Lemaire et al., 2022). For institutions in developing nations, maintaining high standards is critical for socioeconomic progress (Ansah, 2016). Research on QA’s impact on development education is essential for enhancing national development through improved educational practices. 1.4 The statement of the problem Research on QA systems in higher education highlights their role in improving instruction, increasing program appeal, and enhancing competitiveness (Hang, 2018). These efforts are crucial for maintaining program standards and ensuring educational excellence. Wilian et al. (2020) argue that QA frameworks promote a culture of continuous improvement in institutions. However, challenges such as resource constraints, curriculum misalignment with development needs, faculty knowledge gaps, and inadequate institutional support persist (Seniwoliba & Yakubu, 2015). Waheed (2018) notes that these barriers hinder effective QA implementation. Furthermore, debates continue on balancing quality management activities that promote both improvement and control (Kleijnen et al., 2011). Implementing QA practices often requires significant investment in infrastructure, which can strain finances (Nyamwesa et al., 2022). Despite numerous studies on QA in higher education, the relationship between QA systems and development education goals remains underexplored. Akinyemi and Ijaiya (2020) review QA systems in African higher education, focusing on challenges like resource constraints, leadership issues, and the role of regional organizations in enhancing QA frameworks. They suggest that despite these challenges, regional collaboration offers significant opportunities for improvement. Nkosi and Motshegwa (2019) conducted a comparative study on QA in Sub-Saharan Africa, examining its impact on academic quality, graduate employability, and institutional development. They found that while QA processes are crucial for academic improvement, inconsistent application across institutions remains a major challenge. Mulu and Mutisya (2018) focused on East Africa, particularly Kenya, Uganda, and Tanzania, investigating the challenges in implementing QA systems. Their findings highlighted issues like inadequate faculty qualifications, inconsistent assessments, and limited institutional capacity. Bakare (2017) examined trends in QA in African higher education, emphasizing the need for localized QA frameworks tailored to African contexts and regional cooperation. Kwaku and Asare (2022) explored QA in Ghanaian universities, focusing on implementation and its impact on educational outcomes. Their research highlighted the importance of institutional autonomy, government policy, and overcoming challenges to QA across public and private institutions. This study aims to explore the implications of QA efforts in development education in Ghana and Oman, identifying key QA activities that enhance its effectiveness, alongside challenges and potential solutions. Addressing this gap is essential for developing tailored approaches that improve academic outcomes and ensure the relevance and impact of development education initiatives.Top of Form 1.5 The objectives of the study are: To find out the objectives of quality assurance in university education; a. To investigate how quality assurance office implement best practices in development education; To explore the influence of quality assurance practices on the development education; To investigate internal and external threats to quality assurance activities; To explore various actions initiated by quality assurance office to combat the challenges confronting its roles in educational development 1.6 The research questions are: i. What are the objectives of quality assurance in university education? ii. a. How does quality assurance office promote development education? b. How does quality assurance practices influence development education? iii. What are the threats to quality assurance activities? iv. What are the various actions initiated by quality assurance office to combat its threats to educational development? 2.0 LITERATURE REVIEW 2.1 The role of quality assurance Quality Assurance (QA) is a system designed to ensure academic institutions maintain high standards in teaching, learning, and administration (Idialu, 2013; Lemaire et al., 2022). QA establishes educational benchmarks, ensures the production of high-quality graduates, and enhances institutional competitiveness (Bagiastuti et al., 2022). It also promotes accountability, helping universities meet societal expectations while driving long-term improvements in educational quality (Cardoso et al., 2017; Usmani & Khatoon, 2015). Implementing QA mechanisms, such as accreditation and regulatory compliance, fosters continuous advancements in educational excellence (El-Rahman & Al-Twaim, 2015; Sihotang & Nadeak, 2017). In Ghana, QA has evolved from a colonial mentorship model into a formalized framework, particularly with the establishment of agencies like the National Accreditation Board (NAB) in the 1990s (Swanzy et al., 2018). The NAB oversees the accreditation of public and private institutions, driving quality improvements through self-assessment (Adotey et al., 2016). Currently, Ghana has 313 accredited institutions, including universities and other tertiary providers (GTEC, 2024a). Additionally, the NAB requires the establishment of internal QA units in tertiary institutions, responsible for monitoring quality, conducting seminars, advising management, and ensuring accreditation compliance. Table 1: Number of accredited institutions in Ghana Institution Public Private University 16 107 Nursing training college 72 14 College of education 47 5 Polytechnic 10 1 Chartered private tertiary institutions 13 - Professional colleges 5 - Distance learning - 2 Tutorial college - 12 Collge of agiculture - 4 Foreign institutions - 4 Regionally-owned 1 - In 2020, the National Council for Tertiary Education (NCTE) and the National Accreditation Board (NAB) merged to form the Ghana Tertiary Education Commission (GTEC) under the Education Regulatory Bodies Act, 2020 (Act 1023). GTEC aims to streamline administration, accreditation, and maintain consistent quality across tertiary institutions while promoting teaching, research, and industry collaboration (GTEC, 2024b). Regulatory measures such as program validation, institutional visits, staff recruitment, and foreign credential evaluations play a key role in upholding educational standards (GTEC, 2024c). Recently, there has been a growing emphasis on aligning QA practices with international standards, particularly in curriculum development and student satisfaction (Nyadzi, 2024). Institutions now view QA not only as a compliance requirement but also as a driver of educational excellence and institutional reputation (Dei, 2019). 2.2 Quality Assurance Practices and Development Education Ethical Goals In recent years, the integration of quality assurance (QA) practices within educational systems has become a critical factor in aligning these systems with global development objectives. The strong connection between quality assurance and development education is particularly evident in how QA activities foster inclusivity, innovation, and accountability in ways that directly contribute to the achievement of the Sustainable Development Goals (SDGs). By ensuring educational systems are responsive to the changing needs of society, QA frameworks play an essential role in enhancing the quality of education, which is fundamental to realizing broader development goals such as economic growth and poverty alleviation, social equity, sustainable development goals, justice, and global citizenship. Modern QA practices ensure that educational systems are more responsive to the needs of society, aligning curricula with global goals, promoting inclusivity, and fostering innovation in teaching and learning. 2.2.1 Economic growth Quality assurance (QA) is essential not only for meeting educational standards but also for preparing institutions to contribute to economic growth by producing skilled graduates who drive innovation and productivity (Stensaker et al., 2011). Roskosa and Stukalina (2018) emphasize the importance of aligning education with labor market needs to fuel economic progress. High-quality education, as argued by Rifa’i et al. (2019) and Nguyen et al. (2021), strengthens the workforce and accelerates economic development. Hanushek and Woessmann (2007) show a strong correlation between educational quality and economic growth. QA also enhances graduate employability by ensuring universities produce competent, adaptable workers. Nguyen et al. (2021) and Ta et al. (2023) find that effective QA processes align graduates' skills with market demands, improving employment outcomes. QA frameworks, as noted by Prakash (2018) and Nabaho & Turyasingura (2019), increase customer satisfaction and workforce integrity, while Faturohim (2023) shows that strong QA frameworks reduce unemployment by improving job prospects. Investing in QA is vital for enhancing both educational and employment outcomes. Promoting Social Equity (Inclusivity and Equity in Education) QA's role in promoting social equity is also critical. Development education’s objectives, such as reducing inequality, enhancing social justice, and advocating for human rights, are strongly linked to ensuring educational opportunities for marginalized groups. QA systems, through accreditation, curriculum audits, and stakeholder feedback, help institutions assess and improve inclusivity, ensuring accessibility for all students regardless of socioeconomic background, gender, or location. Setlhodi (2021) emphasizes the need for equal access to high-quality instruction, linking access, equity, and quality in distance learning. QA measures promote fairness, accountability, and targeted support for underrepresented students (Aamodt et al., 2016). Manueke and Manopo (2019) argue that QA systems encourage institutions to reflect on practices, ensuring better service for diverse student populations. Neema-Abooki (2017) highlights the importance of factors like curriculum design, faculty quality, and infrastructure in determining educational quality. Barber & McNair (2017) stress the role of accreditation in addressing barriers faced by minority, low-income, and first-generation students, advocating for inclusive and culturally responsive teaching. Aguilar and Liao (2022) explored the adoption of equity-based assessments in Latin American universities. These QA systems are designed to identify gaps in education access and promote programs that prioritize marginalized groups. The global adoption of these frameworks can enhance the inclusivity of development education, ensuring all sectors of society benefit, particularly those often excluded (Aguilar & Liao, 2022). 2.2.3 Sustainable Development Goal (SDG4) Contemporary literature emphasizes the importance of aligning educational frameworks with the SDGs, especially SDG 4, which advocates for quality education for all. The need for higher education institutions to support global priorities like environmental sustainability, gender equality, and peace education has gained significant attention. QA processes ensure these themes are embedded within the curriculum, equipping students with academic knowledge and critical thinking skills to address global issues. The UNESCO (2021) report Education for Sustainable Development: A Roadmap explores how educational systems contribute to achieving SDG 4 and highlights the role of QA in tracking progress. Additionally, a World Bank (2023) study underscores the effectiveness of QA frameworks in achieving SDG targets, emphasizing their importance in improving educational outcomes. The OECD (2022) report Quality Assurance in Higher Education examines QA practices in global institutions, emphasizing the role of internal QA systems in enhancing educational quality. Terry and Hughes (2023) address QA challenges in digital learning environments, exploring the frameworks needed to ensure online programs meet academic standards while fostering engagement. Müller and West (2023) highlight that QA plays a crucial role in promoting an educational environment that prepares students to address global challenges. By integrating sustainability and social justice, QA frameworks help develop students as agents of change. Schneider and Zergers (2022) investigate the link between QA processes and student success, showing how accreditation improves academic outcomes and employability. Froment and Kis (2023) compare QA frameworks across Europe, Africa, and Asia, examining their impact on educational equity and innovation. While these studies are valuable, none focus on the intersection of QA and development education goals, a gap this study aims to address.Top of FormBottom of Form Curriculum Innovation and Quality Teaching Ryan (2015) asserts that development education covers complex, interdisciplinary topics like social change, human rights, global development, and ethics. Educators must engage in continuous professional development and use innovative, effective teaching strategies. QA processes ensure the relevance and effectiveness of these practices. Wang and Nelson (2022) explored how QA promotes innovative teaching methods, ensuring that curricula and practices are regularly updated to address the dynamic nature of development education. Accountability and Transparency QA systems enhance transparency and accountability in educational institutions, ensuring programs meet academic standards and align with societal development goals. This is crucial for development education, as it provides stakeholders—such as students, governments, and international organizations—clear evidence of how educational outcomes contribute to societal well-being (Kayyali, 2023). Martínez and González (2024) highlight that QA activities in European universities are improving the transparency of educational outcome reports, holding universities accountable for promoting sustainable and inclusive development. 2.2.4 Threats to Quality Assurance Activities Public expectations for transparency and accountability in education have increased, pressuring educators and policymakers to develop context-specific standards and adapt systems to meet global demands (Materu, 2007). However, several internal and external challenges hinder the effective implementation of quality assurance (QA) in education. Internally, a lack of collaboration between faculty and administration is a major obstacle. Aboudahr and Mohamad (2021) stress that collaboration enhances satisfaction, development, and outcomes. Without leadership commitment and faculty involvement, educational improvements are unlikely (Hina & Ajmal, 2016). Inadequate funding further obstructs QA efforts by limiting resources for faculty development, infrastructure, and student services, ultimately undermining quality (Usman & Chinyere, 2021; Al-Amin, 2023). Faculty resistance to change, particularly from those accustomed to traditional methods, also poses a challenge (Kargytė, 2015). Cultural factors, including leadership attitudes, are crucial for fostering a QA-driven culture (Hina & Ajmal, 2016). Moreover, the lack of trained personnel, especially experienced senior faculty, weakens adherence to QA standards (Materu, 2007). Externally, aligning internal QA processes with external standards is a significant challenge. Diverging focuses, such as outputs versus inputs, can create tensions within institutions (Darojat et al., 2015). Nguyen et al. (2021) argue that QA staff must understand governance to manage both internal and external expectations effectively. The financial burden of external QA processes is another concern, as they strain university budgets, particularly in developing countries (Nyamwesa et al., 2020). Balancing compliance costs with improved QA benefits is crucial (Lyytinen et al., 2017). Additionally, regulatory compliance can distract from academic priorities, and evolving international standards can cause resistance and confusion (Ozeki, 2023). 2.2.5 Addressing Quality Assurance impediments Despite challenges in quality assurance (QA), several strategies have been proposed to mitigate these obstacles. Regular self-evaluations and internal reviews, including audits of programs, staffing, student engagement, research activities, and support services, are essential for strengthening QA within institutions (Asuquo & Onyinye, 2022). Accreditation processes also drive quality improvement by prompting institutions to reassess practices, identify inefficiencies, and implement improvements. This process ensures collaboration with accrediting bodies, promoting best practices in curriculum design, teaching methods, and administration (Baumgartner et al., 2020; Nguyen et al., 2021). Albaroudi (2023) highlights the positive impact of QA systems and academic accreditation on student experiences. In Ghana, the National Accreditation Board (now GTEC) has been key in establishing QA measures to uphold educational standards amidst growing demand for higher education. NAB’s institutional visits and inspections help curb the proliferation of substandard universities (Tsevi, 2014). Accrediting agencies also encourage the creation of QA units within higher education institutions to assess and improve quality, ensuring institutions meet internal and external standards (Lyytinen et al., 2017). For example, Nigeria’s National Open University has set up a Quality Assurance Unit to enhance institutional practices (Helen & Konyeha, 2020). Ansah (2015) emphasizes the importance of these units in maintaining high standards and fostering continuous improvement across teaching, research, and administration. Competitive funding mechanisms are also crucial for supporting QA initiatives. 2.2.6 Empirical literature The growth and advancement of higher education institutions are linked to the implementation of quality assurance (QA) systems (Utuka, 2013). Numerous studies highlight critical factors benefiting from QA, contributing to improved educational quality. Nguyen et al. (2021) examined the successful implementation of QA in Vietnamese higher education, identifying key success factors, such as heightened recognition of QA’s importance, strong institutional leadership, stakeholder support, and active internal QA involvement. Their research emphasizes the need for a quality-oriented culture and stakeholder engagement in QA processes. Similarly, Ketkajorn et al. (2017) analyzed factors influencing QA effectiveness across schools of varying capacities. Their study, using a questionnaire with a reliability coefficient of 0.95 to 1,128 participants, found that human resources, leadership, and teamwork were primary determinants of QA efficacy. Their results highlight the need for customized QA practices tailored to each school's attributes. Additionally, Seyfried and Pohlenz (2018) investigated factors influencing QA in German institutions. Their regression model, based on survey data from quality managers, revealed that collaboration and senior management support significantly influenced QA efficacy, offering insights into QA dynamics in higher education. Thondhlana and Garwe (2021) proposed that QA methods like self-evaluation and peer review could improve research and development in higher education. Mursidi et al. (2020) found that private institutions could enhance educational processes through structured QA systems. Despite evidence supporting the importance of collaboration, policy implementation, and management support, limited research has focused on QA factors in development education. This study aims to address this gap by exploring factors that enhance QA in development education. Brunsson and Olsen (2019 ) explored the paradoxes and tensions within QA systems, emphasizing the need for balance between institutional autonomy and external accountability. The authors argue that QA systems must not only monitor quality but also encourage innovation, especially in development education, where the goals are often dynamic and context-specific. Brunsson and Olsen suggest that QA systems in development education should foster both internal development and responsiveness to external societal needs, allowing institutions to remain flexible while ensuring high educational standards. Jamil and Kaur (2019) examined the critical role of faculty development programs in strengthening QA systems, particularly in Southeast Asia. Jamil and Kaur emphasize that the professional development of faculty members is essential for enhancing QA efficacy, as educators are the primary drivers of quality in teaching and curriculum delivery. In the context of development education, where issues such as social justice, poverty alleviation, and sustainability are central, faculty members must be equipped with both pedagogical skills and subject-specific knowledge. The study highlights how targeted faculty training can contribute to achieving the broader goals of development education by ensuring that educators are better prepared to tackle complex development challenges. Hernandez and Marquez (2020) investigated QA in Latin American institutions, Hernandez and Marquez explore the transformative role of technology in QA processes. Their findings demonstrate that digital tools and data analytics have the potential to enhance transparency, efficiency, and inclusivity in QA systems. In development education, which often involves a diverse student body and evolving curricula, technology can help institutions monitor quality in real-time, track student progress, and gather feedback from stakeholders. The authors argue that integrating technology into QA activities is crucial for adapting to the changing needs of development education and ensuring its effectiveness in achieving its goals. Muwanga and Ouma (2022) focusing on QA in African universities, Muwanga and Ouma examine how QA systems can support the achievement of development education goals, particularly in the context of sustainable development. Their study highlights how QA practices, including external accreditation, internal assessments, and peer reviews, can help universities align their programs with international development frameworks such as the UN's Sustainable Development Goals (SDGs). By emphasizing quality through systematic evaluation and continuous improvement, QA practices can ensure that development education programs are responsive to both local needs and global challenges. The study underscores that QA activities can play a pivotal role in helping institutions integrate development education principles into their curricula and ensure that graduates are equipped to contribute meaningfully to sustainable development. Tobias and Magu (2020) studied the role of QA in fostering cross-disciplinary collaboration in development education. Tobias and Magu argue that QA activities such as program reviews, accreditation, and stakeholder feedback mechanisms can encourage collaboration between departments and across institutions. In development education, where interdisciplinary approaches are essential for addressing global issues such as climate change, poverty, and social inequality, fostering cross-disciplinary collaboration is crucial. The study demonstrates that QA systems that promote collaboration help create educational environments where diverse perspectives can be integrated into the curriculum, contributing to more holistic and effective development education programs. While previous studies have highlighted the importance of leadership, stakeholder involvement, and faculty development in ensuring effective QA systems in higher education, recent research emphasizes the need for adaptability, technology integration, and cross-disciplinary collaboration, particularly within development education contexts. Brunsson and Olsen (2019) stress the importance of balancing internal development with external accountability, while Jamil and Kaur (2019) underline the role of faculty development in strengthening QA. Hernandez and Marquez (2020) advocate for the use of technology to enhance QA practices, and Muwanga and Ouma (2022) highlight the alignment of QA with global development goals. Lastly, Tobias and Magu (2020) explore how QA can promote interdisciplinary collaboration, a key element in addressing complex development challenges. Collectively, these studies provide a comprehensive framework for understanding how QA activities can contribute to achieving the goals of development education, ensuring that quality assurance is not only about meeting standards but also about fostering innovation, collaboration, and responsiveness to evolving societal needs. 2.2.7 Theoretical framework This study is based on the quality culture theory, central to quality assurance practices in higher education. Quality culture involves creating a shared set of values, beliefs, and practices focused on continuous improvement in educational processes and outcomes. It integrates cultural, psychological, managerial, and structural factors to enhance education quality (Bendermacher et al., 2016). Unlike traditional QA approaches, this concept emphasizes the integration of cultural and structural elements to achieve excellence in teaching and learning (Dzimińska et al., 2018). Developing a culture of excellence in higher education requires leadership alignment with institutional values and adherence to national and international standards (Saepudin et al., 2021). Understanding organizational culture profiles is crucial for evaluating the effectiveness of quality management practices within institutions (Willar et al., 2015). Aligning cultural and psychological factors with structural and managerial elements can elevate education standards (Bendermacher et al., 2016). In the context of development education in Ghana, the quality culture theory plays a key role in shaping the educational experience, driving performance, and ensuring sustained progress. By addressing the needs of students, faculty, and stakeholders, institutions can enhance their standing and long-term success. 3.0 METHODOLOGY OF THE STUDY 3.1 Qualitative case study design and philosophy This study uses a qualitative case study design, ideal for exploring complex phenomena in real-life contexts (Yin, 2018). Case studies allow in-depth investigation of issues in their natural settings, making them well-suited for examining the practices and impacts of quality assurance (QA) in higher education institutions. According to Stake (1995), case study research focuses on understanding and interpreting participants' experiences, rather than generalizing findings. The study follows an interpretive philosophy, which focuses on understanding social phenomena from the perspectives of participants in their unique contexts (Schwandt, 2000). Interpretivism posits that reality is subjective and socially constructed, with meaning derived through participants' experiences and interactions (Guba & Lincoln, 1994). This approach is relevant for understanding how QA practices are perceived and implemented by higher education officials within distinct cultural and institutional settings. It allows for exploration of participants’ views on their roles and the impact of QA on university education, aligning with qualitative methods for flexible data collection and analysis (Creswell & Poth, 2018). The aim is to gain an in-depth understanding of QA issues in the context of four universities, not to generalize findings. The population includes quality assurance officials from the Quality Assurance Directorates of four public universities: six from Ghana and two from Oman. Sampling was done using judgmental sampling, selecting management-level officials actively involved in QA processes (Patton, 2002). Eight officials were chosen based on their knowledge and involvement in QA practices. Snowball sampling was then used to identify additional participants, enriching the sample with multiple perspectives on QA practices (Biernacki & Waldorf, 1981). 3.3 Data collection method and process The primary method of data collection was structured interviews, which enabled the researcher to collect consistent and comparable data from all participants. Structured interviews provide a clear set of questions that allow for systematic data collection while still giving participants the opportunity to share detailed insights into their experiences (Bryman, 2016). In this study, the structured interview questions were designed to elicit detailed responses including: Tell me the objectives of quality assurance? What are the activities of the quality assurance directorate that influence development education goal? Tell me the link between quality assurance and development education. Can you tell me the challenges faced by quality assurance directorate? How does quality assurance address its challenges? The data collection process extended over a period of four months due to scheduling challenges with the busy management-level officials who participated in the study. As these participants had demanding roles, securing interview appointments required follow-up communications. To ensure high response rates, reminder notices were sent at regular intervals, in line with ethical guidelines to maintain respectful communication (Creswell & Poth, 2018). 3.4 Ethical consideration and data credibility This was part of the research on Inclusive Education, and Community Engagement: Perspectives of Teachers, Parents and Administrators in Ghana, which was approved by the University of Ghana Ethics Committee for the Humanities (ECH 100/22-23). The study's data collection followed strict ethical guidelines. For instance, individuals' informed consent was obtained verbally because many participants preferred it to written consent that needed to be signed. We ensured participants understood the study’s purpose, their role, and their rights, including the ability to withdraw at any time without consequence (Creswell & Poth, 2018). Confidentiality was a priority; participants’ identities were anonymized, and no institutional identifiers were included in the report. Data were securely stored with access limited to the researcher. The study also adhered to principles of respect and transparency, providing participants with clear information and ensuring voluntary participation. To enhance data credibility, member checking and peer review were used. Member checking verified the accuracy and clarity of interview transcripts and data interpretation (Lincoln & Guba, 1985). After transcription, the researcher returned the transcripts or summaries to participants for review, allowing clarification or elaboration. Peer review was also conducted, involving sharing data, analysis, and interpretations with other researchers to ensure consistency with the data and eliminate bias (Maxwell, 2013). This strengthened the credibility and rigor of the study. 3.5 Data analysis Data analysis followed the six-step thematic analysis framework by Braun and Clarke (2006). The steps were: i) Transcribing interviews verbatim and reading the transcripts to familiarize with the data. ii) Identifying relevant features and creating initial codes to categorize the data. iii) Grouping codes into potential themes that captured key patterns. iv) Reviewing and refining themes to ensure they accurately represented the data and aligned with the research questions. v) Defining each theme clearly, with names reflecting their core ideas. vi) Integrating the final themes into a narrative report, supported by illustrative quotes. Braun and Clarke's (2006) approach offers a rigorous, accessible method for identifying patterns and drawing meaningful conclusions from qualitative data. 4.0 RESULTS AND ANALYSIS Objectives of quality assurance The first research objective sought to find out the specific objectives of quality assurance in the university. One of the quality assurance officials (QAO) remarked: The core objectives of Quality Assurance are to ensure quality teaching and research, create a conducive teaching environment, and provide efficient, transparent, and accountable academic services (QAO-1). One Quality Assurance official also noted that objectives include enhancing education, preparing graduates for national and global challenges, and maintaining accreditation for program credibility and global collaboration (QAO-4). QA promotes student-centered learning through innovative teaching, improved curricula, and outcome assessments. It prioritizes research aligned with national goals, supporting economic, social, and sustainable development. Transparency and accountability are ensured through regular program reviews and audits (QAO5). An official noted that QA focuses on enhancing academic programs, research, and administration, aligning with national standards and international best practices. The university collaborates with industries to ensure curricula meet market needs and prepares graduates for careers in sectors like healthcare, education, and energy (QAO4). Another official stated that QA ensures programs and services meet standards, benchmarks, and regulatory requirements, fostering a supportive learning environment (QAO6). One more related: QA ensures academic programs meet standards, promotes high-quality teaching, learning, and research, fosters continuous improvement, and enhances institutional reputation and accountability to stakeholders. This is achieved through program accreditation, teaching assessments, research evaluations, and faculty development (QAO7). QA also ensures a high-quality educational experience, improves student outcomes and satisfaction, and fosters an inclusive environment through activities like student feedback surveys, learning outcomes assessment, and campus resource evaluations (QAO6). The interview responses on Quality Assurance highlight shared objectives aimed at improving education and aligning academic programs with societal needs. QA aims to produce skilled graduates who meet stakeholder expectations by ensuring high-quality teaching, research, and academic services, and fostering a conducive learning environment. The focus on transparency, efficiency, accountability underpins the objective of delivering a high standard of education. QA emphasizes continuous improvement across all areas—teaching, research, and administration through student-centered learning, innovative teaching methods, and regular program reviews. This is intended to enhance both national and global credibility, ensuring that graduates are well-prepared to face challenges locally and internationally. One officer emphasized the importance of aligning academic programs with industry needs, accreditation, and benchmarks to ensure relevance and quality. Furthermore, QA at all the universities prioritizes the fostering of a supportive learning environment, promoting student engagement, satisfaction, and outcomes. Through continuous assessment, feedback, and faculty development, QA practices aim to enhance teaching quality and institutional reputation, ensuring that stakeholders—students, employers, and accreditation agencies—are satisfied with the educational experience. Overall, QA initiatives selected universities are designed to uphold high standards of academic excellence and contribute to sustainable societal development. The following results emerged in response to the interview question: Tell me how quality programmes enhance development of education in the University? Quality Assurance activities contributing to educational development include: developing policies and standards for planning, quality assurance, and needs assessment; maintaining guidelines to ensure best practices in departments; reviewing and recommending new academic plans and assessment systems; planning new academic programs for accreditation; and conducting student evaluations of courses and staff each semester (QAO1). One official stated: "We oversee quality audits, self-studies, reviews, surveys, staff training, and new staff orientation. We liaise with Faculties/Schools for accreditation of new programs and re-accreditation with the Ghana Tertiary Education Commission (GTEC), CTVET, and professional bodies (QAO5)." Another noted: "QA designs, implements, and reviews academic quality control schemes, coordinates university affiliations, and develops formats for data collection and reporting (QAO7)." An official further explained: "Our institution ensures regular program accreditations aligned with international benchmarks, facilitates faculty development through initiatives like Teaching Enhancement Week, and monitors student performance through evaluations for continuous improvement. Curriculum reviews with industry partners ensure program relevance (QAO4)." Finally, internal audits across academic and administrative units ensure policy adherence and identify areas for improvement. Key QA programs include: external evaluations, student feedback on teaching, faculty development support, evaluation of student outcomes, data-driven decisions, and regular collection of student feedback (QAO5). The interview responses emphasize the comprehensive role of Quality Assurance (QA) in enhancing education at universities. QA activities involve developing policies, ensuring accreditation, conducting student evaluations, and maintaining high academic standards, faculty development, curriculum reviews, and systematic monitoring of student performance to meet both national and international standards. Key takeaways include the importance of regular evaluations, faculty support, data-driven decision-making, and continuous improvement through collaboration with industry and external bodies. These QA practices ensure that institutions adapt to educational needs, maintain accountability, and align academic offerings with global benchmarks. Ultimately, effective QA enhances teaching quality, student learning outcomes, and institutional credibility. Regarding research question 3: The related interview question was-Tell me how quality assurance impacts on the development education, socio-economically, politically and legally? Quality assurance officials explained: The implementation of Quality Assurance in universities enhances higher education outcomes, improves graduate employability, boosts economic growth through higher education returns, reduces poverty and inequality, fosters global competitiveness, and promotes a more enlightened population that values the importance of laws (QAO1;4). An official added: Economically, enhanced educational quality produces a skilled workforce that drives economic growth and diversification. Politically, a strong QA system strengthens higher education and can attract international scholars and students. Legally, meeting quality standards ensures degrees are recognized both domestically and internationally. However, failure to meet accreditation standards can lead to public scrutiny and legal consequences, including sanctions or loss of accreditation (QAO4;6). The key takeaways from the interview data highlight the broad and significant impact of Quality Assurance (QA) on development education. Effective QA efforts lead to improved graduate employability, economic growth, and global competitiveness, while also addressing social issues like poverty and inequality. QA initiatives contribute to economic expansion, strengthen political standing, and ensure legal compliance by maintaining accreditation. However, failure to meet QA standards can invite negative political and legal consequences, emphasizing the importance of consistent adherence to quality benchmarks. Ultimately, QA enhances both the educational system and broader societal well-being. Research Question 4 asked about the internal and external challenges to quality assurance in universities. A QA official identified threats such as inadequate infrastructure, low investment in tertiary education, hiring inexperienced faculty, overreliance on technology, and lack of academia-industry collaboration in Africa. Issues like nepotism, money-based admissions, and corrupt practices (e.g., sex for grades) further undermine quality assurance (QAO2). Another official highlighted global QA challenges, including technological advancements outpacing quality control, competition from global institutions, limited resources, fiscal constraints, academic integrity concerns, and disruptions like COVID-19 (QAO4). A third official noted internal factors such as unclear QA policies, inadequate infrastructure, limited autonomy, inefficient data management, insufficient funding, and weak leadership commitment (QAO6). External challenges include changing accreditation standards, increasing regulatory scrutiny, evolving international QA norms, reduced government funding, technological obsolescence, shifting workforce needs, growing diversity expectations, international competition, and government interference leading to strikes (QAO5;8) The interview responses reveal several key challenges to Quality Assurance (QA) in higher education. Internally, universities face issues such as inadequate infrastructure, insufficient resources, low investment, and a lack of clear QA policies and procedures. Additionally, recruitment of underqualified faculty and lack of faculty commitment to QA hinder effective quality control. Externally, challenges include rapidly advancing technology, changing accreditation standards, fiscal limitations, and the pressures of international competition. Other significant threats include corruption, such as nepotism in admissions, and weak industry-university collaboration, especially in African contexts. These factors collectively undermine efforts to ensure high academic standards and a robust QA system. The overarching theme is that both internal and external issues—from resource constraints to technological gaps—pose considerable risks to maintaining educational quality. Research Question 5 asked how quality assurance issues are addressed. A QA official responded that combating QA threats involves educating on its relevance, establishing strong QA frameworks, and fostering a culture of quality in the university (QAO3). This includes promoting continuous improvement, ensuring QA protocols are approved by the academic board, conducting regular program assessments, and providing faculty training (QAO8). Another official emphasized fostering student engagement, promoting research integrity, ensuring transparency, and focusing on student outcomes through staff training and strengthening internal QA processes (QAO4;7). A third official noted initiatives such as enhancing digital infrastructure for online learning, offering faculty professional development, conducting regular assessments, engaging in international collaborations, and establishing risk management strategies to maintain quality education (QAO4). A final official mentioned strategies like developing clear QA policies, engaging management for investment, fostering a culture of excellence, encouraging stakeholder feedback, monitoring QA effectiveness, diversifying funding, and investing in technology (QAO5). The interview responses suggest several strategies to combat threats to Quality Assurance (QA) in universities. Key measures include establishing robust QA frameworks, fostering a culture of continuous improvement, and ensuring regular assessments of academic programs. Training faculty and staff, promoting student engagement, and focusing on student outcomes are also emphasized. Institutions are enhancing digital infrastructure and engaging in international collaborations to improve quality, while risk management strategies address disruptions in the in universities. Overall, these strategies aim to strengthen QA systems, ensure accountability, and promote long-term educational excellence and sustainable developments through ongoing investment in resources, technology, and stakeholder involvement. 5.0 DISCUSSION This session reviews empirical data and literature on the objectives of quality assurance (QA), its role in promoting development education, associated challenges, and solutions. QA’s core objective is to produce highly skilled graduates who meet stakeholder expectations, including employers and society, aligning with studies by Harvey & Green (1993) and OECD (2018). This is achieved through evaluating, monitoring, and enhancing academic programs, institutional processes, and student outcomes, as noted by Brennan & Shah (2000) and Dilly (2015). The study also confirms that QA fosters high-quality teaching and research by setting standards, evaluating performance, and promoting continuous improvement, consistent with Kot & Hendel (2020) and Shah & Nair (2020). Peer reviews, program evaluations, and accreditation procedures, supported by Gosling & Hannibal (2017) and Marshall (2018), are vital. QA also enhances teaching environments (Trowler et al., 2018), and ensures efficiency and accountability in academic services (Middlehurst & Woodfield, 2020). These efforts contribute to optimal learning environments, student success, and administrative excellence (Bryson & Hand, 2020; Shah & Nair, 2020). Interview data reveals key QA initiatives include establishing policies for planning, quality assurance, and needs assessment, consistent with Harvey & Green (1993) and Kot & Hendel (2020). These initiatives involve creating guidelines for program evaluation and continuous improvement, ensuring alignment with institutional goals. QA also ensures best practices across departments, fostering consistency in academic programs (Brennan & Shah, 2000; Middlehurst & Woodfield, 2020). Empirical data shows QA involves reviewing new academic plans and assessment systems to meet stakeholders’ needs, confirming previous findings by Dilly (2015) and Marshall (2018). QA oversees new program development and accreditation to meet national and international standards (OECD, 2018; Shah & Nair, 2020). Through these activities, QA fosters a culture of excellence, producing graduates aligned with societal and industry expectations. QA processes, including audits, reviews, surveys, and staff training, align with previous research (Harvey & Green, 1993; Kot & Hendel, 2020). These evaluations ensure academic programs meet institutional goals, and new staff orientations enhance the teaching environment (Brennan & Shah, 2000). Ongoing training sustains academic excellence. QA also coordinates with faculties to secure program accreditation and re-accreditation with agencies like GTEC and CTVET (Dilly, 2015; OECD, 2018). QA designs academic quality control systems, facilitates institutional partnerships, and establishes data collection systems to guide decision-making, ensuring continuous improvement (Shah & Nair, 2020; Middlehurst & Woodfield, 2020). These initiatives foster a culture of excellence, producing graduates who meet stakeholder expectations. Empirical data shows that QA initiatives enhance academic programs, improving student outcomes, satisfaction, and retention (Kot & Hendel, 2020; Shah & Nair, 2020). These efforts focus on employable skills, increasing job prospects and employment rates (Bryson & Hand, 2020; Middlehurst & Woodfield, 2020). QA supports economic growth by contributing to productivity, innovation, and national development (OECD, 2018; World Bank, 2020). By improving access to quality education, QA reduces poverty and inequality, promoting socio-economic mobility (UNESCO, 2020; World Bank, 2020). QA also boosts global competitiveness by producing skilled graduates crucial for attracting investment and innovation (OECD, 2018; Porter, 2018). Furthermore, QA fosters critical thinking, civic engagement, and legal literacy, promoting social cohesion (Civic Engagement, 2019; Hillygus, 2008). Interview data supports that QA improves graduate employability, economic growth, and global competitiveness while addressing poverty and inequality (Barber & McNair, 2017; Nguyen et al., 2021; Psacharopoulos & Patrinos, 2018). However, several threats to QA exist, particularly in Africa. Inadequate infrastructure and insufficient investment in tertiary education pose significant risks. Many African universities face outdated facilities, limited resources, and inadequate learning environments. Ajadi et al. (2020) highlight how lack of infrastructure undermines accreditation standards. Additionally, insufficient government investment exacerbates these challenges, perpetuating poor quality due to limited resources for QA systems (Mok et al., 2020). Bassey (2018) highlights that hiring faculty without proper pedagogical training undermines quality assurance (QA) efforts, as such faculty may lack essential teaching and assessment skills. Sarr (2021) supports this view, stressing the importance of qualified faculty to maintain high instructional standards. Additionally, the rapid advancement of online education technology often outpaces institutions' ability to ensure quality control, leading to inconsistencies in delivery and assessment (UNESCO Institute for Information Technologies in Education, 2021; Garrison & Anderson, 2010). The World Bank (2018) notes that the disconnect between universities and industry worsens the mismatch between graduates' skills and labor market demands, weakening QA processes. Corruption, such as bribery and nepotism in admissions, further compromises QA integrity (Makhathini, 2019). External challenges, like shifting accreditation standards and regulatory scrutiny, create uncertainty for educational institutions (Ewell, 2010). The COVID-19 pandemic has amplified these issues by disrupting QA systems and straining resources (Khan et al., 2020). Global competition also forces institutions to raise standards with limited resources, potentially harming QA efforts (Marginson, 2016). Vaira (2020) points out that unclear QA policies, lack of resources, and insufficient faculty commitment hinder QA effectiveness, compounded by weak leadership and limited professional development opportunities for QA staff (Nair & O’Brien, 2019). To address these challenges, collaborative efforts from university leadership, government, and industry stakeholders are essential to establish robust QA systems. Interviews with QA officials suggest several strategies to mitigate these challenges. First, educating stakeholders on QA's long-term benefits is crucial. Kettunen and Kantola (2022) stress the importance of informing stakeholders about QA’s role in improving institutional performance and student success. Establishing comprehensive QA frameworks is equally important, with ENQA (2020) highlighting best practices for systematic monitoring and enhancement. Creating a culture of continuous improvement is critical. Seyfried and von Staden (2021) emphasize the need for continuous evaluation and adaptation of academic programs to meet societal and student needs. Engaging students in QA processes is also vital for improving outcomes. Kuh and O'Donnell (2021) advocate for feedback mechanisms to enhance educational quality and student satisfaction. The interview data aligns with existing studies (Martínez & González, 2024; Kayyali, 2023) in highlighting transparency and accountability as core elements of QA. The Quality Assurance Agency for Higher Education (QAA, 2022) emphasizes the need for clear communication of QA standards to build stakeholder trust. Strengthening digital infrastructure is also crucial, as Garrison and Anderson (2020) argue that a robust digital environment is key to high-quality online education. Investment in technology enhances learning experiences, especially in the evolving educational landscape. Engaging stakeholders through regular feedback is essential. Harvey and Williams (2019) and Kuh and O'Donnell (2021) advocate for a stakeholder-centered feedback approach that fosters collaboration among faculty, students, and administration. Finally, universities must develop risk management strategies to address disruptions to QA systems. Quality culture theory emphasizes the need for continuous commitment to quality at all levels within an institution, aligning with the focus on systematic evaluation and continuous improvement in quality assurance (QA). By fostering a culture of quality, institutions can integrate these practices into their operations. A key aspect of this culture is engaging all stakeholders, including faculty, students, and external partners, which supports the call for accountability in overcoming QA challenges. When all parties are involved, institutions can more effectively address issues and drive improvements. Promoting shared values about quality is another critical element, helping maintain high standards across teaching, research, and student services. The theory also acknowledges challenges like inadequate infrastructure and misalignment with labor market needs but suggests that a strong quality culture can help institutions overcome these through collective commitment and continuous improvement. Additionally, the theory supports the idea that robust QA practices contribute to socio-economic development by ensuring educational programs align with societal and labor market needs, improving employability, and fostering economic growth. Integrating quality culture into QA practices enables institutions to create an environment where quality is a shared responsibility, driving sustained improvements and supporting broader socio-economic goals. Remarks on the above model The existing literature and empirical findings of the current study inform the development of the "Quality Assurance and Development Education Model." This model highlights the close link between quality assurance practices and development education goals. Development education, as defined in the model, enhances individuals' capacities through knowledge, skills, values, critical thinking, and transformative learning. These elements are essential for addressing global challenges such as poverty, environmental degradation, inequality, and conflict (Smith & Brown, 2023; Williams & Clark, 2024). Quality assurance activities play a key role in development education by ensuring curricula align with global goals. Through policy tools, quality assurance promotes core values such as social responsibility, justice, transparency, accountability, and economic development (Jones, 2022; Turner, 2023). By embedding these principles into education, quality assurance helps create experiences aligned with the evolving global landscape. Quality assurance’s impact on development education is significant, particularly in addressing global challenges. It encourages community engagement, global citizenship, social justice, human rights, and environmental protection (Green & Lewis, 2024). Through these efforts, quality assurance strengthens development education and contributes to global sustainable development goals. From the aforementioned facts, development education should be regarded as one of the best programs globally for three key reasons: It equips individuals with the knowledge, skills, and critical thinking needed to tackle global issues like poverty, environmental degradation, inequality, and health crises. As Smith and Brown (2023) and Williams and Clark (2024) highlight, development education fosters transformative learning that empowers individuals to address these complex challenges and create meaningful social change. Development education instills values such as social responsibility, justice, transparency, and accountability (Jones, 2022; Turner, 2023). By embedding these values, it nurtures global citizenship, encouraging students to engage in promoting human rights, peace, and sustainability, ensuring they are ethically conscious as well as knowledgeable. Development education inspires actions that contribute to social, economic, and environmental sustainability. Green and Lewis (2024) note that it facilitates community engagement and activism, motivating individuals to shape a more peaceful, inclusive world, while addressing economic development, human rights, and environmental preservation. Limitations of the study and direction for four future studies The current study is a cross-sectional qualitative study which is subjective. Future studies can look at longitudinal quantitative study which is objective for generalization. CONCLUSION Quality assurance (QA) in higher education is vital for enhancing academic programs and ensuring graduates meet the expectations of stakeholders, including employers and society. Through systematic evaluation and continuous improvement, QA maintains high standards in teaching, research, and student services. As global competition in higher education intensifies, rigorous QA practices are essential for fostering excellence, improving employability, and contributing to socio-economic development. However, QA faces challenges such as inadequate infrastructure, insufficient funding, corruption, and external pressures like regulatory changes and technological disruptions. Overcoming these challenges requires fostering a culture of continuous improvement, investing in QA frameworks, and ensuring stakeholder engagement. QA in higher education is closely linked to development education, which addresses inequality, environmental sustainability, and economic livelihood. QA systems ensure educational programs align with the needs of society, the labor market, and the global economy, supporting socio-economic development. By improving employability through enhanced teaching and research, QA contributes to poverty reduction, economic growth, and social inclusion, driving sustainable, inclusive development in education. FUTURE RESEARCH AGENDA Based on the conclusion from the empirical study, we proffer four proposals for a future research agenda in the field of quality assurance (QA) in higher education: Explore a longitudinal studies tracking graduates' career outcomes and the broader economic impacts of QA initiatives on communities. Investigating innovative solutions to address the challenges of inadequate infrastructure and insufficient funding in QA systems. Examine effective methods for aligning educational programs with labor market demands. I nvestigate the impact of corruption and external pressures, such as regulatory changes and technological disruptions, on QA systems. These proposals aim to address the critical issues highlighted in the study and contribute to the ongoing improvement and effectiveness of QA in higher education Three key uniqueness of this study The study uniquely highlights how quality assurance practices in higher education are directly aligned with development education, ensuring academic programs contribute to socio-economic development by addressing global challenges like inequality and environmental sustainability. It emphasizes the role of QA in enhancing employability, improving teaching standards, and contributing to poverty reduction, economic growth, and social inclusion through development education. The study identifies specific challenges to QA, technological challengers, funding constraints and proposes solutions for fostering accountability and improving sustainable, inclusive development in education. KEY IMPLICATIONS FOR POLICY Governments and higher education institutions must invest in physical and digital infrastructure to create conducive learning environments. This includes upgrading facilities, enhancing technological resources, and ensuring faculty are well-trained. Such investments are crucial to meet QA standards, accreditation requirements, and deliver quality education. Policymakers should encourage stronger collaboration between higher education and industry stakeholders to align academic programs with labor market needs. Regular curriculum reviews, employer feedback, and industry expert involvement can improve graduate employability and reduce skill mismatches. Policy frameworks should prioritize continuous improvement within QA systems, including regular evaluations of programs, teaching methods, and student services, along with feedback from students, faculty, and industry. Professional development for staff should also be prioritized to maintain high academic standards. Policies should enhance transparency and accountability in QA practices. Clear communication of QA standards and outcomes fosters trust among stakeholders and improves QA effectiveness, including engaging students through regular surveys and feedback. Institutions should implement comprehensive risk management strategies to address disruptions like technological advancements, accreditation changes, or global crises. Policymakers can support by providing risk management frameworks to ensure institutions can adapt while maintaining high educational quality. By addressing these policy implications, countries can foster an environment where QA systems improve educational outcomes and contribute to socio-economic development goals, including poverty reduction, human capital development, environmental protection and national competitiveness.Top of FormBottom of Form Declarations Authors’ contributions 1 . MKA made substantial contributions to the conception of the paper, design of the work; analysis, or interpretation of data, writing and editing of the whole manuscript. 2. JDA contributed to writing and editing of the paper. 3. EM contributed to writing and editing of the paper. 4. BA contributed to writing and editing of the paper. All authors agreed to be accountable for all aspects of the work in ensuring that questions related to the accuracy or integrity of any part of the work are appropriately investigated and resolved. Authors declare there was no funding for this study. I declare that the authors have no competing interests as defined by Discover This manuscript does not report data generation or analysis. Ethical consideration : This study was part of the research on Inclusive Education, and Community Engagement: Perspectives of Teachers, Parents and Administrators in Ghana, which was approved by the University of Ghana Ethics Committee for the Humanities (ECH 100/22-23). The study's data collection followed strict ethical guidelines. AI was used to enhance the writing. References Aamodt, P., Frølich, N., & Stensaker, B. (2016). Learning outcomes – a useful tool in quality assurance? views from academic staff . Studies in Higher Education, 43 (4), 614-624. https://doi.org/10.1080/03075079.2016.1185776 Aboudahr, S. and Mohamad, M. (2021). Strategic leadership as a mediating variable between organisational climate and quality improvement in higher education . Journal of Southwest Jiaotong University, 56 (2), 618-637. https://doi.org/10.35741/issn.0258-2724.56.2.50 Abukari, A. and Corner, T. (2010). Delivering higher education to meet local needs in a developing context: the quality dilemmas? Quality Assurance in Education, 18 (3), 191-208. https://doi.org/10.1108/09684881011058641 Adotey, J., Obinnim, E., & Pongo, N. (2016). Quality assurance and higher fashion education in Ghana: examining the contemporary quandary. International Journal of Vocational Education and Training Research, 2 (6), 39. https://doi.org/10.11648/j.ijvetr.20160206.12 Aguilar, A., & Liao, T. (2022). Equity and access in higher education: Quality assurance frameworks in Latin American universities . International Journal of Education Policy and Leadership, 14 (3), 233-245. Ajadi, T., et al. (2020). Quality assurance in higher education: A focus on Africa . Journal of Higher Education Policy and Management, 42 (3), 245-260. Akinyemi, A., & Ijaiya, G. (2020). Quality assurance in African higher education: A review of challenges and opportunities. African Journal of Higher Education, 34(2), 45-59. Al-Amin, U. (2023). Challenges and Solutions of Quality Assurance in the Colleges of Education in Nigeria. Journal of Science, Humanities and Arts, 10 (3). Alabi, J., Alabi, G., Adjei, R., Dzandu, P., Utuka, G., & Munkaila, A. (2018). Quality assurance in Ghanaian higher education institutions: Opportunities and constraints. CODESRIA. Retrieved from https://codesria.org/spip. php . Alvi, G. (2021). Current issues and problems about the quality improvement faced by management in higher educational institutions. Journal of Accounting and Finance in Emerging Economies, 7 (1), 1-8. https://doi.org/10.26710/jafee.v7i1.1541 Ansah, F. (2015). A strategic quality assurance framework in an african higher education context. Quality in Higher Education, 21 (2), 132-150. https://doi.org/10.1080/13538322.2015.1084720 Ansah, F. (2016). Conceptualising external and internal quality assurance in higher education: A pragmatist perspective . International Journal of African Higher Education, 2 (1), 23-45. https://doi.org/10.6017/ijahe.v2i1.9261 Anyidoho, E. D. (2023). Exploring internal quality assurance management practices: Experiences of some quality assurance actors at the University of Ghana. Ghana Journal of Higher Education Management , 9 (1). Arthur, G. A. (2022). Empirical assessment of quality assurance practices in Ghana higher education of learning: A focus on private universities. International Journal of Public Administration and Management Research , 7 (4), 1-15. Asuquo, M., & Onyinye, C. (2022). Internal school quality assurance practices and undergraduate students’ attitude towards academic activities: a case of public universities in cross river state, nigeria. International Education Studies, 15 (4), 108. https://doi.org/10.5539/ies.v15n4p108 Bagiastuti, N., Damayanti, I., & Astuti, N. (2022). Urgency internal quality assurance system: in the recognition prior learning program at bali state polytechnic., 103-108. https://doi.org/10.2991/978-2-494069-83-1_19 Bakare, A. (2017). Quality assurance in higher education in Africa: Current trends and future prospects. International Journal of Education and Development, 39(1), 67-82. Banks, J. A. (2008). Diversity and Citizenship Education: Global Perspectives . Jossey-Bass. Barber, B. and McNair, D. (2017). Who guards the guardians? national implications of accreditation at city college of san francisco. Community College Review, 45 (3), 215-233. https://doi.org/10.1177/0091552117717022 Baumgartner, J., Bradley, C., Clark, B., Janes, C., Johnstone, E., Rouse, M., … & Whetstone, A. (2020). Global forum on quality assurance in ce/cpd: assuring quality across boundaries. Pharmacy, 8 (3), 114. https://doi.org/10.3390/pharmacy8030114 Bendermacher, G., Egbrink, M., Wolfhagen, I., & Dolmans, D. (2016). Unravelling quality culture in higher education: a realist review. Higher Education, 73 (1), 39-60. https://doi.org/10.1007/s10734-015-9979-2 Bernhard, A. (2012). Quality Assurance in Higher Education. In: Quality Assurance in an International Higher Education Area (pp 39-68). VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-94298-8_3 Bassey, U. (2018). Faculty Quality and Its Impact on Higher Education Quality Assurance. International Journal of Educational Management . Biernacki, P., & Waldorf, D. (1981). Snowball sampling: Problems and techniques of chain referral sampling. Sociological Methods & Research, 10 (2), 141-163. Bogue, E. (1998). Quality assurance in higher education: the evolution of systems and design ideals. New Directions for Institutional Research, 1998 (99), 7-18. https://doi.org/10.1002/ir.9901 Brennan, J., & Shah, T. (2000). Quality assessment and institutional change in higher education. Higher Education, 40 (3), 297-314. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology . Qualitative Research in Psychology, 3 (2), 77-101. Brunsson, N., & Olsen, J. P. (2019). Quality assurance in higher education: Paradoxes and tensions in the search for improvement. Higher Education Policy, 32 (3), 319-334. Bryman, A. (2016). Social research methods (5th ed.). Oxford University Press. Bryson, J., & Hand, L. (2020). Student engagement: A review of the literature. Journal of Student Engagement: Education Matters, 1 (1), 1-15. Cardoso, S., Rosa, M., Videira, P., & Amaral, A. (2017). Internal quality assurance systems: “tailor made” or “one size fits all” implementation?. Quality Assurance in Education, 25 (3), 329-342. https://doi.org/10.1108/qae-03-2017-0007 Civic Engagement. (2019). Civic education and engagement. Journal of Civic Engagement, 1 (1), 1-12. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications Darojat, O., Nilson, M., & Kaufman, D. (2015). Quality assurance in asian open and distance learning: policies and implementation. Journal of Learning for Development, 2 (2). https://doi.org/10.56059/jl4d.v2i2.105 Dattey, K., Westerheijden, D. F., & Hofman, W. H. A. (2014). Impact of accreditation on public and private universities: a comparative study. Tertiary Education and Management , 20 , 307-319. Dei, D. (2019). Assessing quality assurance practices in institutions of higher learnings. International Journal of Learning Teaching and Educational Research, 18 (12), 30-45. https://doi.org/10.26803/ijlter.18.12.3 Deuchar, R. (2014). Development Education and Its Role in Higher Education . International Journal of Development Education and Global Learning, 6 (2), 19–33. Dilly, S. (2015). Quality assurance in higher education: A review of the literature. Quality Assurance in Education, 23 (3), 246-258. Dzimińska, M., Fijałkowska, J., & Sułkowski, Ł. (2018). Trust-based quality culture conceptual model for higher education institutions. Sustainability, 10 (8), 2599. https://doi.org/10.3390/su10082599 Effah, P., & Hofman, W. H. A. (2010). Regulating Tertiary Education: Ghanaian and International Perspectives . Ghana University Press. El-Rahman, S., & Al-Twaim, B. (2015). Development of quality assurance system for academic programs and courses reports. International Journal of Modern Education and Computer Science, 7 (6), 30-36. https://doi.org/10.5815/ijmecs.2015.06.05 European Association for Quality Assurance in Higher Education (ENQA). (2020). Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG). Ewell, P. (2010). The Role of Quality Assurance in Higher Education. Quality in Higher Education Faturohim, A. (2023). An analysis of urban poverty and unemployment. Jurnal Bina Praja, 15(2) , 309-324. https://doi.org/10.21787/jbp.15.2023.309-324 Ferreira, C., García, J., & Aller, M. (2014). Student guidance and attention to diversity in the processes of quality assurance in higher education. European Journal of Education, 49(4), 575-589. https://doi.org/10.1111/ejed.12098 Froment, A., & Kis, D. (2023). Global Perspectives on Quality Assurance: A Comparative Study of Systems in Europe, Africa, and Asia . The International Journal of Educational Development, 79 , 102298. Gehart, D. (2010). The core competencies and mft education: practical aspects of transitioning to a learning-centered, outcome-based pedagogy. Journal of Marital and Family Therapy, 37(3), 344-354. https://doi.org/10.1111/j.1752-0606.2010.00205.x Ghana Tertiary Education Commission (GTEC). (2024a). Accrediated and Unaccredited Institutions. Retrieved from https://www.gtec.edu.gh/institution-category Ghana Tertiary Education Commission (GTEC). (2024b). General Overview. Retrieved from https://www.gtec.edu.gh/general-overview Ghana Tertiary Education Commission (GTEC). (2024c). Quality Assurance . Retrieved from https://www.gtec.edu.gh/quality-assurance Garrison, D. R., & Anderson, T. (2020). E-Learning in the 21st Century: A Community of Inquiry Framework for Online Learning . Gosling, D., & Hannibal, M. (2017). Peer review of teaching: A practical guide. Routledge. Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research . In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 105-117). SAGE Publications Gibson, D., Dollarhide, C., & Moss, J. (2010). Professional identity development: a grounded theory of transformational tasks of new counselors. Counselor Education and Supervision, 50 (1), 21-38. https://doi.org/10.1002/j.1556- Gomez, J. (2005). In the name of environmental education: words and things in the complex territory of education—environment—development relations. Policy Futures in Education, 3 (3), 260-270. https://doi.org/10.2304/pfie.2005.3.3.4 Green, F., & Lewis, P. (2024). Promoting Social Responsibility Through Development Education . Journal of Social Impact, 33 (1), 145-170. Hang, N. (2018). Quality assurance in higher education: implications for vietnamese universities. Vnu Journal of Foreign Studies, 34 (5). https://doi.org/10.25073/2525-2445/vnufs.4303 Hanh, N. (2020). Quality education accreditation of the united states and vietnam management model. Review of European Studies, 12 (2), 1-79. https://doi.org/10.5539/res.v12n2p79 Harvey, L., & Williams, J. (2019). Feedback in Higher Education: The Importance of a Stakeholder Approach. Assessment & Evaluation in Higher Education , 44(2), 174-188. Harvey, L., & Green, D. (1993). Defining quality. Assessment & Evaluation in Higher Education, 18 (1), 9-34. Hanushek, E. A., & Woessmann, L. (2007). The role of education quality for economic growth. World Bank Policy Research Working Paper 4122 . Harris, P. (2011). The Role of Higher Education in Promoting Global Citizenship . Journal of Higher Education Outreach and Engagement, 15 (1), 5–21. Helen, O. and Konyeha, S. (2020). Security and quality assurance of ict enhanced learners support services in distance education: national open university nigeria experience. Nipes Journal of Science and Technology Research, 2 (3), 304. https://doi.org/10.37933/nipes/2.3.2020.3 Hernandez, J., & Marquez, C. (2020). Technology and quality assurance in higher education: A transformative approach in Latin America. Journal of Education and Technology in Higher Education, 17 (4), 221-236. Hillygus, D. S. (2008). The missing link: Exploring the relationship between civic education and civic engagement. Journal of Politics, 70 (2), 448-462. Hina, K. and Ajmal, M. (2016). Quality assurance and enhancement mechanism in tertiary education of pakistan: recent status, issues and expectations. Pakistan Journal of Education, 33(1). https://doi.org/10.30971/pje.v33i1.13 Idialu, E. E. (2013). Ensuring quality assurance in vocational education . Contemporary Issues in Education Research (CIER), 6 (4), 431-438. ISO 9001:2015 Quality Management Systems. (2015). International Organization for Standardization. Jamil, H., & Kaur, M. (2019). Faculty development and quality assurance: A Southeast Asian perspective. Journal of Educational Development, 15 (2), 153-167. Jones, L. (2022). Quality Assurance in Higher Education: Policy Tools and Their Impact . Education and Policy Journal, 18 (3), 234-256. Kayyali, M. (2023). An overview of quality assurance in higher education: Concepts and frameworks . International Journal of Management, Sciences, Innovation, and Technology, 4 (2), 1-4. Retrieved from https://files.eric.ed.gov/fulltext/ED629115.pdf Kargytė, V. (2015). Application of generic quality management models in european universities. Management Theory and Studies for Rural Business and Infrastructure Development, 37 (3), 381-398. https://doi.org/10.15544/mts.2015.33 Kayode, B. K., & Hashim, C. N. (2014). Quality assurance in contemporary Islamic universities: Issues and challenges. IIUM Journal of Educational Studies , 2 (2), 40-58. Ketkajorn, S., Vajarintarangoon, K., & Sri-ngan, K. (2017). Factors Affecting the Effectiveness of Educational Quality Assurance. Journal of Buddhist Education and Research , 3 (2), 48–56. Retrieved from https://so06.tci-thaijo.org/index.php/jber/article/view/243043 Kettunen, J., & Kantola, J. (2022). Developing a Quality Culture in Higher Education Institutions. Quality Assurance in Education, 30(1), 1-12. Khan, F., et al. (2020). The Impact of COVID-19 on Higher Education: Quality Assurance Challenges. Journal of Educational Change . Kleijnen, J., Dolmans, D., Willems, J., & Hout, H. (2011). Does internal quality management contribute to more control or to improvement of higher education?. Quality Assurance in Education, 19 (2), 141-155. https://doi.org/10.1108/09684881111125041 Kot, F., & Hendel, D. D. (2020). Quality assurance in higher education: A systematic review. Journal of Education and Human Development, 9 (1), 1-12. Kuh, G. D., & O’Donnell, K. (2021). Engagement in High-Impact Practices and Student Learning Outcomes. Journal of College Student Development , 62(1), 15-30. Kwaku, F., & Asare, I. (2022). Examining the role of quality assurance in higher education: A study of Ghanaian universities. Journal of African Higher Education, 21(4), 112-126. Landorf, H., Doscher, S., & Rocco, T. (2008). Education for sustainable human development: towards a definition. Theory and Research in Education, 6 (2), 221-236. https://doi.org/10.1177/1477878508091114 Leite, S. (2021). Using the sdgs for global citizenship education: definitions, challenges, and opportunities. Globalisation Societies and Education, 20 (3), 401-413. https://doi.org/10.1080/14767724.2021.1882957 Lemaire, M. B., Adams, F. H., & Adibi, M.-G. D. (2022). Neglecting Quality Assurance Practices in Colleges of Education in Ghana is too Expensive to Attempt: Analysis of Sociological Variables. European Journal of Humanities and Social Sciences , 2 (2), 97–104. https://doi.org/10.24018/ejsocial.2022.2.2.246 Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry . SAGE Publications Lyytinen, A., Kohtamäki, V., Kivistö, J., Pekkola, E., & Hölttä, S. (2017). Scenarios of quality assurance of stakeholder relationships in finnish higher education institutions. Quality in Higher Education, 23 (1), 35-49. https://doi.org/10.1080/13538322.2017.1294410 Manueke, S. and Manopo, M. (2019). Analysis of internal quality audit to improve the implementation of the higher education internal quality assurance system at the manado state polytechnic.. https://doi.org/10.2991/icastss-19.2019.64 Makhathini, K. (2019). Corruption in Higher Education: Causes and Consequences. African Journal of Higher Education . Maxwell, J. A. (2013). Qualitative research design: An interactive approach (3rd ed.). SAGE Publications Marshall, S. (2018). Evaluating teaching: From student ratings to peer review. Stylus Publishing. Marginson, S. (2016). High Participation Systems of Higher Education. The Journal of Higher Education . Martínez, J., & González, M. (2024). Promoting accountability through quality assurance: A case study from European universities. Higher Education and Development, 29 (1), 101-118. Mezirow, J. (2000). Learning as Transformation: Critical Perspectives on a Theory in Progress . Jossey-Bass. Middlehurst, R., & Woodfield, K. (2020). Quality enhancement in higher education: A review of research and practice. Quality in Higher Education, 26(1), 5-22. Mok, K. H., et al. (2020). The Future of Higher Education in a Digital Era: Opportunities and Challenges. Educational Studies . Mulu, A., & Mutisya, M. (2018). Challenges of quality assurance in higher education in East Africa: Perspectives of academics and administrators. Journal of Education and Practice, 9(5), 101-115. Mursidi, A., Raharjo, T., Sugiyo, S., & Yulianto, A. (2020). Factual model of internal quality assurance system of private higher education institutions in indonesia. Jetl ( Journal of Education Teaching and Learning), 5 (1), 46. https://doi.org/10.26737/jetl.v5i1.1926 Müller, P., & West, H. (2023). Aligning curricula with the SDGs: Quality assurance as a tool for global development goals. Journal of Global Education and Development, 22 (4), 458-475. Muwanga, A., & Ouma, B. (2022). Aligning quality assurance with sustainable development goals in African higher education institutions. International Journal of Educational Management, 36 (1), 40-59. S., & O’Brien, J. (2019). Quality Assurance in Higher Education: Challenges and Opportunities. Studies in Higher Education . Nabaho, L. and Turyasingura, W. (2019). Battling academic corruption in higher education: does external quality assurance (eqa) offer a ray of hope?. Higher Learning Research Communications, 9 (1). https://doi.org/10.18870/hlrc.v9i1.449 Neema-Abooki, P. (2017). Academic staff competence development as a gap in quality assurance in universities in uganda. Makerere Journal of Higher Education, 8(2), 139. https://doi.org/10.4314/majohe.v8i2.5 Nguyen, L., Tran, T., Pham, T., Nguyen, T., Le, H., Trinh, T., & Nghiem, T. (2021). Factors Affecting Successful Quality Assurance Implementation in Vietnamese Higher Education: A Qualitative Study. The Qualitative Report , 26 (2), 625-636. https://doi.org/10.46743/2160-3715/2021.4564 Njie, B., Asimiran, S., Basri, R., & Kadir, S. A. (2017, October). Quality Assurance Implementation Practices in Selected Malaysian Public Universities. In International Conference on Education in Muslim Society (ICEMS 2017) (pp. 298-303). Atlantis Press. https://doi.org/10.2991/icems-17.2018.56 Nkosi, M., & Motshegwa, A. (2019). The role of quality assurance in the improvement of higher education in Sub-Saharan Africa: A comparative study. Journal of Higher Education Policy and Management, 41(3), 345-359. Nussbaum, M. (2010). Not For Profit: Why Democracy Needs the Humanities . Princeton University Press. Nyadzi, B. (2024). Quality assurance in curriculum development in ghana’s higher education system: a case study of umat. Open Journal of Educational Research, 4 (3), 112-125. https://doi.org/10.31586/ojer.2024.954 Nyamwesa, A. M., Magambo, E. F., & Onyango, D. O. (2022). Impact of external quality assurance practices on higher education institutions in Tanzania: A review paper. https://doi.org/10.46606/eajess2020v01i03.0059 OECD (2022). Quality Assurance in Higher Education .. OECD Quality Assurance in Higher Education. Link : OECD Quality Assurance in Higher Education Organisation for Economic Co-operation and Development (OECD) (2018). Higher education quality assurance. In OECD Reviews of National Policies for Education: Higher Education in Kazakhstan 2017 (pp. 155-174). OECD Publishing. Ozeki, S. (2023). Towards the establishment of program evaluation system in japanese higher education: learning from the quality code adopted in the united kingdom. International Journal of Institutional Research and Management, 7 (1), 1. https://doi.org/10.52731/ijirm.v7.i1.749 Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). SAGE Publications. Poeck, K., & Vandenabeele, J. (2012). Learning from sustainable development: education in the light of public issues. Environmental Education Research, 18 (4), 541-552. https://doi.org/10.1080/13504622.2011.633162 Porter, M. E. (2018). New global competitiveness report. Harvard Business Review, 96 (5), 123-136. Prakash, G. (2018). Quality in higher education institutions: insights from the literature. The TQM Journal, 30 (6), 732-748. https://doi.org/10.1108/tqm-04-2017-0043 Psacharopoulos, G., & Patrinos, H. A. (2018). Returns to investment in education: A decennial review of the global literature. Education Economics, 26 (5), 445-458. Putnam, R. D. (2000). Bowling alone: The collapse and revival of American community. Simon and Schuster. Quality Assurance Agency for Higher Education (QAA). (2022). The UK Quality Code for Higher Education. Rahman, T. (2019). Peran kepemimpinan transformasional dalam membangun budaya mutu pendidikan tinggi (studi kasus stkom al ma’soem). Jurnal Maps (Manajemen Perbankan Syariah), 2 (2), 1-7. https://doi.org/10.32483/maps.v2i2.23 Rieckmann, M. (2012). Future-oriented higher education: which key competencies should be fostered through university teaching and learning?. Futures, 44 (2), 127-135. https://doi.org/10.1016/j.futures.2011.09.005 Rifa’i, A., Permana, J., Komariah, A., & Sudarsyah, A. (2019). The influence of internal quality assurance and quality culture on performance of higher education institution.. https://doi.org/10.2991/icream-18.2019.56 Roskosa, A. and Stukalina, Y. (2018). Management of a study programme in the context of quality assurance in higher education.. https://doi.org/10.22616/reep.2018.014 Ryan, T. (2015). Quality assurance in higher education: A review of literature . Higher Learning Research Communications, 5 (4). Retrieved from https://scholarworks.waldenu.edu/hlrc/vol5/iss4/1 Saepudin, D., Sa'ud, U., Lutfia, A., & Sabban, I. (2021). Quality culture of education: commitment of leaders in building a quality culture of education in higher tourism education.. https://doi.org/10.2991/assehr.k.210212.045 Sarr, M. (2021). The Importance of Qualified Faculty in Quality Assurance. International Journal of Higher Education . Schwandt, T. A. (2000). Interpretivism and the human sciences . In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 189-213). SAGE Publications. Schneider, M., & Zergers, R. (2022). Accreditation, Quality Assurance, and Student Outcomes: A Cross-National Analysis . Studies in Higher Education, 47 (5), 943-960 Seyfried, S., & von Staden, M. (2021). Continuous Quality Improvement in Higher Education: A Study of Current Practices. International Journal of Educational Management , 35(3), 495-507. Shah, M., & Nair, C. S. (2020). Quality assurance in higher education: Trends and challenges. Journal of Higher Education Policy and Management, 42 (4), 347-362. Stake, R. E. (1995). The art of case study research . SAGE Publications Seniwoliba, J. A., & Yakubu, R. N. (2015). An Analysis of the Quality Assurance Policies in a Ghanian University. Educational Research and Reviews , 10 (16), 2331-2339. Setlhodi, I. (2021). The nexus of the critical trio: access, equity and quality in distance learning.. https://doi.org/10.25159/unisarxiv/000020.v1 Seyfried, M., & Pohlenz, P. (2018). Assessing quality assurance in higher education: quality managers’ perceptions of effectiveness. European Journal of Higher Education, 8(3), 258-271. https://doi.org/10.1080/21568235.2018.1474777 Sihotang, H., & Nadeak, B. (2017). Leadership based on the internal quality assurance system in the christian university of indonesia. https://doi.org/10.2991/yicemap-17.2017.7 Sin, C., Tavares, O., & Cardoso, S. (2018). Assessing the quality of third mission activities in portuguese universities. Revista Espaço Pedagógico, 26 (1), 33-46. https://doi.org/10.5335/rep.v26i1.8439 Smith, J., & Brown, A. (2023). The Role of Development Education in Addressing Global Challenges. Journal of Global Education, 15 (2), 123-145. Stensaker, B., Lee, H., Rhoades, G., Ghosh, S., & Phuong, H. V. (2011). Quality assurance in higher education: Trends in regulation, translation and transformation . Sense Publishers. Swanzy, P., Langa, P. V., & Ansah, F. (2018). Quality Assurance in Ghana: Accomplishments and Challenges. International Higher Education , 94 , 28–30. https://doi.org/10.6017/ihe.2018.0.10549 Ta, H., Le, H., Nguyen, C., Nguyen, T., Pham, N., Pham, H., … & Trinh, N. (2023). Students’ perception of quality assurance in higher education in vietnam: empirical evidence and implications for face-to-face and alternative modes of learning. Journal of Learning for Development, 10(1), 91-108. https://doi.org/10.56059/jl4d.v10i1.737 Taylor, E. W. (2008). Transformative Learning Theory . New Directions for Adult and Continuing Education, 2008(119), 5–15. Tobias, D., & Magu, P. (2020). The role of quality assurance in fostering interdisciplinary collaboration in development education. Development Education Review, 22 (1), 71-89. Toye, J. (2016). Development Education and Global Citizenship . Development Education Review , 22, 4–18. Trowler, P., Saunders, M., & Bamber, V. (2018). Student learning and academic development: Research-based changes to undergraduate education. Society for Research into Higher Education. Tam, M. (2001). Measuring quality and performance in higher education. Quality in Higher Education, 7(1), 47-54. https://doi.org/10.1080/13538320120045076 The World Bank (2023). Effective Quality Assurance for Education Systems: A Global Perspective . Terry, S., & Hughes, D. (2023). Quality Assurance in Digital Education: Frameworks and Challenges . Higher Education Policy, 48(1), 23-39. DOI : 10.1080/02680939.2023.1977321 Thondhlana, J. and Garwe, E. (2021). Repositioning of africa in knowledge production: shaking off historical stigmas introduction. Journal of the British Academy, 9s1, 1-17. https://doi.org/10.5871/jba/009s1.001 Tsevi, L. (2014). Private higher education’s quality assurance in ghana. International Higher Education, (75), 22-24. https://doi.org/10.6017/ihe.2014.75.5437 Usman, Y. D., & Chinyere, M. G. (2021). Quality Assurance in Nigeria’s Education System: Prospect and Challenges. EduLine: Journal of Education and Learning Innovation , 1 (2), 76-83. https://doi.org/10.35877/454RI.eduline422 Usmani, M. and Khatoon, S. (2015). Impact of quality assurance initiative on pakistani universities. International Journal of Research Studies in Education, 5 (4). https://doi.org/10.5861/ijrse.2015.1326 United Nations Educational, Scientific and Cultural Organization (UNESCO) (2020). Education for all 2000-2015: Achievements and challenges. UNESCO Publishing. United Nations Sustainable Development Goals (UNSDG) (2020). Sustainable Development Goals. Retrieved from (link unavailable) UNESCO Institute for Information Technologies in Education. (2021). Challenges in Quality Assurance of Online Education.\ UNESCO (2021). Education for Sustainable Development: A Roadmap . Link : UNESCO's Education for Sustainable Development Roadmap The World Bank (2023 ) . Effective Quality Assurance Turner, D. (2023). Linking Quality Assurance with Global Development Goals in Education . Global Education Perspectives, 9 (4), 98-112 Utuka, G. (2013). Quality Assurance in Higher Education: Comparative Analysis of Provisions and Practices in Ghana and New Zealand. . https://doi.org/10.26686/wgtn.16993402. Vaira, M. (2020). Quality Assurance in Higher Education: An International Perspective. Higher Education Quarterly Wang, M., & Nelson, L. (2022). Innovative teaching and continuous improvement: The role of quality assurance in higher education. Teaching in Higher Education, 17 (5), 621-637. World Bank (2020). The role of higher education in promoting economic growth and development. World Bank Research Observer, 35(1), 1-20. World Bank (2020). The role of higher education in promoting economic growth and development. World Bank Research Observer, 35(1), 1-20. World Health Organization (WHO) (2019). Health education: Theoretical concepts, effectiveness of strategies, and core competencies. WHO Publishing. World Bank. (2018). Higher Education and the Labor Market: The Role of Academia-Industry Linkages Williams, M., & Clark, R. (2024). Capacity Building in Development Education: Tools and Approaches. International Development Review, 29 (1), 56-78. Wilian, S., Setiadi, D., & Sridana, N. (2020). Analysis of the implementation of internal quality assurance system in private islamic high schools in mataram-lombok.. https://doi.org/10.2991/assehr.k.200513.048 Willar, D., Linton, J., & Kaparang, R. (2015). Identifikasi profil budaya organisasi yang mendukung implementasi sistem penjaminan mutu perguruan tinggi. Jurnal Cakrawala Pendidikan, 2(2). https://doi.org/10.21831/cp.v2i2.4824 Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications Additional Declarations No competing interests reported. Cite Share Download PDF Status: Under Review Version 1 posted Editorial decision: Revision requested 12 Mar, 2025 Editor assigned by journal 12 Mar, 2025 Submission checks completed at journal 05 Mar, 2025 First submitted to journal 30 Jan, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-5932885","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":424315774,"identity":"18dd9566-83d7-4e7b-b7b1-9a2f38e672f7","order_by":0,"name":"Moses Kumi Asamoah","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA2klEQVRIiWNgGAWjYDACHihtwN4AopiRhAhq4TlAshaJBCK16PYcfvzhZ46NvLnkG+MXDBXWiQ38aw/g1WJ2ts1MsndbmuHO2TlmFgxn0hMbJN4l4NdynsGMgXfbYcYNt3PMDBjbDgO1nDEgoIX988e/2w7bb7h5BqjlHzFazvYYSANtSdxwg8f4AWMDUAt/DwEtZ86USctuS0vecCatjCHhWLpxmwQPIS3pmz++3WZju+H44c0fPtRYy/bzE3AYMmADRw2EJBIwfwBT/AeI1zIKRsEoGAUjAgAA8KJMWRM30VIAAAAASUVORK5CYII=","orcid":"","institution":"University of Ghana","correspondingAuthor":true,"prefix":"","firstName":"Moses","middleName":"Kumi","lastName":"Asamoah","suffix":""},{"id":424315777,"identity":"b3ae09d9-13b3-45e8-95b3-a16da6653534","order_by":1,"name":"Joseph Danquah Ansong","email":"","orcid":"","institution":"University of Ghana","correspondingAuthor":false,"prefix":"","firstName":"Joseph","middleName":"Danquah","lastName":"Ansong","suffix":""},{"id":424315778,"identity":"5010501f-9875-421e-b2ec-5d76aee198a5","order_by":2,"name":"Eva Mackin","email":"","orcid":"","institution":"","correspondingAuthor":false,"prefix":"","firstName":"Eva","middleName":"","lastName":"Mackin","suffix":""},{"id":424315779,"identity":"7bb60869-fabd-4fee-87a6-792a039b9c7a","order_by":3,"name":"Boadi Agyekum","email":"","orcid":"","institution":"University of Ghana","correspondingAuthor":false,"prefix":"","firstName":"Boadi","middleName":"","lastName":"Agyekum","suffix":""}],"badges":[],"createdAt":"2025-01-30 23:08:12","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-5932885/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-5932885/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":78243308,"identity":"873f03f0-9264-49cf-9ae4-1e976cc098ca","added_by":"auto","created_at":"2025-03-11 09:10:17","extension":"jpeg","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":453824,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eQUALITY ASSURANCE AND DEVELOPMENT EDUCATION MODEL\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"floatimage1.jpeg","url":"https://assets-eu.researchsquare.com/files/rs-5932885/v1/96b78e86e9e4eac4b8f99088.jpeg"},{"id":78244385,"identity":"16391ed1-ab87-40c7-8fb1-4296073be2db","added_by":"auto","created_at":"2025-03-11 09:18:18","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1516621,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-5932885/v1/500cf3c1-5c6e-48c7-b000-79f3edec21d6.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"The influence of Quality Assurance on achieving development Education ethical goals","fulltext":[{"header":"1.0 INTRODUCTION","content":"\u003cp\u003e\u003cstrong\u003e1.1 Development education\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eDevelopment education is an interdisciplinary field aimed at equipping students with the knowledge, skills, and values to address global challenges like poverty, inequality, and environmental degradation (Bernhard, 2012; Rieckmann, 2012). It focuses on global citizenship, social justice, and sustainability, encouraging students to actively contribute to a more equitable world. The approach promotes critical thinking and transformative learning, fostering deeper engagement with global issues (Deuchar, 2014; Toye, 2016). Expanding beyond development studies, it integrates themes such as human rights and sustainability into disciplines like education, history, political science, economics, engineering, sociology, and social work, creating an informed generation ready to address global challenges (Deuchar, 2014). Harris (2011) underscores the importance of including ethical considerations in non-development fields, like business and law, to further development education\u0026rsquo;s objectives.\u003c/p\u003e\n\u003cp\u003eTransformative learning theory, proposed by Mezirow (2000), underpins development education by encouraging students to critically reassess their assumptions and actively engage in global solutions (Taylor, 2008). Nussbaum\u0026rsquo;s (2010) capabilities approach also highlights the importance of equipping students to participate in social, political, and economic life, ensuring their preparedness for sustainable development. Beyond awareness, development education fosters actionable solutions by incorporating sustainable development principles into curricula, preparing students to contribute to a sustainable future (Leite, 2021; Gomez, 2005). This action-oriented focus aligns with development education\u0026apos;s core mission to inspire students to address global challenges.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e1.2 Quality assurance activities for development education\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eQuality assurance (QA) in development education is essential for ensuring programs effectively prepare students for global challenges. QA systems in higher education ensure curricula meet standards that promote sustainable development (Gehart, 2010; Tam, 2001). By focusing on outcome-driven and competency-based education, QA aligns institutional programs with global development goals. Development education is vital for preparing students to engage with interconnected global issues, integrating global, ethical, and action-oriented perspectives across disciplines. With QA ensuring effectiveness, development education remains crucial in fostering sustainability, social justice, and global citizenship in an increasingly interconnected world (Poeck \u0026amp; Vandenabeele, 2012; Gibson et al., 2010).\u003c/p\u003e\n\u003cp\u003eQA practices in higher education are key to ensuring development education equips students with the necessary knowledge, skills, and values to tackle global challenges. By enforcing rigorous standards for curriculum design, instruction, and student outcomes, QA ensures education aligns with global goals like sustainability, poverty reduction, and social justice (Gehart, 2010; Tam, 2001). QA promotes interdisciplinary approaches that emphasize critical thinking, ethics, and action-oriented solutions. Through continuous evaluation, QA keeps programs relevant, preparing students to address issues such as inequality, environmental sustainability, and economic livelihoods. By embedding global citizenship and social responsibility in curricula, QA supports transformative learning, enabling students to engage with complex challenges (Banks, 2008; Mezirow, 2000).\u003c/p\u003e\n\u003cp\u003eQA ensures institutions meet standards through internal and external mechanisms like accreditation, audits, and adherence to national and international guidelines (Gehart, 2010; Hanh, 2020). It fosters institutional accountability, transparency, and continuous improvement, driving educational excellence and strategic development (Seniwoliba \u0026amp; Yakubu, 2015; Lemaire et al., 2022). For institutions in developing nations, maintaining high standards is critical for socioeconomic progress (Ansah, 2016). Research on QA\u0026rsquo;s impact on development education is essential for enhancing national development through improved educational practices.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e1.4 The statement of the problem\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eResearch on QA systems in higher education highlights their role in improving instruction, increasing program appeal, and enhancing competitiveness (Hang, 2018). These efforts are crucial for maintaining program standards and ensuring educational excellence. Wilian et al. (2020) argue that QA frameworks promote a culture of continuous improvement in institutions. However, challenges such as resource constraints, curriculum misalignment with development needs, faculty knowledge gaps, and inadequate institutional support persist (Seniwoliba \u0026amp; Yakubu, 2015). Waheed (2018) notes that these barriers hinder effective QA implementation. Furthermore, debates continue on balancing quality management activities that promote both improvement and control (Kleijnen et al., 2011). Implementing QA practices often requires significant investment in infrastructure, which can strain finances (Nyamwesa et al., 2022).\u003c/p\u003e\n\u003cp\u003eDespite numerous studies on QA in higher education, the relationship between QA systems and development education goals remains underexplored. Akinyemi and Ijaiya (2020) review QA systems in African higher education, focusing on challenges like resource constraints, leadership issues, and the role of regional organizations in enhancing QA frameworks. They suggest that despite these challenges, regional collaboration offers significant opportunities for improvement. Nkosi and Motshegwa (2019) conducted a comparative study on QA in Sub-Saharan Africa, examining its impact on academic quality, graduate employability, and institutional development. They found that while QA processes are crucial for academic improvement, inconsistent application across institutions remains a major challenge.\u003c/p\u003e\n\u003cp\u003eMulu and Mutisya (2018) focused on East Africa, particularly Kenya, Uganda, and Tanzania, investigating the challenges in implementing QA systems. Their findings highlighted issues like inadequate faculty qualifications, inconsistent assessments, and limited institutional capacity. Bakare (2017) examined trends in QA in African higher education, emphasizing the need for localized QA frameworks tailored to African contexts and regional cooperation.\u003c/p\u003e\n\u003cp\u003eKwaku and Asare (2022) explored QA in Ghanaian universities, focusing on implementation and its impact on educational outcomes. Their research highlighted the importance of institutional autonomy, government policy, and overcoming challenges to QA across public and private institutions. This study aims to explore the implications of QA efforts in development education in Ghana and Oman, identifying key QA activities that enhance its effectiveness, alongside challenges and potential solutions. Addressing this gap is essential for developing tailored approaches that improve academic outcomes and ensure the relevance and impact of development education initiatives.Top of Form\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e1.5 The objectives of the study are:\u003c/strong\u003e\u003c/p\u003e\n\u003col class=\"decimal_type\" style=\"list-style-type: lower-roman;\"\u003e\n \u003cli\u003eTo find out the objectives of quality assurance in \u0026nbsp;university education;\u003c/li\u003e\n \u003cli\u003ea. To investigate \u0026nbsp;how quality assurance office implement \u0026nbsp;best practices in development \u0026nbsp;education;\u003col start=\"2\" style=\"list-style-type: lower-alpha;\"\u003e\n \u003cli\u003eTo explore the influence of quality assurance practices \u0026nbsp; \u0026nbsp;on the \u0026nbsp;development education;\u003c/li\u003e\n \u003c/ol\u003e\n \u003c/li\u003e\n \u003cli\u003eTo investigate internal and external \u0026nbsp;threats to quality assurance activities;\u003c/li\u003e\n \u003cli\u003eTo explore \u0026nbsp;various actions initiated by quality assurance office to combat the challenges confronting its roles in educational development\u0026nbsp;\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003e\u003cstrong\u003e1.6 The research questions are:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003ei. What are the \u0026nbsp; objectives of quality assurance in \u0026nbsp; university education?\u003c/p\u003e\n\u003cp\u003eii. a. How does quality assurance office \u0026nbsp; promote \u0026nbsp; development education?\u003c/p\u003e\n\u003cp\u003eb. How does quality assurance practices \u0026nbsp; \u0026nbsp;influence \u0026nbsp; development education?\u003c/p\u003e\n\u003cp\u003eiii. What are the \u0026nbsp;threats to quality assurance activities?\u003c/p\u003e\n\u003cp\u003eiv. What are the various actions initiated by quality assurance office to combat \u0026nbsp;its threats to educational development?\u003c/p\u003e"},{"header":"2.0 LITERATURE REVIEW","content":"\u003cp\u003e\u003cstrong\u003e2.1 The role of quality assurance\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eQuality Assurance (QA) is a system designed to ensure academic institutions maintain high standards in teaching, learning, and administration (Idialu, 2013; Lemaire et al., 2022). QA establishes educational benchmarks, ensures the production of high-quality graduates, and enhances institutional competitiveness (Bagiastuti et al., 2022). It also promotes accountability, helping universities meet societal expectations while driving long-term improvements in educational quality (Cardoso et al., 2017; Usmani \u0026amp; Khatoon, 2015). Implementing QA mechanisms, such as accreditation and regulatory compliance, fosters continuous advancements in educational excellence (El-Rahman \u0026amp; Al-Twaim, 2015; Sihotang \u0026amp; Nadeak, 2017).\u003c/p\u003e\n\u003cp\u003eIn Ghana, QA has evolved from a colonial mentorship model into a formalized framework, particularly with the establishment of agencies like the National Accreditation Board (NAB) in the 1990s (Swanzy et al., 2018). The NAB oversees the accreditation of public and private institutions, driving quality improvements through self-assessment (Adotey et al., 2016). Currently, Ghana has 313 accredited institutions, including universities and other tertiary providers (GTEC, 2024a). Additionally, the NAB requires the establishment of internal QA units in tertiary institutions, responsible for monitoring quality, conducting seminars, advising management, and ensuring accreditation compliance.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eTable 1: Number of accredited institutions in Ghana\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 301px;\"\u003e\n \u003cp\u003eInstitution\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 147px;\"\u003e\n \u003cp\u003ePublic\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 154px;\"\u003e\n \u003cp\u003ePrivate\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 301px;\"\u003e\n \u003cp\u003eUniversity\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 147px;\"\u003e\n \u003cp\u003e16\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 154px;\"\u003e\n \u003cp\u003e107\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 301px;\"\u003e\n \u003cp\u003eNursing training college\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 147px;\"\u003e\n \u003cp\u003e72\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 154px;\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 301px;\"\u003e\n \u003cp\u003eCollege of education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 147px;\"\u003e\n \u003cp\u003e47\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 154px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 301px;\"\u003e\n \u003cp\u003ePolytechnic\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 147px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 154px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 301px;\"\u003e\n \u003cp\u003eChartered private tertiary institutions\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 147px;\"\u003e\n \u003cp\u003e13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 154px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 301px;\"\u003e\n \u003cp\u003eProfessional colleges\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 147px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 154px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 301px;\"\u003e\n \u003cp\u003eDistance learning\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 147px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 154px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 301px;\"\u003e\n \u003cp\u003eTutorial college\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 147px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 154px;\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 301px;\"\u003e\n \u003cp\u003eCollge of agiculture\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 147px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 154px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 301px;\"\u003e\n \u003cp\u003eForeign institutions\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 147px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 154px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 301px;\"\u003e\n \u003cp\u003eRegionally-owned\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 147px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 154px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eIn 2020, the National Council for Tertiary Education (NCTE) and the National Accreditation Board (NAB) merged to form the Ghana Tertiary Education Commission (GTEC) under the Education Regulatory Bodies Act, 2020 (Act 1023). GTEC aims to streamline administration, accreditation, and maintain consistent quality across tertiary institutions while promoting teaching, research, and industry collaboration (GTEC, 2024b). Regulatory measures such as program validation, institutional visits, staff recruitment, and foreign credential evaluations play a key role in upholding educational standards (GTEC, 2024c). Recently, there has been a growing emphasis on aligning QA practices with international standards, particularly in curriculum development and student satisfaction (Nyadzi, 2024). Institutions now view QA not only as a compliance requirement but also as a driver of educational excellence and institutional reputation (Dei, 2019).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.2 \u0026nbsp;Quality Assurance Practices and Development Education Ethical Goals\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn recent years, the integration of quality assurance (QA) practices within educational systems has become a critical factor in aligning these systems with global development objectives. The strong connection between quality assurance and development education is particularly evident in how QA activities foster inclusivity, innovation, and accountability in ways that directly contribute to the achievement of the Sustainable Development Goals (SDGs). By ensuring educational systems are responsive to the changing needs of society, QA frameworks play an essential role in enhancing the quality of education, which is fundamental to realizing broader development goals such as economic growth and \u0026nbsp;poverty alleviation, social equity, sustainable development goals, justice, and global citizenship. Modern QA practices ensure that educational systems are more responsive to the needs of society, aligning curricula with global goals, promoting inclusivity, and fostering innovation in teaching and learning.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.2.1\u0026nbsp;Economic growth\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eQuality assurance (QA) is essential not only for meeting educational standards but also for preparing institutions to contribute to economic growth by producing skilled graduates who drive innovation and productivity (Stensaker et al., 2011). Roskosa and Stukalina (2018) emphasize the importance of aligning education with labor market needs to fuel economic progress. High-quality education, as argued by Rifa\u0026rsquo;i et al. (2019) and Nguyen et al. (2021), strengthens the workforce and accelerates economic development. Hanushek and Woessmann (2007) show a strong correlation between educational quality and economic growth. QA also enhances graduate employability by ensuring universities produce competent, adaptable workers. Nguyen et al. (2021) and Ta et al. (2023) find that effective QA processes align graduates\u0026apos; skills with market demands, improving employment outcomes. QA frameworks, as noted by Prakash (2018) and Nabaho \u0026amp; Turyasingura (2019), increase customer satisfaction and workforce integrity, while Faturohim (2023) shows that strong QA frameworks reduce unemployment by improving job prospects. Investing in QA is vital for enhancing both educational and employment outcomes.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePromoting Social Equity (Inclusivity and Equity in Education)\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eQA\u0026apos;s role in promoting social equity is also critical. Development education\u0026rsquo;s objectives, such as reducing inequality, enhancing social justice, and advocating for human rights, are strongly linked to ensuring educational opportunities for marginalized groups. QA systems, through accreditation, curriculum audits, and stakeholder feedback, help institutions assess and improve inclusivity, ensuring accessibility for all students regardless of socioeconomic background, gender, or location. Setlhodi (2021) emphasizes the need for equal access to high-quality instruction, linking access, equity, and quality in distance learning. QA measures promote fairness, accountability, and targeted support for underrepresented students (Aamodt et al., 2016). Manueke and Manopo (2019) argue that QA systems encourage institutions to reflect on practices, ensuring better service for diverse student populations. Neema-Abooki (2017) highlights the importance of factors like curriculum design, faculty quality, and infrastructure in determining educational quality. Barber \u0026amp; McNair (2017) stress the role of accreditation in addressing barriers faced by minority, low-income, and first-generation students, advocating for inclusive and culturally responsive teaching.\u003c/p\u003e\n\u003cp\u003eAguilar and Liao (2022) explored the adoption of equity-based assessments in Latin American universities. These QA systems are designed to identify gaps in education access and promote programs that prioritize marginalized groups. The global adoption of these frameworks can enhance the inclusivity of development education, ensuring all sectors of society benefit, particularly those often excluded (Aguilar \u0026amp; Liao, 2022).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.2.3 Sustainable Development Goal (SDG4)\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eContemporary literature emphasizes the importance of aligning educational frameworks with the SDGs, especially SDG 4, which advocates for quality education for all. The need for higher education institutions to support global priorities like environmental sustainability, gender equality, and peace education has gained significant attention. QA processes ensure these themes are embedded within the curriculum, equipping students with academic knowledge and critical thinking skills to address global issues.\u003c/p\u003e\n\u003cp\u003eThe UNESCO (2021) report \u003cem\u003eEducation for Sustainable Development: A Roadmap\u003c/em\u003e explores how educational systems contribute to achieving SDG 4 and highlights the role of QA in tracking progress. Additionally, a World Bank (2023) study underscores the effectiveness of QA frameworks in achieving SDG targets, emphasizing their importance in improving educational outcomes. The OECD (2022) report \u003cem\u003eQuality Assurance in Higher Education\u003c/em\u003e examines QA practices in global institutions, emphasizing the role of internal QA systems in enhancing educational quality. Terry and Hughes (2023) address QA challenges in digital learning environments, exploring the frameworks needed to ensure online programs meet academic standards while fostering engagement.\u003c/p\u003e\n\u003cp\u003eM\u0026uuml;ller and West (2023) highlight that QA plays a crucial role in promoting an educational environment that prepares students to address global challenges. By integrating sustainability and social justice, QA frameworks help develop students as agents of change. Schneider and Zergers (2022) investigate the link between QA processes and student success, showing how accreditation improves academic outcomes and employability. Froment and Kis (2023) compare QA frameworks across Europe, Africa, and Asia, examining their impact on educational equity and innovation. While these studies are valuable, none focus on the intersection of QA and development education goals, a gap this study aims to address.Top of FormBottom of Form\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCurriculum Innovation and Quality Teaching\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eRyan (2015) asserts that development education covers complex, interdisciplinary topics like social change, human rights, global development, and ethics. Educators must engage in continuous professional development and use innovative, effective teaching strategies. QA processes ensure the relevance and effectiveness of these practices. Wang and Nelson (2022) explored how QA promotes innovative teaching methods, ensuring that curricula and practices are regularly updated to address the dynamic nature of development education.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAccountability and Transparency\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eQA systems enhance transparency and accountability in educational institutions, ensuring programs meet academic standards and align with societal development goals. This is crucial for development education, as it provides stakeholders\u0026mdash;such as students, governments, and international organizations\u0026mdash;clear evidence of how educational outcomes contribute to societal well-being (Kayyali, 2023). Mart\u0026iacute;nez and Gonz\u0026aacute;lez (2024) highlight that QA activities in European universities are improving the transparency of educational outcome reports, holding universities accountable for promoting sustainable and inclusive development.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.2.4 Threats to Quality Assurance Activities\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003ePublic expectations for transparency and accountability in education have increased, pressuring educators and policymakers to develop context-specific standards and adapt systems to meet global demands (Materu, 2007). However, several internal and external challenges hinder the effective implementation of quality assurance (QA) in education. Internally, a lack of collaboration between faculty and administration is a major obstacle. Aboudahr and Mohamad (2021) stress that collaboration enhances satisfaction, development, and outcomes. Without leadership commitment and faculty involvement, educational improvements are unlikely (Hina \u0026amp; Ajmal, 2016). Inadequate funding further obstructs QA efforts by limiting resources for faculty development, infrastructure, and student services, ultimately undermining quality (Usman \u0026amp; Chinyere, 2021; Al-Amin, 2023). Faculty resistance to change, particularly from those accustomed to traditional methods, also poses a challenge (Kargytė, 2015). Cultural factors, including leadership attitudes, are crucial for fostering a QA-driven culture (Hina \u0026amp; Ajmal, 2016). Moreover, the lack of trained personnel, especially experienced senior faculty, weakens adherence to QA standards (Materu, 2007).\u003c/p\u003e\n\u003cp\u003eExternally, aligning internal QA processes with external standards is a significant challenge. Diverging focuses, such as outputs versus inputs, can create tensions within institutions (Darojat et al., 2015). Nguyen et al. (2021) argue that QA staff must understand governance to manage both internal and external expectations effectively. The financial burden of external QA processes is another concern, as they strain university budgets, particularly in developing countries (Nyamwesa et al., 2020). Balancing compliance costs with improved QA benefits is crucial (Lyytinen et al., 2017). Additionally, regulatory compliance can distract from academic priorities, and evolving international standards can cause resistance and confusion (Ozeki, 2023).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.2.5 Addressing Quality Assurance impediments\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eDespite challenges in quality assurance (QA), several strategies have been proposed to mitigate these obstacles. Regular self-evaluations and internal reviews, including audits of programs, staffing, student engagement, research activities, and support services, are essential for strengthening QA within institutions (Asuquo \u0026amp; Onyinye, 2022). Accreditation processes also drive quality improvement by prompting institutions to reassess practices, identify inefficiencies, and implement improvements. This process ensures collaboration with accrediting bodies, promoting best practices in curriculum design, teaching methods, and administration (Baumgartner et al., 2020; Nguyen et al., 2021). Albaroudi (2023) highlights the positive impact of QA systems and academic accreditation on student experiences.\u003c/p\u003e\n\u003cp\u003eIn Ghana, the National Accreditation Board (now GTEC) has been key in establishing QA measures to uphold educational standards amidst growing demand for higher education. NAB\u0026rsquo;s institutional visits and inspections help curb the proliferation of substandard universities (Tsevi, 2014). Accrediting agencies also encourage the creation of QA units within higher education institutions to assess and improve quality, ensuring institutions meet internal and external standards (Lyytinen et al., 2017). For example, Nigeria\u0026rsquo;s National Open University has set up a Quality Assurance Unit to enhance institutional practices (Helen \u0026amp; Konyeha, 2020). Ansah (2015) emphasizes the importance of these units in maintaining high standards and fostering continuous improvement across teaching, research, and administration. Competitive funding mechanisms are also crucial for supporting QA initiatives.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.2.6 Empirical literature\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe growth and advancement of higher education institutions are linked to the implementation of quality assurance (QA) systems (Utuka, 2013). Numerous studies highlight critical factors benefiting from QA, contributing to improved educational quality. Nguyen et al. (2021) examined the successful implementation of QA in Vietnamese higher education, identifying key success factors, such as heightened recognition of QA\u0026rsquo;s importance, strong institutional leadership, stakeholder support, and active internal QA involvement. Their research emphasizes the need for a quality-oriented culture and stakeholder engagement in QA processes. Similarly, Ketkajorn et al. (2017) analyzed factors influencing QA effectiveness across schools of varying capacities. Their study, using a questionnaire with a reliability coefficient of 0.95 to 1,128 participants, found that human resources, leadership, and teamwork were primary determinants of QA efficacy. Their results highlight the need for customized QA practices tailored to each school\u0026apos;s attributes.\u003c/p\u003e\n\u003cp\u003eAdditionally, Seyfried and Pohlenz (2018) investigated factors influencing QA in German institutions. Their regression model, based on survey data from quality managers, revealed that collaboration and senior management support significantly influenced QA efficacy, offering insights into QA dynamics in higher education. Thondhlana and Garwe (2021) proposed that QA methods like self-evaluation and peer review could improve research and development in higher education. Mursidi et al. (2020) found that private institutions could enhance educational processes through structured QA systems. Despite evidence supporting the importance of collaboration, policy implementation, and management support, limited research has focused on QA factors in development education. This study aims to address this gap by exploring factors that enhance QA in development education.\u003c/p\u003e\n\u003cp\u003eBrunsson and Olsen (2019\u003cstrong\u003e)\u003c/strong\u003e explored the paradoxes and tensions within QA systems, emphasizing the need for balance between institutional autonomy and external accountability. The authors argue that QA systems must not only monitor quality but also encourage innovation, especially in development education, where the goals are often dynamic and context-specific. Brunsson and Olsen suggest that QA systems in development education should foster both internal development and responsiveness to external societal needs, allowing institutions to remain flexible while ensuring high educational standards.\u003c/p\u003e\n\u003cp\u003eJamil and Kaur (2019) examined the critical role of faculty development programs in strengthening QA systems, particularly in Southeast Asia. Jamil and Kaur emphasize that the professional development of faculty members is essential for enhancing QA efficacy, as educators are the primary drivers of quality in teaching and curriculum delivery. In the context of development education, where issues such as social justice, poverty alleviation, and sustainability are central, faculty members must be equipped with both pedagogical skills and subject-specific knowledge. The study highlights how targeted faculty training can contribute to achieving the broader goals of development education by ensuring that educators are better prepared to tackle complex development challenges.\u003c/p\u003e\n\u003cp\u003eHernandez and Marquez (2020) investigated QA in Latin American institutions, Hernandez and Marquez explore the transformative role of technology in QA processes. Their findings demonstrate that digital tools and data analytics have the potential to enhance transparency, efficiency, and inclusivity in QA systems. In development education, which often involves a diverse student body and evolving curricula, technology can help institutions monitor quality in real-time, track student progress, and gather feedback from stakeholders. The authors argue that integrating technology into QA activities is crucial for adapting to the changing needs of development education and ensuring its effectiveness in achieving its goals.\u003c/p\u003e\n\u003cp\u003eMuwanga and Ouma (2022) focusing on QA in African universities, Muwanga and Ouma examine how QA systems can support the achievement of development education goals, particularly in the context of sustainable development. Their study highlights how QA practices, including external accreditation, internal assessments, and peer reviews, can help universities align their programs with international development frameworks such as the UN\u0026apos;s Sustainable Development Goals (SDGs). By emphasizing quality through systematic evaluation and continuous improvement, QA practices can ensure that development education programs are responsive to both local needs and global challenges. The study underscores that QA activities can play a pivotal role in helping institutions integrate development education principles into their curricula and ensure that graduates are equipped to contribute meaningfully to sustainable development.\u003c/p\u003e\n\u003cp\u003eTobias and Magu (2020) studied \u0026nbsp;the role of QA in fostering cross-disciplinary collaboration in development education. Tobias and Magu argue that QA activities such as program reviews, accreditation, and stakeholder feedback mechanisms can encourage collaboration between departments and across institutions. In development education, where interdisciplinary approaches are essential for addressing global issues such as climate change, poverty, and social inequality, fostering cross-disciplinary collaboration is crucial. The study demonstrates that QA systems that promote collaboration help create educational environments where diverse perspectives can be integrated into the curriculum, contributing to more holistic and effective development education programs.\u003c/p\u003e\n\u003cp\u003eWhile previous studies have highlighted the importance of leadership, stakeholder involvement, and faculty development in ensuring effective QA systems in higher education, recent research emphasizes the need for adaptability, technology integration, and cross-disciplinary collaboration, particularly within development education contexts. Brunsson and Olsen (2019) stress the importance of balancing internal development with external accountability, while Jamil and Kaur (2019) underline the role of faculty development in strengthening QA. Hernandez and Marquez (2020) advocate for the use of technology to enhance QA practices, and Muwanga and Ouma (2022) highlight the alignment of QA with global development goals. Lastly, Tobias and Magu (2020) explore how QA can promote interdisciplinary collaboration, a key element in addressing complex development challenges. Collectively, these studies provide a comprehensive framework for understanding how QA activities can contribute to achieving the goals of development education, ensuring that quality assurance is not only about meeting standards but also about fostering innovation, collaboration, and responsiveness to evolving societal needs.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.2.7 Theoretical framework\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study is based on the quality culture theory, central to quality assurance practices in higher education. Quality culture involves creating a shared set of values, beliefs, and practices focused on continuous improvement in educational processes and outcomes. It integrates cultural, psychological, managerial, and structural factors to enhance education quality (Bendermacher et al., 2016). Unlike traditional QA approaches, this concept emphasizes the integration of cultural and structural elements to achieve excellence in teaching and learning (Dzimińska et al., 2018). Developing a culture of excellence in higher education requires leadership alignment with institutional values and adherence to national and international standards (Saepudin et al., 2021).\u003c/p\u003e\n\u003cp\u003eUnderstanding organizational culture profiles is crucial for evaluating the effectiveness of quality management practices within institutions (Willar et al., 2015). Aligning cultural and psychological factors with structural and managerial elements can elevate education standards (Bendermacher et al., 2016). In the context of development education in Ghana, the quality culture theory plays a key role in shaping the educational experience, driving performance, and ensuring sustained progress. By addressing the needs of students, faculty, and stakeholders, institutions can enhance their standing and long-term success.\u003c/p\u003e"},{"header":"3.0 METHODOLOGY OF THE STUDY","content":"\u003cp\u003e\u003cstrong\u003e3.1 Qualitative case study design and philosophy\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study uses a qualitative case study design, ideal for exploring complex phenomena in real-life contexts (Yin, 2018). Case studies allow in-depth investigation of issues in their natural settings, making them well-suited for examining the practices and impacts of quality assurance (QA) in higher education institutions. According to Stake (1995), case study research focuses on understanding and interpreting participants\u0026apos; experiences, rather than generalizing findings.\u003c/p\u003e\n\u003cp\u003eThe study follows an interpretive philosophy, which focuses on understanding social phenomena from the perspectives of participants in their unique contexts (Schwandt, 2000). Interpretivism posits that reality is subjective and socially constructed, with meaning derived through participants\u0026apos; experiences and interactions (Guba \u0026amp; Lincoln, 1994). This approach is relevant for understanding how QA practices are perceived and implemented by higher education officials within distinct cultural and institutional settings. It allows for exploration of participants\u0026rsquo; views on their roles and the impact of QA on university education, aligning with qualitative methods for flexible data collection and analysis (Creswell \u0026amp; Poth, 2018). The aim is to gain an in-depth understanding of QA issues in the context of four universities, not to generalize findings.\u003c/p\u003e\n\u003cp\u003eThe population includes quality assurance officials from the Quality Assurance Directorates of four public universities: six from Ghana and two from Oman. Sampling was done using judgmental sampling, selecting management-level officials actively involved in QA processes (Patton, 2002). Eight officials were chosen based on their knowledge and involvement in QA practices. Snowball sampling was then used to identify additional participants, enriching the sample with multiple perspectives on QA practices (Biernacki \u0026amp; Waldorf, 1981).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.3 Data collection method and process\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe primary method of data collection was structured interviews, which enabled the researcher to collect consistent and comparable data from all participants. Structured interviews provide a clear set of questions that allow for systematic data collection while still giving participants the opportunity to share detailed insights into their experiences (Bryman, 2016). In this study, the structured interview questions were designed to elicit detailed responses including:\u003c/p\u003e\n\u003cul type=\"disc\"\u003e\n \u003cli\u003eTell me the objectives of quality assurance?\u003c/li\u003e\n \u003cli\u003eWhat are the activities of the quality assurance directorate that influence \u0026nbsp;development education goal?\u003c/li\u003e\n \u003cli\u003eTell me the link between quality assurance and development education.\u003c/li\u003e\n \u003cli\u003eCan you tell me the challenges faced by quality assurance directorate?\u003c/li\u003e\n \u003cli\u003eHow does quality assurance address its challenges?\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eThe data collection process extended over a period of four months due to scheduling challenges with the busy management-level officials who participated in the study. As these participants had demanding roles, securing interview appointments required follow-up communications. To ensure high response rates, reminder notices were sent at regular intervals, in line with ethical guidelines to maintain respectful communication (Creswell \u0026amp; Poth, 2018).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.4 Ethical consideration and data credibility\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis was part of the research on Inclusive Education, and Community Engagement: Perspectives of Teachers, Parents and Administrators in Ghana, which was approved by the University of Ghana Ethics Committee for the Humanities (ECH 100/22-23). The study\u0026apos;s data collection followed strict ethical guidelines. For instance, individuals\u0026apos; informed consent was obtained verbally because many participants preferred it to written consent that needed to be signed. We \u0026nbsp; ensured participants \u0026nbsp;understood the study\u0026rsquo;s purpose, their role, and their rights, including the ability to withdraw at any time without consequence (Creswell \u0026amp; Poth, 2018). Confidentiality was a priority; participants\u0026rsquo; identities were anonymized, and no institutional identifiers were included in the report. Data were securely stored with access limited to the researcher. The study also adhered to principles of respect and transparency, providing participants with clear information and ensuring voluntary participation.\u003c/p\u003e\n\u003cp\u003eTo enhance data credibility, member checking and peer review were used. Member checking verified the accuracy and clarity of interview transcripts and data interpretation (Lincoln \u0026amp; Guba, 1985). After transcription, the researcher returned the transcripts or summaries to participants for review, allowing clarification or elaboration. Peer review was also conducted, involving sharing data, analysis, and interpretations with other researchers to ensure consistency with the data and eliminate bias (Maxwell, 2013). This strengthened the credibility and rigor of the study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.5 Data analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eData analysis followed the six-step thematic analysis framework by Braun and Clarke (2006). The steps were: i) Transcribing interviews verbatim and reading the transcripts to familiarize with the data. ii) Identifying relevant features and creating initial codes to categorize the data. iii) Grouping codes into potential themes that captured key patterns. iv) Reviewing and refining themes to ensure they accurately represented the data and aligned with the research questions. v) Defining each theme clearly, with names reflecting their core ideas. vi) Integrating the final themes into a narrative report, supported by illustrative quotes. Braun and Clarke\u0026apos;s (2006) approach offers a rigorous, accessible method for identifying patterns and drawing meaningful conclusions from qualitative data.\u003c/p\u003e"},{"header":"4.0 RESULTS AND ANALYSIS","content":"\u003cp\u003e\u003cstrong\u003eObjectives of quality assurance\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe first \u0026nbsp; research objective sought to find out the specific objectives of quality assurance in the university. One \u0026nbsp; of the quality assurance officials (QAO) \u0026nbsp; \u0026nbsp;remarked:\u003c/p\u003e\n\u003cp\u003eThe core objectives of Quality Assurance are to ensure quality teaching and research, create a conducive teaching environment, and provide efficient, transparent, and accountable academic services (QAO-1). One Quality Assurance official also noted that objectives include enhancing education, preparing graduates for national and global challenges, and maintaining accreditation for program credibility and global collaboration (QAO-4).\u003c/p\u003e\n\u003cp\u003eQA promotes student-centered learning through innovative teaching, improved curricula, and outcome assessments. It prioritizes research aligned with national goals, supporting economic, social, and sustainable development. Transparency and accountability are ensured through regular program reviews and audits (QAO5).\u003c/p\u003e\n\u003cp\u003eAn official noted that QA focuses on enhancing academic programs, research, and administration, aligning with national standards and international best practices. The university collaborates with industries to ensure curricula meet market needs and prepares graduates for careers in sectors like healthcare, education, and energy (QAO4).\u003c/p\u003e\n\u003cp\u003eAnother official stated that QA ensures programs and services meet standards, benchmarks, and regulatory requirements, fostering a supportive learning environment (QAO6).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eOne more related:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eQA ensures academic programs meet standards, promotes high-quality teaching, learning, and research, fosters continuous improvement, and enhances institutional reputation and accountability to stakeholders. This is achieved through program accreditation, teaching assessments, research evaluations, and faculty development (QAO7).\u003c/p\u003e\n\u003cp\u003eQA also ensures a high-quality educational experience, improves student outcomes and satisfaction, and fosters an inclusive environment through activities like student feedback surveys, learning outcomes assessment, and campus resource evaluations (QAO6).\u003c/p\u003e\n\u003cp\u003eThe interview responses on Quality Assurance \u0026nbsp;highlight shared objectives aimed at improving education and aligning academic programs with societal needs. \u0026nbsp;QA aims to produce skilled graduates who meet stakeholder expectations by ensuring high-quality teaching, research, and academic services, and fostering a conducive learning environment. The focus on transparency, efficiency, \u0026nbsp;accountability underpins the objective of delivering a high standard of education. QA \u0026nbsp;emphasizes continuous improvement across all areas\u0026mdash;teaching, research, and administration through student-centered learning, innovative teaching methods, and regular program reviews. This is intended to enhance both national and global credibility, ensuring that graduates are well-prepared to face challenges locally and internationally.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;One officer emphasized the importance of aligning academic programs with industry needs, accreditation, and benchmarks to ensure relevance and quality. Furthermore, QA at all the \u0026nbsp;universities prioritizes the fostering of a supportive learning environment, promoting student engagement, satisfaction, and outcomes. Through continuous assessment, feedback, and faculty development, QA practices aim to enhance teaching quality and institutional reputation, ensuring that stakeholders\u0026mdash;students, employers, and accreditation agencies\u0026mdash;are satisfied with the educational experience. Overall, QA initiatives selected \u0026nbsp;universities are designed to uphold high standards of academic excellence and contribute to sustainable societal development.\u003c/p\u003e\n\u003cp\u003eThe following results emerged in response to the interview \u0026nbsp;question: Tell me how quality programmes enhance \u0026nbsp;development of education in the University?\u003c/p\u003e\n\u003cp\u003eQuality Assurance activities contributing to educational development include: developing policies and standards for planning, quality assurance, and needs assessment; maintaining guidelines to ensure best practices in departments; reviewing and recommending new academic plans and assessment systems; planning new academic programs for accreditation; and conducting student evaluations of courses and staff each semester (QAO1).\u003c/p\u003e\n\u003cp\u003eOne official stated: \u0026quot;We oversee quality audits, self-studies, reviews, surveys, staff training, and new staff orientation. We liaise with Faculties/Schools for accreditation of new programs and re-accreditation with the Ghana Tertiary Education Commission (GTEC), CTVET, and professional bodies (QAO5).\u0026quot;\u003c/p\u003e\n\u003cp\u003eAnother noted: \u0026quot;QA designs, implements, and reviews academic quality control schemes, coordinates university affiliations, and develops formats for data collection and reporting (QAO7).\u0026quot;\u003c/p\u003e\n\u003cp\u003eAn official further explained: \u0026quot;Our institution ensures regular program accreditations aligned with international benchmarks, facilitates faculty development through initiatives like Teaching Enhancement Week, and monitors student performance through evaluations for continuous improvement. Curriculum reviews with industry partners ensure program relevance (QAO4).\u0026quot;\u003c/p\u003e\n\u003cp\u003eFinally, internal audits across academic and administrative units ensure policy adherence and identify areas for improvement. Key QA programs include: external evaluations, student feedback on teaching, faculty development support, evaluation of student outcomes, data-driven decisions, and regular collection of student feedback (QAO5).\u003c/p\u003e\n\u003cp\u003eThe interview responses emphasize the comprehensive role of Quality Assurance (QA) in enhancing education at universities. QA activities involve developing policies, ensuring accreditation, conducting student evaluations, and maintaining high academic standards, faculty development, curriculum reviews, and systematic monitoring of student performance to meet both national and international standards. Key takeaways include the importance of regular evaluations, faculty support, data-driven decision-making, and continuous improvement through collaboration with industry and external bodies. These QA practices ensure that institutions adapt to educational needs, maintain accountability, and align academic offerings with global benchmarks. Ultimately, effective QA enhances teaching quality, student learning outcomes, and institutional credibility.\u003c/p\u003e\n\u003cp\u003eRegarding \u0026nbsp;research question 3: \u0026nbsp; The related interview question was-Tell me how quality assurance impacts on the development education, socio-economically, politically and legally?\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eQuality assurance officials \u0026nbsp;explained:\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe implementation of Quality Assurance in universities enhances higher education outcomes, improves graduate employability, boosts economic growth through higher education returns, reduces poverty and inequality, fosters global competitiveness, and promotes a more enlightened population that values the importance of laws (QAO1;4). An official added:\u003c/p\u003e\n\u003cp\u003eEconomically, enhanced educational quality produces a skilled workforce that drives economic growth and diversification. Politically, a strong QA system strengthens higher education and can attract international scholars and students. Legally, meeting quality standards ensures degrees are recognized both domestically and internationally. However, failure to meet accreditation standards can lead to public scrutiny and legal consequences, including sanctions or loss of accreditation (QAO4;6).\u003c/p\u003e\n\u003cp\u003eThe key takeaways from the interview data highlight the broad and significant impact of Quality Assurance (QA) on development education. Effective QA efforts lead to improved graduate employability, economic growth, and global competitiveness, while also addressing social issues like poverty and inequality. QA initiatives contribute to economic expansion, strengthen political standing, and ensure legal compliance by maintaining accreditation. However, failure to meet QA standards can invite negative political and legal consequences, emphasizing the importance of consistent adherence to quality benchmarks. Ultimately, QA enhances both the educational system and broader societal well-being.\u003c/p\u003e\n\u003cp\u003eResearch Question 4 asked about the internal and external challenges to quality assurance in universities. A QA official identified threats such as inadequate infrastructure, low investment in tertiary education, hiring inexperienced faculty, overreliance on technology, and lack of academia-industry collaboration in Africa. Issues like nepotism, money-based admissions, and corrupt practices (e.g., sex for grades) further undermine quality assurance (QAO2).\u003c/p\u003e\n\u003cp\u003eAnother official highlighted global QA challenges, including technological advancements outpacing quality control, competition from global institutions, limited resources, fiscal constraints, academic integrity concerns, and disruptions like COVID-19 (QAO4).\u003c/p\u003e\n\u003cp\u003eA third official noted internal factors such as unclear QA policies, inadequate infrastructure, limited autonomy, inefficient data management, insufficient funding, and weak leadership commitment (QAO6).\u003c/p\u003e\n\u003cp\u003eExternal challenges include changing accreditation standards, increasing regulatory scrutiny, evolving international QA norms, reduced government funding, technological obsolescence, shifting workforce needs, growing diversity expectations, international competition, and government interference leading to strikes (QAO5;8)\u003c/p\u003e\n\u003cp\u003eThe interview responses reveal several key \u0026nbsp; challenges to Quality Assurance (QA) in higher education. Internally, universities face issues such as inadequate infrastructure, insufficient resources, low investment, and a lack of clear QA policies and procedures. Additionally, recruitment of underqualified faculty and lack of faculty commitment to QA hinder effective quality control. Externally, challenges include rapidly advancing technology, changing accreditation standards, fiscal limitations, and the pressures of international competition. Other significant threats include corruption, such as nepotism in admissions, and weak industry-university collaboration, especially in African contexts. These factors collectively undermine efforts to ensure high academic standards and a robust QA system. The overarching theme is that both internal and external issues\u0026mdash;from resource constraints to technological gaps\u0026mdash;pose considerable risks to maintaining educational quality.\u003c/p\u003e\n\u003cp\u003eResearch Question 5 asked how quality assurance issues are addressed. A QA official responded that combating QA threats involves educating on its relevance, establishing strong QA frameworks, and fostering a culture of quality in the university (QAO3). This includes promoting continuous improvement, ensuring QA protocols are approved by the academic board, conducting regular program assessments, and providing faculty training (QAO8).\u003c/p\u003e\n\u003cp\u003eAnother official emphasized fostering student engagement, promoting research integrity, ensuring transparency, and focusing on student outcomes through staff training and strengthening internal QA processes (QAO4;7).\u003c/p\u003e\n\u003cp\u003eA third official noted initiatives such as enhancing digital infrastructure for online learning, offering faculty professional development, conducting regular assessments, engaging in international collaborations, and establishing risk management strategies to maintain quality education (QAO4). A final official mentioned strategies like developing clear QA policies, engaging management for investment, fostering a culture of excellence, encouraging stakeholder feedback, monitoring QA effectiveness, diversifying funding, and investing in technology (QAO5).\u003c/p\u003e\n\u003cp\u003eThe interview responses suggest several strategies to combat threats to Quality Assurance (QA) in universities. Key measures include establishing robust QA frameworks, fostering a culture of continuous improvement, and ensuring regular assessments of academic programs. Training faculty and staff, promoting student engagement, and focusing on student outcomes are also emphasized. Institutions are enhancing digital infrastructure and engaging in international collaborations to improve quality, while risk management strategies address disruptions in the in universities. Overall, these strategies aim to strengthen QA systems, ensure accountability, and promote long-term educational excellence and sustainable developments through ongoing investment in resources, technology, and stakeholder involvement.\u003c/p\u003e"},{"header":"5.0 DISCUSSION","content":"\u003cp\u003eThis session reviews empirical data and literature on the objectives of quality assurance (QA), its role in promoting \u0026nbsp;development education, associated challenges, and solutions. QA\u0026rsquo;s core objective is to produce highly skilled graduates who meet stakeholder expectations, including employers and society, aligning with studies by Harvey \u0026amp; Green (1993) and OECD (2018). This is achieved through evaluating, monitoring, and enhancing academic programs, institutional processes, and student outcomes, as noted by Brennan \u0026amp; Shah (2000) and Dilly (2015).\u003c/p\u003e\n\u003cp\u003eThe study also confirms that QA fosters high-quality teaching and research by setting standards, evaluating performance, and promoting continuous improvement, consistent with Kot \u0026amp; Hendel (2020) and Shah \u0026amp; Nair (2020). Peer reviews, program evaluations, and accreditation procedures, supported by Gosling \u0026amp; Hannibal (2017) and Marshall (2018), are vital. QA also enhances teaching environments (Trowler et al., 2018), and ensures efficiency and accountability in academic services (Middlehurst \u0026amp; Woodfield, 2020). These efforts contribute to optimal learning environments, student success, and administrative excellence (Bryson \u0026amp; Hand, 2020; Shah \u0026amp; Nair, 2020).\u003c/p\u003e\n\u003cp\u003eInterview data reveals key QA initiatives include establishing policies for planning, quality assurance, and needs assessment, consistent with Harvey \u0026amp; Green (1993) and Kot \u0026amp; Hendel (2020). These initiatives involve creating guidelines for program evaluation and continuous improvement, ensuring alignment with institutional goals. QA also ensures best practices across departments, fostering consistency in academic programs (Brennan \u0026amp; Shah, 2000; Middlehurst \u0026amp; Woodfield, 2020).\u003c/p\u003e\n\u003cp\u003eEmpirical data shows QA involves reviewing new academic plans and assessment systems to meet stakeholders\u0026rsquo; needs, confirming previous findings by Dilly (2015) and Marshall (2018). QA oversees new program development and accreditation to meet national and international standards (OECD, 2018; Shah \u0026amp; Nair, 2020). Through these activities, QA fosters a culture of excellence, producing graduates aligned with societal and industry expectations.\u003c/p\u003e\n\u003cp\u003eQA processes, including audits, reviews, surveys, and staff training, align with previous research (Harvey \u0026amp; Green, 1993; Kot \u0026amp; Hendel, 2020). These evaluations ensure academic programs meet institutional goals, and new staff orientations enhance the teaching environment (Brennan \u0026amp; Shah, 2000). Ongoing training sustains academic excellence.\u003c/p\u003e\n\u003cp\u003eQA also coordinates with faculties to secure program accreditation and re-accreditation with agencies like GTEC and CTVET (Dilly, 2015; OECD, 2018). QA designs academic quality control systems, facilitates institutional partnerships, and establishes data collection systems to guide decision-making, ensuring continuous improvement (Shah \u0026amp; Nair, 2020; Middlehurst \u0026amp; Woodfield, 2020). These initiatives foster a culture of excellence, producing graduates who meet stakeholder expectations.\u003c/p\u003e\n\u003cp\u003eEmpirical data shows that QA initiatives enhance academic programs, improving student outcomes, satisfaction, and retention (Kot \u0026amp; Hendel, 2020; Shah \u0026amp; Nair, 2020). These efforts focus on employable skills, increasing job prospects and employment rates (Bryson \u0026amp; Hand, 2020; Middlehurst \u0026amp; Woodfield, 2020). QA supports economic growth by contributing to productivity, innovation, and national development (OECD, 2018; World Bank, 2020). By improving access to quality education, QA reduces poverty and inequality, promoting socio-economic mobility (UNESCO, 2020; World Bank, 2020). QA also boosts global competitiveness by producing skilled graduates crucial for attracting investment and innovation (OECD, 2018; Porter, 2018). Furthermore, QA fosters critical thinking, civic engagement, and legal literacy, promoting social cohesion (Civic Engagement, 2019; Hillygus, 2008). Interview data supports that QA improves graduate employability, economic growth, and global competitiveness while addressing poverty and inequality (Barber \u0026amp; McNair, 2017; Nguyen et al., 2021; Psacharopoulos \u0026amp; Patrinos, 2018).\u003c/p\u003e\n\u003cp\u003eHowever, several threats to QA exist, particularly in Africa. Inadequate infrastructure and insufficient investment in tertiary education pose significant risks. Many African universities face outdated facilities, limited resources, and inadequate learning environments. Ajadi et al. (2020) highlight how lack of infrastructure undermines accreditation standards. Additionally, insufficient government investment exacerbates these challenges, perpetuating poor quality due to limited resources for QA systems (Mok et al., 2020).\u003c/p\u003e\n\u003cp\u003eBassey (2018) highlights that hiring faculty without proper pedagogical training undermines quality assurance (QA) efforts, as such faculty may lack essential teaching and assessment skills. Sarr (2021) supports this view, stressing the importance of qualified faculty to maintain high instructional standards. Additionally, the rapid advancement of online education technology often outpaces institutions\u0026apos; ability to ensure quality control, leading to inconsistencies in delivery and assessment (UNESCO Institute for Information Technologies in Education, 2021; Garrison \u0026amp; Anderson, 2010).\u003c/p\u003e\n\u003cp\u003eThe World Bank (2018) notes that the disconnect between universities and industry worsens the mismatch between graduates\u0026apos; skills and labor market demands, weakening QA processes. Corruption, such as bribery and nepotism in admissions, further compromises QA integrity (Makhathini, 2019). External challenges, like shifting accreditation standards and regulatory scrutiny, create uncertainty for educational institutions (Ewell, 2010). The COVID-19 pandemic has amplified these issues by disrupting QA systems and straining resources (Khan et al., 2020). Global competition also forces institutions to raise standards with limited resources, potentially harming QA efforts (Marginson, 2016). Vaira (2020) points out that unclear QA policies, lack of resources, and insufficient faculty commitment hinder QA effectiveness, compounded by weak leadership and limited professional development opportunities for QA staff (Nair \u0026amp; O\u0026rsquo;Brien, 2019).\u003c/p\u003e\n\u003cp\u003eTo address these challenges, collaborative efforts from university leadership, government, and industry stakeholders are essential to establish robust QA systems. Interviews with QA officials suggest several strategies to mitigate these challenges. First, educating stakeholders on QA\u0026apos;s long-term benefits is crucial. Kettunen and Kantola (2022) stress the importance of informing stakeholders about QA\u0026rsquo;s role in improving institutional performance and student success. Establishing comprehensive QA frameworks is equally important, with ENQA (2020) highlighting best practices for systematic monitoring and enhancement.\u003c/p\u003e\n\u003cp\u003eCreating a culture of continuous improvement is critical. Seyfried and von Staden (2021) emphasize the need for continuous evaluation and adaptation of academic programs to meet societal and student needs. Engaging students in QA processes is also vital for improving outcomes. Kuh and O\u0026apos;Donnell (2021) advocate for feedback mechanisms to enhance educational quality and student satisfaction.\u003c/p\u003e\n\u003cp\u003eThe interview data aligns with existing studies (Mart\u0026iacute;nez \u0026amp; Gonz\u0026aacute;lez, 2024; Kayyali, 2023) in highlighting transparency and accountability as core elements of QA. The Quality Assurance Agency for Higher Education (QAA, 2022) emphasizes the need for clear communication of QA standards to build stakeholder trust. Strengthening digital infrastructure is also crucial, as Garrison and Anderson (2020) argue that a robust digital environment is key to high-quality online education. Investment in technology enhances learning experiences, especially in the evolving educational landscape. Engaging stakeholders through regular feedback is essential. Harvey and Williams (2019) and Kuh and O\u0026apos;Donnell (2021) advocate for a stakeholder-centered feedback approach that fosters collaboration among faculty, students, and administration. Finally, universities must develop risk management strategies to address disruptions to QA systems.\u003c/p\u003e\n\u003cp\u003eQuality culture theory emphasizes the need for continuous commitment to quality at all levels within an institution, aligning with the focus on systematic evaluation and continuous improvement in quality assurance (QA). By fostering a culture of quality, institutions can integrate these practices into their operations. A key aspect of this culture is engaging all stakeholders, including faculty, students, and external partners, which supports the call for accountability in overcoming QA challenges. When all parties are involved, institutions can more effectively address issues and drive improvements.\u003c/p\u003e\n\u003cp\u003ePromoting shared values about quality is another critical element, helping maintain high standards across teaching, research, and student services. The theory also acknowledges challenges like inadequate infrastructure and misalignment with labor market needs but suggests that a strong quality culture can help institutions overcome these through collective commitment and continuous improvement. Additionally, the theory supports the idea that robust QA practices contribute to socio-economic development by ensuring educational programs align with societal and labor market needs, improving employability, and fostering economic growth. Integrating quality culture into QA practices enables institutions to create an environment where quality is a shared responsibility, driving sustained improvements and supporting broader socio-economic goals.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eRemarks on the \u0026nbsp;above model\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe existing literature and empirical findings of the current study inform the development of the \u0026quot;Quality Assurance and Development Education Model.\u0026quot; This model highlights the close link between quality assurance practices and development education goals. Development education, as defined in the model, enhances individuals\u0026apos; capacities through knowledge, skills, values, critical thinking, and transformative learning. These elements are essential for addressing global challenges such as poverty, environmental degradation, inequality, and conflict (Smith \u0026amp; Brown, 2023; Williams \u0026amp; Clark, 2024).\u003c/p\u003e\n\u003cp\u003eQuality assurance activities play a key role in development education by ensuring curricula align with global goals. Through policy tools, quality assurance promotes core values such as social responsibility, justice, transparency, accountability, and economic development (Jones, 2022; Turner, 2023). By embedding these principles into education, quality assurance helps create experiences aligned with the evolving global landscape.\u003c/p\u003e\n\u003cp\u003eQuality assurance\u0026rsquo;s impact on development education is significant, particularly in addressing global challenges. It encourages community engagement, global citizenship, social justice, human rights, and environmental protection (Green \u0026amp; Lewis, 2024). Through these efforts, quality assurance strengthens development education and contributes to global sustainable development goals.\u003c/p\u003e\n\u003cp\u003eFrom the aforementioned facts, development education should be regarded as one of the best programs globally for three key reasons:\u003c/p\u003e\n\u003col\u003e\n \u003cli\u003eIt equips individuals with the knowledge, skills, and critical thinking needed to tackle global issues like poverty, environmental degradation, inequality, and health crises. As Smith and Brown (2023) and Williams and Clark (2024) highlight, development education fosters transformative learning that empowers individuals to address these complex challenges and create meaningful social change.\u003c/li\u003e\n \u003cli\u003eDevelopment education instills values such as social responsibility, justice, transparency, and accountability (Jones, 2022; Turner, 2023). By embedding these values, it nurtures global citizenship, encouraging students to engage in promoting human rights, peace, and sustainability, ensuring they are ethically conscious as well as knowledgeable.\u003c/li\u003e\n \u003cli\u003eDevelopment education inspires actions that contribute to social, economic, and environmental sustainability. Green and Lewis (2024) note that it facilitates community engagement and activism, motivating individuals to shape a more peaceful, inclusive world, while addressing economic development, human rights, and environmental preservation.\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003e\u003cstrong\u003eLimitations of the study and direction for four future studies\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe current study is a cross-sectional qualitative study which is subjective. Future studies can look at longitudinal \u0026nbsp;quantitative study which is objective for generalization.\u0026nbsp;\u003c/p\u003e"},{"header":"CONCLUSION","content":"\u003cp\u003eQuality assurance (QA) in higher education is vital for enhancing academic programs and ensuring graduates meet the expectations of stakeholders, including employers and society. Through systematic evaluation and continuous improvement, QA maintains high standards in teaching, research, and student services. As global competition in higher education intensifies, rigorous QA practices are essential for fostering excellence, improving employability, and contributing to socio-economic development. However, QA faces challenges such as inadequate infrastructure, insufficient funding, corruption, and external pressures like regulatory changes and technological disruptions. Overcoming these challenges requires fostering a culture of continuous improvement, investing in \u0026nbsp;QA frameworks, and ensuring stakeholder engagement.\u003c/p\u003e\n\u003cp\u003eQA in higher education is closely linked to development education, which addresses inequality, environmental sustainability, and economic livelihood. QA systems ensure educational programs align with the needs of society, the labor market, and the global economy, supporting socio-economic development. By improving employability through enhanced teaching and research, QA contributes to poverty reduction, economic growth, and social inclusion, driving sustainable, inclusive development in education.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFUTURE RESEARCH AGENDA\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eBased on the conclusion from the empirical study, we proffer four proposals for a future research agenda in the field of quality assurance (QA) in higher education:\u003c/p\u003e\n\u003col\u003e\n \u003cli\u003eExplore a longitudinal studies tracking graduates\u0026apos; career outcomes and the broader economic impacts of QA initiatives on communities.\u003c/li\u003e\n \u003cli\u003eInvestigating \u0026nbsp;innovative solutions to address the challenges of inadequate infrastructure and insufficient funding in QA systems.\u003c/li\u003e\n \u003cli\u003eExamine effective methods for aligning educational programs with labor market demands.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eI\u003c/strong\u003envestigate the impact of corruption and external pressures, such as regulatory changes and technological disruptions, on QA systems.\u0026nbsp;\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003eThese proposals aim to address the critical issues highlighted in the study and contribute to the ongoing improvement and effectiveness of QA in higher education\u003c/p\u003e\n\u003cp\u003eThree key uniqueness of this study\u003c/p\u003e\n\u003col start=\"1\" type=\"a\"\u003e\n \u003cli\u003e\u0026nbsp;The study uniquely highlights how quality assurance practices in higher education are directly aligned with development education, ensuring academic programs contribute to socio-economic development by addressing global challenges like inequality and environmental sustainability.\u003c/li\u003e\n \u003cli\u003e\u0026nbsp;It emphasizes the role of QA in enhancing employability, improving teaching standards, and contributing to poverty reduction, economic growth, and social inclusion through development education.\u003c/li\u003e\n \u003cli\u003eThe study identifies specific challenges to QA, technological challengers, funding constraints and proposes solutions for fostering accountability and improving sustainable, inclusive development in education.\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003e\u003cstrong\u003eKEY IMPLICATIONS FOR POLICY\u003c/strong\u003e\u003c/p\u003e\n\u003col start=\"1\" type=\"1\"\u003e\n \u003cli\u003eGovernments and higher education institutions must invest in physical and digital infrastructure to create conducive learning environments. This includes upgrading facilities, enhancing technological resources, and ensuring faculty are well-trained. Such investments are crucial to meet QA standards, accreditation requirements, and deliver quality education.\u003c/li\u003e\n \u003cli\u003ePolicymakers should encourage stronger collaboration between higher education and industry stakeholders to align academic programs with labor market needs. Regular curriculum reviews, employer feedback, and industry expert involvement can improve graduate employability and reduce skill mismatches.\u003c/li\u003e\n \u003cli\u003ePolicy frameworks should prioritize continuous improvement within QA systems, including regular evaluations of programs, teaching methods, and student services, along with feedback from students, faculty, and industry. Professional development for staff should also be prioritized to maintain high academic standards.\u003c/li\u003e\n \u003cli\u003ePolicies should enhance transparency and accountability in QA practices. Clear communication of QA standards and outcomes fosters trust among stakeholders and improves QA effectiveness, including engaging students through regular surveys and feedback.\u003c/li\u003e\n \u003cli\u003eInstitutions should implement comprehensive risk management strategies to address disruptions like technological advancements, accreditation changes, or global crises. Policymakers can support by providing risk management frameworks to ensure institutions can adapt while maintaining high educational quality.\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003eBy addressing these policy implications, countries can foster an environment where QA systems improve educational outcomes and contribute to socio-economic development goals, including poverty reduction, human capital development, environmental protection and national competitiveness.Top of FormBottom of Form\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAuthors\u0026rsquo; contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e1\u003c/strong\u003e. \u0026nbsp;MKA made substantial contributions to the conception of the paper, design of the work; analysis, or interpretation of data, writing and editing of the whole manuscript.\u003c/p\u003e\n\u003cp\u003e2. JDA contributed to writing and editing of the paper.\u003c/p\u003e\n\u003cp\u003e3. EM \u0026nbsp;contributed to writing and editing of the paper.\u003c/p\u003e\n\u003cp\u003e4. BA \u0026nbsp;contributed to writing and editing of the paper.\u003c/p\u003e\n\u003cp\u003eAll authors agreed to be accountable for all aspects of the work in ensuring that questions related to the accuracy or integrity of any part of the work are appropriately investigated and resolved.\u003c/p\u003e\u003col style=\"list-style-type: lower-roman;\"\u003e\n \u003cli\u003eAuthors declare \u0026nbsp;there was no funding for this study.\u003c/li\u003e\n \u003cli\u003eI declare that the authors have no competing interests as defined by Discover\u003c/li\u003e\n \u003cli\u003eThis manuscript does not report data generation or analysis.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eEthical consideration\u003c/strong\u003e: This study was part of the research on Inclusive Education, and Community Engagement: Perspectives of Teachers, Parents and Administrators in Ghana, which was approved by the University of Ghana Ethics Committee for the Humanities (ECH 100/22-23). The study\u0026apos;s data collection followed strict ethical guidelines.\u003c/li\u003e\n \u003cli\u003eAI was used to enhance the writing.\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003eAamodt, P., Fr\u0026oslash;lich, N., \u0026amp; Stensaker, B. (2016). Learning outcomes \u0026ndash; a useful tool in quality assurance? views from academic staff\u003cem\u003e. Studies in Higher Education, 43\u003c/em\u003e(4), 614-624. https://doi.org/10.1080/03075079.2016.1185776\u003c/li\u003e\n \u003cli\u003eAboudahr, S. and Mohamad, M. (2021). Strategic leadership as a mediating variable between organisational climate and quality improvement in higher education\u003cem\u003e. Journal of Southwest Jiaotong University, 56\u003c/em\u003e(2), 618-637. https://doi.org/10.35741/issn.0258-2724.56.2.50\u003c/li\u003e\n \u003cli\u003eAbukari, A. and Corner, T. (2010). Delivering higher education to meet local needs in a developing context: the quality dilemmas? \u003cem\u003eQuality Assurance in Education, 18\u003c/em\u003e(3), 191-208. https://doi.org/10.1108/09684881011058641\u003c/li\u003e\n \u003cli\u003eAdotey, J., Obinnim, E., \u0026amp; Pongo, N. (2016). Quality assurance and higher fashion education in Ghana: examining the contemporary quandary. \u003cem\u003eInternational Journal of Vocational Education and Training Research, 2\u003c/em\u003e(6), 39. https://doi.org/10.11648/j.ijvetr.20160206.12\u003c/li\u003e\n \u003cli\u003eAguilar, A., \u0026amp; Liao, T. (2022). Equity and access in higher education: Quality assurance frameworks in Latin American universities\u003cem\u003e. International Journal of Education Policy and Leadership, 14\u003c/em\u003e(3), 233-245.\u003c/li\u003e\n \u003cli\u003eAjadi, T., et al. (2020). \u003cem\u003eQuality assurance in higher education: A focus on Africa\u003c/em\u003e. \u003cem\u003eJournal of Higher Education Policy and Management, 42\u003c/em\u003e(3), 245-260.\u003c/li\u003e\n \u003cli\u003eAkinyemi, A., \u0026amp; Ijaiya, G. (2020). Quality assurance in African higher education: A review of challenges and opportunities. African Journal of Higher Education, 34(2), 45-59.\u003c/li\u003e\n \u003cli\u003eAl-Amin, U. (2023). Challenges and Solutions of Quality Assurance in the Colleges of Education in Nigeria. \u003cem\u003eJournal of Science, Humanities and Arts, 10\u003c/em\u003e(3).\u003c/li\u003e\n \u003cli\u003eAlabi, J., Alabi, G., Adjei, R., Dzandu, P., Utuka, G., \u0026amp; Munkaila, A. (2018). Quality assurance in Ghanaian higher education institutions: Opportunities and constraints. \u003cem\u003eCODESRIA. Retrieved from https://codesria.org/spip. php\u003c/em\u003e.\u003c/li\u003e\n \u003cli\u003eAlvi, G. (2021). Current issues and problems about the quality improvement faced by management in higher educational institutions. \u003cem\u003eJournal of Accounting and Finance in Emerging Economies, 7\u003c/em\u003e(1), 1-8. https://doi.org/10.26710/jafee.v7i1.1541\u003c/li\u003e\n \u003cli\u003eAnsah, F. (2015). A strategic quality assurance framework in an african higher education context. \u003cem\u003eQuality in Higher Education, 21\u003c/em\u003e(2), 132-150. https://doi.org/10.1080/13538322.2015.1084720\u003c/li\u003e\n \u003cli\u003eAnsah, F. (2016). \u003cem\u003eConceptualising external and internal quality assurance in higher education: A pragmatist perspective\u003c/em\u003e\u003cem\u003e.\u003c/em\u003e\u003cem\u003eInternational Journal of African Higher Education, 2\u003c/em\u003e(1), 23-45. https://doi.org/10.6017/ijahe.v2i1.9261\u003c/li\u003e\n \u003cli\u003eAnyidoho, E. D. (2023). Exploring internal quality assurance management practices: Experiences of some quality assurance actors at the University of Ghana. \u003cem\u003eGhana Journal of Higher Education Management\u003c/em\u003e, \u003cem\u003e9\u003c/em\u003e(1).\u003c/li\u003e\n \u003cli\u003eArthur, G. A. (2022). Empirical assessment of quality assurance practices in Ghana higher education of learning: A focus on private universities. \u003cem\u003eInternational Journal of Public Administration and Management Research\u003c/em\u003e, \u003cem\u003e7\u003c/em\u003e(4), 1-15.\u003c/li\u003e\n \u003cli\u003eAsuquo, M., \u0026amp; Onyinye, C. (2022). Internal school quality assurance practices and undergraduate students\u0026rsquo; attitude towards academic activities: a case of public universities in cross river state, nigeria. \u003cem\u003eInternational Education Studies, 15\u003c/em\u003e(4), 108. https://doi.org/10.5539/ies.v15n4p108\u003c/li\u003e\n \u003cli\u003eBagiastuti, N., Damayanti, I., \u0026amp; Astuti, N. (2022). Urgency internal quality assurance system: in the recognition prior learning program at bali state polytechnic., 103-108. https://doi.org/10.2991/978-2-494069-83-1_19\u003c/li\u003e\n \u003cli\u003eBakare, A. (2017). Quality assurance in higher education in Africa: Current trends and future prospects. International Journal of Education and Development, 39(1), 67-82.\u003c/li\u003e\n \u003cli\u003eBanks, J. A. (2008). \u003cem\u003eDiversity and Citizenship Education: Global Perspectives\u003c/em\u003e. Jossey-Bass.\u003c/li\u003e\n \u003cli\u003eBarber, B. and McNair, D. (2017). Who guards the guardians? national implications of accreditation at city college of san francisco. \u003cem\u003eCommunity College Review, 45\u003c/em\u003e(3), 215-233. https://doi.org/10.1177/0091552117717022\u003c/li\u003e\n \u003cli\u003eBaumgartner, J., Bradley, C., Clark, B., Janes, C., Johnstone, E., Rouse, M., \u0026hellip; \u0026amp; Whetstone, A. (2020). Global forum on quality assurance in ce/cpd: assuring quality across boundaries. \u003cem\u003ePharmacy, 8\u003c/em\u003e(3), 114. https://doi.org/10.3390/pharmacy8030114\u003c/li\u003e\n \u003cli\u003eBendermacher, G., Egbrink, M., Wolfhagen, I., \u0026amp; Dolmans, D. (2016). Unravelling quality culture in higher education: a realist review. \u003cem\u003eHigher Education, 73\u003c/em\u003e(1), 39-60. https://doi.org/10.1007/s10734-015-9979-2\u003c/li\u003e\n \u003cli\u003eBernhard, A. (2012). Quality Assurance in Higher Education. In: Quality Assurance in an International Higher Education Area (pp 39-68). VS Verlag f\u0026uuml;r Sozialwissenschaften. https://doi.org/10.1007/978-3-531-94298-8_3\u003c/li\u003e\n \u003cli\u003eBassey, U. (2018). Faculty Quality and Its Impact on Higher Education Quality Assurance. \u003cem\u003eInternational Journal of Educational Management\u003c/em\u003e.\u003c/li\u003e\n \u003cli\u003eBiernacki, P., \u0026amp; Waldorf, D. (1981). Snowball sampling: Problems and techniques of chain referral sampling. \u003cem\u003eSociological Methods \u0026amp; Research, 10\u003c/em\u003e(2), 141-163.\u003c/li\u003e\n \u003cli\u003eBogue, E. (1998). Quality assurance in higher education: the evolution of systems and design ideals. \u003cem\u003eNew Directions for Institutional Research, 1998\u003c/em\u003e(99), 7-18. https://doi.org/10.1002/ir.9901\u003c/li\u003e\n \u003cli\u003eBrennan, J., \u0026amp; Shah, T. (2000). Quality assessment and institutional change in higher education. \u003cem\u003eHigher Education, 40\u003c/em\u003e(3), 297-314.\u003c/li\u003e\n \u003cli\u003eBraun, V., \u0026amp; Clarke, V. (2006). \u003cem\u003eUsing thematic analysis in psychology\u003c/em\u003e. \u003cem\u003eQualitative Research in Psychology, 3\u003c/em\u003e(2), 77-101.\u003c/li\u003e\n \u003cli\u003eBrunsson, N., \u0026amp; Olsen, J. P. (2019). Quality assurance in higher education: Paradoxes and tensions in the search for improvement. \u003cem\u003eHigher Education Policy, 32\u003c/em\u003e(3), 319-334.\u003c/li\u003e\n \u003cli\u003eBryman, A. (2016). \u003cem\u003eSocial research methods\u003c/em\u003e (5th ed.). Oxford University Press.\u003c/li\u003e\n \u003cli\u003eBryson, J., \u0026amp; Hand, L. (2020). Student engagement: A review of the literature. \u003cem\u003eJournal of Student Engagement: Education Matters, 1\u003c/em\u003e(1), 1-15.\u003c/li\u003e\n \u003cli\u003eCardoso, S., Rosa, M., Videira, P., \u0026amp; Amaral, A. (2017). Internal quality assurance systems: \u0026ldquo;tailor made\u0026rdquo; or \u0026ldquo;one size fits all\u0026rdquo; implementation?. \u003cem\u003eQuality Assurance in Education, 25\u003c/em\u003e(3), 329-342. https://doi.org/10.1108/qae-03-2017-0007\u003c/li\u003e\n \u003cli\u003eCivic Engagement. (2019). Civic education and engagement. \u003cem\u003eJournal of Civic Engagement, 1\u003c/em\u003e(1), 1-12.\u003c/li\u003e\n \u003cli\u003eCreswell, J. W., \u0026amp; Poth, C. N. (2018). \u003cem\u003eQualitative inquiry and research design: Choosing among five approaches\u003c/em\u003e (4th ed.). SAGE Publications\u003c/li\u003e\n \u003cli\u003eDarojat, O., Nilson, M., \u0026amp; Kaufman, D. (2015). Quality assurance in asian open and distance learning: policies and implementation. \u003cem\u003eJournal of Learning for Development, 2\u003c/em\u003e(2). https://doi.org/10.56059/jl4d.v2i2.105\u003c/li\u003e\n \u003cli\u003eDattey, K., Westerheijden, D. F., \u0026amp; Hofman, W. H. A. (2014). Impact of accreditation on public and private universities: a comparative study. \u003cem\u003eTertiary Education and Management\u003c/em\u003e, \u003cem\u003e20\u003c/em\u003e, 307-319.\u003c/li\u003e\n \u003cli\u003eDei, D. (2019). Assessing quality assurance practices in institutions of higher learnings. \u003cem\u003eInternational Journal of Learning Teaching and Educational Research, 18\u003c/em\u003e(12), 30-45. https://doi.org/10.26803/ijlter.18.12.3\u003c/li\u003e\n \u003cli\u003eDeuchar, R. (2014). \u003cem\u003eDevelopment Education and Its Role in Higher Education\u003c/em\u003e. \u003cem\u003eInternational Journal of Development Education and Global Learning, 6\u003c/em\u003e(2), 19\u0026ndash;33.\u003c/li\u003e\n \u003cli\u003eDilly, S. (2015). Quality assurance in higher education: A review of the literature. \u003cem\u003eQuality Assurance in Education, 23\u003c/em\u003e(3), 246-258.\u003c/li\u003e\n \u003cli\u003eDzimińska, M., Fijałkowska, J., \u0026amp; Sułkowski, Ł. (2018). Trust-based quality culture conceptual model for higher education institutions. \u003cem\u003eSustainability, 10\u003c/em\u003e(8), 2599. https://doi.org/10.3390/su10082599\u003c/li\u003e\n \u003cli\u003eEffah, P., \u0026amp; Hofman, W. H. A. (2010). \u003cem\u003eRegulating Tertiary Education: Ghanaian and International Perspectives\u003c/em\u003e. Ghana University Press.\u003c/li\u003e\n \u003cli\u003eEl-Rahman, S., \u0026amp; Al-Twaim, B. (2015). Development of quality assurance system for academic programs and courses reports. \u003cem\u003eInternational Journal of Modern Education and Computer Science, 7\u003c/em\u003e(6), 30-36. https://doi.org/10.5815/ijmecs.2015.06.05\u003c/li\u003e\n \u003cli\u003eEuropean Association for Quality Assurance in Higher Education (ENQA). (2020). Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG).\u003c/li\u003e\n \u003cli\u003eEwell, P. (2010). The Role of Quality Assurance in Higher Education. \u003cem\u003eQuality in Higher Education\u003c/em\u003e\u003c/li\u003e\n \u003cli\u003eFaturohim, A. (2023). An analysis of urban poverty and unemployment. \u003cem\u003eJurnal Bina Praja, 15(2)\u003c/em\u003e, 309-324. https://doi.org/10.21787/jbp.15.2023.309-324\u003c/li\u003e\n \u003cli\u003eFerreira, C., Garc\u0026iacute;a, J., \u0026amp; Aller, M. (2014). Student guidance and attention to diversity in the processes of quality assurance in higher education. European Journal of Education, 49(4), 575-589. https://doi.org/10.1111/ejed.12098\u003c/li\u003e\n \u003cli\u003eFroment, A., \u0026amp; Kis, D. (2023). \u003cem\u003eGlobal Perspectives on Quality Assurance: A Comparative Study of Systems in Europe, Africa, and Asia\u003c/em\u003e. \u003cem\u003eThe International Journal of Educational Development, 79\u003c/em\u003e, 102298.\u003c/li\u003e\n \u003cli\u003eGehart, D. (2010). The core competencies and mft education: practical aspects of transitioning to a learning-centered, outcome-based pedagogy. Journal of Marital and Family Therapy, 37(3), 344-354. https://doi.org/10.1111/j.1752-0606.2010.00205.x\u003c/li\u003e\n \u003cli\u003eGhana Tertiary Education Commission (GTEC). (2024a). Accrediated and Unaccredited Institutions. Retrieved from https://www.gtec.edu.gh/institution-category\u003c/li\u003e\n \u003cli\u003eGhana Tertiary Education Commission (GTEC). (2024b). General Overview. Retrieved from https://www.gtec.edu.gh/general-overview\u003c/li\u003e\n \u003cli\u003eGhana Tertiary Education Commission (GTEC). (2024c). \u003cem\u003eQuality Assurance\u003c/em\u003e. Retrieved from https://www.gtec.edu.gh/quality-assurance\u003c/li\u003e\n \u003cli\u003eGarrison, D. R., \u0026amp; Anderson, T. (2020). \u003cem\u003eE-Learning in the 21st Century: A Community of Inquiry Framework for Online Learning\u003c/em\u003e.\u003c/li\u003e\n \u003cli\u003eGosling, D., \u0026amp; Hannibal, M. (2017). Peer review of teaching: A practical guide. Routledge.\u003c/li\u003e\n \u003cli\u003eGuba, E. G., \u0026amp; Lincoln, Y. S. (1994). \u003cem\u003eCompeting paradigms in qualitative research\u003c/em\u003e. In N. K. Denzin \u0026amp; Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 105-117). SAGE Publications\u003c/li\u003e\n \u003cli\u003eGibson, D., Dollarhide, C., \u0026amp; Moss, J. (2010). Professional identity development: a grounded theory of transformational tasks of new counselors. \u003cem\u003eCounselor Education and Supervision, 50\u003c/em\u003e(1), 21-38. https://doi.org/10.1002/j.1556-\u003c/li\u003e\n \u003cli\u003eGomez, J. (2005). In the name of environmental education: words and things in the complex territory of education\u0026mdash;environment\u0026mdash;development relations. \u003cem\u003ePolicy Futures in Education, 3\u003c/em\u003e(3), 260-270. https://doi.org/10.2304/pfie.2005.3.3.4\u003c/li\u003e\n \u003cli\u003eGreen, F., \u0026amp; Lewis, P. (2024). \u003cem\u003ePromoting Social Responsibility Through Development Education\u003c/em\u003e. \u003cem\u003eJournal of Social Impact, 33\u003c/em\u003e(1), 145-170.\u003c/li\u003e\n \u003cli\u003eHang, N. (2018). Quality assurance in higher education: implications for vietnamese universities. Vnu \u003cem\u003eJournal of Foreign Studies, 34\u003c/em\u003e(5). https://doi.org/10.25073/2525-2445/vnufs.4303\u003c/li\u003e\n \u003cli\u003eHanh, N. (2020). Quality education accreditation of the united states and vietnam management model. \u003cem\u003eReview of European Studies, 12\u003c/em\u003e(2), 1-79. https://doi.org/10.5539/res.v12n2p79\u003c/li\u003e\n \u003cli\u003eHarvey, L., \u0026amp; Williams, J. (2019). Feedback in Higher Education: The Importance of a Stakeholder Approach. \u003cem\u003eAssessment \u0026amp; Evaluation in Higher Education\u003c/em\u003e, 44(2), 174-188.\u003c/li\u003e\n \u003cli\u003eHarvey, L., \u0026amp; Green, D. (1993). Defining quality. \u003cem\u003eAssessment \u0026amp; Evaluation in Higher Education, 18\u003c/em\u003e(1), 9-34.\u003c/li\u003e\n \u003cli\u003eHanushek, E. A., \u0026amp; Woessmann, L. (2007). The role of education quality for economic growth. \u003cem\u003eWorld Bank Policy Research Working Paper 4122\u003c/em\u003e.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eHarris, P. (2011).\u003c/strong\u003e\u003cem\u003eThe Role of Higher Education in Promoting Global Citizenship\u003c/em\u003e. \u003cem\u003eJournal of Higher Education Outreach and Engagement, 15\u003c/em\u003e(1), 5\u0026ndash;21.\u003c/li\u003e\n \u003cli\u003eHelen, O. and Konyeha, S. (2020). Security and quality assurance of ict enhanced learners support services in distance education: national open university nigeria experience. Nipes \u003cem\u003eJournal of Science and Technology Research, 2\u003c/em\u003e(3), 304. https://doi.org/10.37933/nipes/2.3.2020.3\u003c/li\u003e\n \u003cli\u003eHernandez, J., \u0026amp; Marquez, C. (2020). Technology and quality assurance in higher education: A transformative approach in Latin America. Journal of Education and \u003cem\u003eTechnology in Higher Education, 17\u003c/em\u003e(4), 221-236.\u003c/li\u003e\n \u003cli\u003eHillygus, D. S. (2008). The missing link: Exploring the relationship between civic education and civic engagement. \u003cem\u003eJournal of Politics, 70\u003c/em\u003e(2), 448-462.\u003c/li\u003e\n \u003cli\u003eHina, K. and Ajmal, M. (2016). Quality assurance and enhancement mechanism in tertiary education of pakistan: recent status, issues and expectations. Pakistan Journal of Education, 33(1). https://doi.org/10.30971/pje.v33i1.13\u003c/li\u003e\n \u003cli\u003eIdialu, E. E. (2013). Ensuring quality assurance in vocational education\u003cem\u003e. Contemporary Issues in Education Research (CIER), 6\u003c/em\u003e(4), 431-438.\u003c/li\u003e\n \u003cli\u003eISO 9001:2015 Quality Management Systems. (2015). International Organization for Standardization.\u003c/li\u003e\n \u003cli\u003eJamil, H., \u0026amp; Kaur, M. (2019). Faculty development and quality assurance: A Southeast Asian perspective. \u003cem\u003eJournal of Educational Development, 15\u003c/em\u003e(2), 153-167.\u003c/li\u003e\n \u003cli\u003eJones, L. (2022). \u003cem\u003eQuality Assurance in Higher Education: Policy Tools and Their Impact\u003c/em\u003e. \u003cem\u003eEducation and Policy Journal, 18\u003c/em\u003e(3), 234-256.\u003c/li\u003e\n \u003cli\u003eKayyali, M. (2023). \u003cem\u003eAn overview of quality assurance in higher education: Concepts and frameworks\u003c/em\u003e. \u003cem\u003eInternational Journal of Management, Sciences, Innovation, and Technology, 4\u003c/em\u003e(2), 1-4. Retrieved from https://files.eric.ed.gov/fulltext/ED629115.pdf\u003c/li\u003e\n \u003cli\u003eKargytė, V. (2015). Application of generic quality management models in european universities. Management Theory and Studies for Rural Business and Infrastructure \u003cem\u003eDevelopment, 37\u003c/em\u003e(3), 381-398. https://doi.org/10.15544/mts.2015.33\u003c/li\u003e\n \u003cli\u003eKayode, B. K., \u0026amp; Hashim, C. N. (2014). Quality assurance in contemporary Islamic universities: Issues and challenges. \u003cem\u003eIIUM Journal of Educational Studies\u003c/em\u003e, \u003cem\u003e2\u003c/em\u003e(2), 40-58.\u003c/li\u003e\n \u003cli\u003eKetkajorn, S., Vajarintarangoon, K., \u0026amp; Sri-ngan, K. (2017). Factors Affecting the Effectiveness of Educational Quality Assurance. \u003cem\u003eJournal of Buddhist Education and Research\u003c/em\u003e, \u003cem\u003e3\u003c/em\u003e(2), 48\u0026ndash;56. Retrieved from https://so06.tci-thaijo.org/index.php/jber/article/view/243043\u003c/li\u003e\n \u003cli\u003eKettunen, J., \u0026amp; Kantola, J. (2022). Developing a Quality Culture in Higher Education Institutions. Quality Assurance in Education, 30(1), 1-12.\u003c/li\u003e\n \u003cli\u003eKhan, F., et al. (2020). The Impact of COVID-19 on Higher Education: Quality Assurance Challenges. \u003cem\u003eJournal of Educational Change\u003c/em\u003e.\u003c/li\u003e\n \u003cli\u003eKleijnen, J., Dolmans, D., Willems, J., \u0026amp; Hout, H. (2011). Does internal quality management contribute to more control or to improvement of higher education?. \u003cem\u003eQuality Assurance in Education, 19\u003c/em\u003e(2), 141-155. https://doi.org/10.1108/09684881111125041\u003c/li\u003e\n \u003cli\u003eKot, F., \u0026amp; Hendel, D. D. (2020). Quality assurance in higher education: A systematic review. \u003cem\u003eJournal of Education and Human Development, 9\u003c/em\u003e(1), 1-12.\u003c/li\u003e\n \u003cli\u003eKuh, G. D., \u0026amp; O\u0026rsquo;Donnell, K. (2021). Engagement in High-Impact Practices and Student Learning Outcomes. \u003cem\u003eJournal of College Student Development\u003c/em\u003e, 62(1), 15-30.\u003c/li\u003e\n \u003cli\u003eKwaku, F., \u0026amp; Asare, I. (2022). Examining the role of quality assurance in higher education: A study of Ghanaian universities. Journal of African Higher Education, 21(4), 112-126.\u003c/li\u003e\n \u003cli\u003eLandorf, H., Doscher, S., \u0026amp; Rocco, T. (2008). Education for sustainable human development: towards a definition. \u003cem\u003eTheory and Research in Education, 6\u003c/em\u003e(2), 221-236. https://doi.org/10.1177/1477878508091114\u003c/li\u003e\n \u003cli\u003eLeite, S. (2021). Using the sdgs for global citizenship education: definitions, challenges, and opportunities. \u003cem\u003eGlobalisation Societies and Education, 20\u003c/em\u003e(3), 401-413. https://doi.org/10.1080/14767724.2021.1882957\u003c/li\u003e\n \u003cli\u003eLemaire, M. B., Adams, F. H., \u0026amp; Adibi, M.-G. D. (2022). Neglecting Quality Assurance Practices in Colleges of Education in Ghana is too Expensive to Attempt: Analysis of Sociological Variables. \u003cem\u003eEuropean Journal of Humanities and Social Sciences\u003c/em\u003e, \u003cem\u003e2\u003c/em\u003e(2), 97\u0026ndash;104. https://doi.org/10.24018/ejsocial.2022.2.2.246\u003c/li\u003e\n \u003cli\u003eLincoln, Y. S., \u0026amp; Guba, E. G. (1985). \u003cem\u003eNaturalistic inquiry\u003c/em\u003e. SAGE Publications\u003c/li\u003e\n \u003cli\u003eLyytinen, A., Kohtam\u0026auml;ki, V., Kivist\u0026ouml;, J., Pekkola, E., \u0026amp; H\u0026ouml;ltt\u0026auml;, S. (2017). Scenarios of quality assurance of stakeholder relationships in finnish higher education institutions. \u003cem\u003eQuality in Higher Education, 23\u003c/em\u003e(1), 35-49. https://doi.org/10.1080/13538322.2017.1294410\u003c/li\u003e\n \u003cli\u003eManueke, S. and Manopo, M. (2019). Analysis of internal quality audit to improve the implementation of the higher education internal quality assurance system at the manado state polytechnic.. https://doi.org/10.2991/icastss-19.2019.64\u003c/li\u003e\n \u003cli\u003eMakhathini, K. (2019). Corruption in Higher Education: Causes and Consequences. \u003cem\u003eAfrican Journal of Higher Education\u003c/em\u003e.\u003c/li\u003e\n \u003cli\u003eMaxwell, J. A. (2013). \u003cem\u003eQualitative research design: An interactive approach\u003c/em\u003e (3rd ed.). SAGE Publications\u003c/li\u003e\n \u003cli\u003eMarshall, S. (2018). Evaluating teaching: From student ratings to peer review. Stylus Publishing.\u003c/li\u003e\n \u003cli\u003eMarginson, S. (2016). High Participation Systems of Higher Education. \u003cem\u003eThe Journal of Higher Education\u003c/em\u003e.\u003c/li\u003e\n \u003cli\u003eMart\u0026iacute;nez, J., \u0026amp; Gonz\u0026aacute;lez, M. (2024). Promoting accountability through quality assurance: A case study from European universities. \u003cem\u003eHigher Education and Development, 29\u003c/em\u003e(1), 101-118.\u003c/li\u003e\n \u003cli\u003eMezirow, J. (2000). \u003cem\u003eLearning as Transformation: Critical Perspectives on a Theory in Progress\u003c/em\u003e. Jossey-Bass.\u003c/li\u003e\n \u003cli\u003eMiddlehurst, R., \u0026amp; Woodfield, K. (2020). Quality enhancement in higher education: A review of research and practice. Quality in Higher Education, 26(1), 5-22.\u003c/li\u003e\n \u003cli\u003eMok, K. H., et al. (2020). The Future of Higher Education in a Digital Era: Opportunities and Challenges. \u003cem\u003eEducational Studies\u003c/em\u003e.\u003c/li\u003e\n \u003cli\u003eMulu, A., \u0026amp; Mutisya, M. (2018). Challenges of quality assurance in higher education in East Africa: Perspectives of academics and administrators. Journal of Education and Practice, 9(5), 101-115.\u003c/li\u003e\n \u003cli\u003eMursidi, A., Raharjo, T., Sugiyo, S., \u0026amp; Yulianto, A. (2020). Factual model of internal quality assurance system of private higher education institutions in indonesia. Jetl (\u003cem\u003eJournal of Education Teaching and Learning), 5\u003c/em\u003e(1), 46. https://doi.org/10.26737/jetl.v5i1.1926\u003c/li\u003e\n \u003cli\u003eM\u0026uuml;ller, P., \u0026amp; West, H. (2023). Aligning curricula with the SDGs: Quality assurance as a tool for global development goals. \u003cem\u003eJournal of Global Education and Development, 22\u003c/em\u003e(4), 458-475.\u003c/li\u003e\n \u003cli\u003eMuwanga, A., \u0026amp; Ouma, B. (2022). Aligning quality assurance with sustainable development goals in African higher education institutions. \u003cem\u003eInternational Journal of Educational Management, 36\u003c/em\u003e(1), 40-59.\u003c/li\u003e\n \u003cli\u003eS., \u0026amp; O\u0026rsquo;Brien, J. (2019). Quality Assurance in Higher Education: Challenges and Opportunities. \u003cem\u003eStudies in Higher Education\u003c/em\u003e.\u003c/li\u003e\n \u003cli\u003eNabaho, L. and Turyasingura, W. (2019). Battling academic corruption in higher education: does external quality assurance (eqa) offer a ray of hope?. \u003cem\u003eHigher Learning Research Communications, 9\u003c/em\u003e(1). https://doi.org/10.18870/hlrc.v9i1.449\u003c/li\u003e\n \u003cli\u003eNeema-Abooki, P. (2017). Academic staff competence development as a gap in quality assurance in universities in uganda. Makerere Journal of Higher Education, 8(2), 139. https://doi.org/10.4314/majohe.v8i2.5\u003c/li\u003e\n \u003cli\u003eNguyen, L., Tran, T., Pham, T., Nguyen, T., Le, H., Trinh, T., \u0026amp; Nghiem, T. (2021). Factors Affecting Successful Quality Assurance Implementation in Vietnamese Higher Education: A Qualitative Study. \u003cem\u003eThe Qualitative Report\u003c/em\u003e, \u003cem\u003e26\u003c/em\u003e(2), 625-636. https://doi.org/10.46743/2160-3715/2021.4564\u003c/li\u003e\n \u003cli\u003eNjie, B., Asimiran, S., Basri, R., \u0026amp; Kadir, S. A. (2017, October). Quality Assurance Implementation Practices in Selected Malaysian Public Universities. In \u003cem\u003eInternational Conference on Education in Muslim Society (ICEMS 2017)\u003c/em\u003e (pp. 298-303). Atlantis Press. https://doi.org/10.2991/icems-17.2018.56\u003c/li\u003e\n \u003cli\u003eNkosi, M., \u0026amp; Motshegwa, A. (2019). The role of quality assurance in the improvement of higher education in Sub-Saharan Africa: A comparative study. Journal of Higher Education Policy and Management, 41(3), 345-359.\u003c/li\u003e\n \u003cli\u003eNussbaum, M. (2010). \u003cem\u003eNot For Profit: Why Democracy Needs the Humanities\u003c/em\u003e. Princeton University Press.\u003c/li\u003e\n \u003cli\u003eNyadzi, B. (2024). Quality assurance in curriculum development in ghana\u0026rsquo;s higher education system: a case study of umat. \u003cem\u003eOpen Journal of Educational Research, 4\u003c/em\u003e(3), 112-125. https://doi.org/10.31586/ojer.2024.954\u003c/li\u003e\n \u003cli\u003eNyamwesa, A. M., Magambo, E. F., \u0026amp; Onyango, D. O. (2022). Impact of external quality assurance practices on higher education institutions in Tanzania: A review paper. https://doi.org/10.46606/eajess2020v01i03.0059\u003c/li\u003e\n \u003cli\u003eOECD (2022). \u003cem\u003eQuality Assurance in Higher Education\u003c/em\u003e.. OECD Quality Assurance in Higher Education. \u003cstrong\u003eLink\u003c/strong\u003e: OECD Quality Assurance in Higher Education\u003c/li\u003e\n \u003cli\u003eOrganisation for Economic Co-operation and Development (OECD) (2018). Higher education quality assurance. In OECD Reviews of National Policies for Education: Higher Education in Kazakhstan 2017 (pp. 155-174). OECD Publishing.\u003c/li\u003e\n \u003cli\u003eOzeki, S. (2023). Towards the establishment of program evaluation system in japanese higher education: learning from the quality code adopted in the united kingdom. \u003cem\u003eInternational Journal of Institutional Research and Management, 7\u003c/em\u003e(1), 1. https://doi.org/10.52731/ijirm.v7.i1.749\u003c/li\u003e\n \u003cli\u003ePatton, M. Q. (2002). \u003cem\u003eQualitative research \u0026amp; evaluation methods\u003c/em\u003e (3rd ed.). SAGE Publications.\u003c/li\u003e\n \u003cli\u003ePoeck, K., \u0026amp; Vandenabeele, J. (2012). Learning from sustainable development: education in the light of public issues. \u003cem\u003eEnvironmental Education Research, 18\u003c/em\u003e(4), 541-552. https://doi.org/10.1080/13504622.2011.633162\u003c/li\u003e\n \u003cli\u003ePorter, M. E. (2018). New global competitiveness report. \u003cem\u003eHarvard Business Review, 96\u003c/em\u003e(5), 123-136.\u003c/li\u003e\n \u003cli\u003ePrakash, G. (2018). Quality in higher education institutions: insights from the literature. \u003cem\u003eThe TQM Journal, 30\u003c/em\u003e(6), 732-748. https://doi.org/10.1108/tqm-04-2017-0043\u003c/li\u003e\n \u003cli\u003ePsacharopoulos, G., \u0026amp; Patrinos, H. A. (2018). Returns to investment in education: A decennial review of the global literature. \u003cem\u003eEducation Economics, 26\u003c/em\u003e(5), 445-458.\u003c/li\u003e\n \u003cli\u003ePutnam, R. D. (2000). Bowling alone: The collapse and revival of American community. Simon and Schuster.\u003c/li\u003e\n \u003cli\u003eQuality Assurance Agency for Higher Education (QAA). (2022). The UK Quality Code for Higher Education.\u003c/li\u003e\n \u003cli\u003eRahman, T. (2019). Peran kepemimpinan transformasional dalam membangun budaya mutu pendidikan tinggi (studi kasus stkom al ma\u0026rsquo;soem). \u003cem\u003eJurnal Maps (Manajemen Perbankan Syariah), 2\u003c/em\u003e(2), 1-7. https://doi.org/10.32483/maps.v2i2.23\u003c/li\u003e\n \u003cli\u003eRieckmann, M. (2012). Future-oriented higher education: which key competencies should be fostered through university teaching and learning?. \u003cem\u003eFutures, 44\u003c/em\u003e(2), 127-135. https://doi.org/10.1016/j.futures.2011.09.005\u003c/li\u003e\n \u003cli\u003eRifa\u0026rsquo;i, A., Permana, J., Komariah, A., \u0026amp; Sudarsyah, A. (2019). The influence of internal quality assurance and quality culture on performance of higher education institution.. https://doi.org/10.2991/icream-18.2019.56\u003c/li\u003e\n \u003cli\u003eRoskosa, A. and Stukalina, Y. (2018). Management of a study programme in the context of quality assurance in higher education.. https://doi.org/10.22616/reep.2018.014\u003c/li\u003e\n \u003cli\u003eRyan, T. (2015). \u003cem\u003eQuality assurance in higher education: A review of literature\u003c/em\u003e. Higher Learning \u003cem\u003eResearch Communications, 5\u003c/em\u003e(4). Retrieved from https://scholarworks.waldenu.edu/hlrc/vol5/iss4/1\u003c/li\u003e\n \u003cli\u003eSaepudin, D., Sa\u0026apos;ud, U., Lutfia, A., \u0026amp; Sabban, I. (2021). Quality culture of education: commitment of leaders in building a quality culture of education in higher tourism education.. https://doi.org/10.2991/assehr.k.210212.045\u003c/li\u003e\n \u003cli\u003eSarr, M. (2021). The Importance of Qualified Faculty in Quality Assurance. \u003cem\u003eInternational Journal of Higher Education\u003c/em\u003e.\u003c/li\u003e\n \u003cli\u003eSchwandt, T. A. (2000). \u003cem\u003eInterpretivism and the human sciences\u003c/em\u003e. In N. K. Denzin \u0026amp; Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 189-213). SAGE Publications.\u003c/li\u003e\n \u003cli\u003eSchneider, M., \u0026amp; Zergers, R. (2022). \u003cem\u003eAccreditation, Quality Assurance, and Student Outcomes: A Cross-National Analysis\u003c/em\u003e. \u003cem\u003eStudies in Higher Education, 47\u003c/em\u003e(5), 943-960\u003c/li\u003e\n \u003cli\u003eSeyfried, S., \u0026amp; von Staden, M. (2021). Continuous Quality Improvement in Higher Education: A Study of Current Practices. \u003cem\u003eInternational Journal of Educational Management\u003c/em\u003e, 35(3), 495-507.\u003c/li\u003e\n \u003cli\u003eShah, M., \u0026amp; Nair, C. S. (2020). Quality assurance in higher education: Trends and challenges. \u003cem\u003eJournal of Higher Education Policy and Management, 42\u003c/em\u003e(4), 347-362.\u003c/li\u003e\n \u003cli\u003eStake, R. E. (1995). \u003cem\u003eThe art of case study research\u003c/em\u003e. SAGE Publications\u003c/li\u003e\n \u003cli\u003eSeniwoliba, J. A., \u0026amp; Yakubu, R. N. (2015). An Analysis of the Quality Assurance Policies in a Ghanian University. \u003cem\u003eEducational Research and Reviews\u003c/em\u003e, \u003cem\u003e10\u003c/em\u003e(16), 2331-2339.\u003c/li\u003e\n \u003cli\u003eSetlhodi, I. (2021). The nexus of the critical trio: access, equity and quality in distance learning.. https://doi.org/10.25159/unisarxiv/000020.v1\u003c/li\u003e\n \u003cli\u003eSeyfried, M., \u0026amp; Pohlenz, P. (2018). Assessing quality assurance in higher education: quality managers\u0026rsquo; perceptions of effectiveness. European Journal of Higher Education, 8(3), 258-271. https://doi.org/10.1080/21568235.2018.1474777\u003c/li\u003e\n \u003cli\u003eSihotang, H., \u0026amp; Nadeak, B. (2017). Leadership based on the internal quality assurance system in the christian university of indonesia. https://doi.org/10.2991/yicemap-17.2017.7\u003c/li\u003e\n \u003cli\u003eSin, C., Tavares, O., \u0026amp; Cardoso, S. (2018). Assessing the quality of third mission activities in portuguese universities. \u003cem\u003eRevista Espa\u0026ccedil;o Pedag\u0026oacute;gico, 26\u003c/em\u003e(1), 33-46. https://doi.org/10.5335/rep.v26i1.8439\u003c/li\u003e\n \u003cli\u003eSmith, J., \u0026amp; Brown, A. (2023). The Role of Development Education in Addressing Global Challenges. \u003cem\u003eJournal of Global Education, 15\u003c/em\u003e(2), 123-145.\u003c/li\u003e\n \u003cli\u003eStensaker, B., Lee, H., Rhoades, G., Ghosh, S., \u0026amp; Phuong, H. V. (2011). \u003cem\u003eQuality assurance in higher education: Trends in regulation, translation and transformation\u003c/em\u003e. Sense Publishers.\u003c/li\u003e\n \u003cli\u003eSwanzy, P., Langa, P. V., \u0026amp; Ansah, F. (2018). Quality Assurance in Ghana: Accomplishments and Challenges. \u003cem\u003eInternational Higher Education\u003c/em\u003e, \u003cem\u003e94\u003c/em\u003e, 28\u0026ndash;30. https://doi.org/10.6017/ihe.2018.0.10549\u003c/li\u003e\n \u003cli\u003eTa, H., Le, H., Nguyen, C., Nguyen, T., Pham, N., Pham, H., \u0026hellip; \u0026amp; Trinh, N. (2023). Students\u0026rsquo; perception of quality assurance in higher education in vietnam: empirical evidence and implications for face-to-face and alternative modes of learning. Journal of Learning for Development, 10(1), 91-108. https://doi.org/10.56059/jl4d.v10i1.737\u003c/li\u003e\n \u003cli\u003eTaylor, E. W. (2008). \u003cem\u003eTransformative Learning Theory\u003c/em\u003e. New Directions for Adult and Continuing Education, 2008(119), 5\u0026ndash;15.\u003c/li\u003e\n \u003cli\u003eTobias, D., \u0026amp; Magu, P. (2020). The role of quality assurance in fostering interdisciplinary collaboration in development education. \u003cem\u003eDevelopment Education Review, 22\u003c/em\u003e(1), 71-89.\u003c/li\u003e\n \u003cli\u003eToye, J. (2016). \u003cem\u003eDevelopment Education and Global Citizenship\u003c/em\u003e. \u003cem\u003eDevelopment Education Review\u003c/em\u003e, 22, 4\u0026ndash;18.\u003c/li\u003e\n \u003cli\u003eTrowler, P., Saunders, M., \u0026amp; Bamber, V. (2018). Student learning and academic development: Research-based changes to undergraduate education. Society for Research into Higher Education.\u003c/li\u003e\n \u003cli\u003eTam, M. (2001). Measuring quality and performance in higher education. Quality in Higher Education, 7(1), 47-54. https://doi.org/10.1080/13538320120045076\u003c/li\u003e\n \u003cli\u003eThe World Bank (2023). \u003cem\u003eEffective Quality Assurance for Education Systems: A Global Perspective\u003c/em\u003e.\u003c/li\u003e\n \u003cli\u003eTerry, S., \u0026amp; Hughes, D. (2023). \u003cem\u003eQuality Assurance in Digital Education: Frameworks and Challenges\u003c/em\u003e. Higher Education Policy, 48(1), 23-39. \u003cstrong\u003eDOI\u003c/strong\u003e: 10.1080/02680939.2023.1977321\u003c/li\u003e\n \u003cli\u003eThondhlana, J. and Garwe, E. (2021). Repositioning of africa in knowledge production: shaking off historical stigmas introduction. Journal of the British Academy, 9s1, 1-17. https://doi.org/10.5871/jba/009s1.001\u003c/li\u003e\n \u003cli\u003eTsevi, L. (2014). Private higher education\u0026rsquo;s quality assurance in ghana. International Higher Education, (75), 22-24. https://doi.org/10.6017/ihe.2014.75.5437\u003c/li\u003e\n \u003cli\u003eUsman, Y. D., \u0026amp; Chinyere, M. G. (2021). Quality Assurance in Nigeria\u0026rsquo;s Education System: Prospect and Challenges. \u003cem\u003eEduLine: Journal of Education and Learning Innovation\u003c/em\u003e, \u003cem\u003e1\u003c/em\u003e(2), 76-83. https://doi.org/10.35877/454RI.eduline422\u003c/li\u003e\n \u003cli\u003eUsmani, M. and Khatoon, S. (2015). Impact of quality assurance initiative on pakistani universities. \u003cem\u003eInternational Journal of Research Studies in Education, 5\u003c/em\u003e(4). https://doi.org/10.5861/ijrse.2015.1326\u003c/li\u003e\n \u003cli\u003eUnited Nations Educational, Scientific and Cultural Organization (UNESCO) (2020). Education for all 2000-2015: Achievements and challenges. UNESCO Publishing.\u003c/li\u003e\n \u003cli\u003eUnited Nations Sustainable Development Goals (UNSDG) (2020). Sustainable Development Goals. Retrieved from (link unavailable)\u003c/li\u003e\n \u003cli\u003eUNESCO Institute for Information Technologies in Education. (2021). Challenges in Quality Assurance of Online Education.\\\u003c/li\u003e\n \u003cli\u003eUNESCO (2021). \u003cem\u003eEducation for Sustainable Development: A Roadmap\u003c/em\u003e. \u003cstrong\u003eLink\u003c/strong\u003e: UNESCO\u0026apos;s Education for Sustainable Development Roadmap\u003c/li\u003e\n \u003cli\u003eThe World Bank (2023\u003cstrong\u003e)\u003c/strong\u003e. \u003cem\u003eEffective Quality Assurance\u003c/em\u003e\u003c/li\u003e\n \u003cli\u003eTurner, D. (2023). \u003cem\u003eLinking Quality Assurance with Global Development Goals in Education\u003c/em\u003e. \u003cem\u003eGlobal Education Perspectives, 9\u003c/em\u003e(4), 98-112\u003c/li\u003e\n \u003cli\u003eUtuka, G. (2013). Quality Assurance in Higher Education: Comparative Analysis of Provisions and Practices in Ghana and New Zealand. . https://doi.org/10.26686/wgtn.16993402.\u003c/li\u003e\n \u003cli\u003eVaira, M. (2020). Quality Assurance in Higher Education: An International Perspective. \u003cem\u003eHigher Education Quarterly\u003c/em\u003e\u003c/li\u003e\n \u003cli\u003eWang, M., \u0026amp; Nelson, L. (2022). Innovative teaching and continuous improvement: The role of quality assurance in higher education. \u003cem\u003eTeaching in Higher Education, 17\u003c/em\u003e(5), 621-637.\u003c/li\u003e\n \u003cli\u003eWorld Bank (2020). The role of higher education in promoting economic growth and development. World Bank Research Observer, 35(1), 1-20.\u003c/li\u003e\n \u003cli\u003eWorld Bank (2020). The role of higher education in promoting economic growth and development. World Bank Research Observer, 35(1), 1-20.\u003c/li\u003e\n \u003cli\u003eWorld Health Organization (WHO) (2019). Health education: Theoretical concepts, effectiveness of strategies, and core competencies. WHO Publishing.\u003c/li\u003e\n \u003cli\u003eWorld Bank. (2018). Higher Education and the Labor Market: The Role of Academia-Industry Linkages\u003c/li\u003e\n \u003cli\u003eWilliams, M., \u0026amp; Clark, R. (2024). Capacity Building in Development Education: Tools and Approaches. \u003cem\u003eInternational Development Review, 29\u003c/em\u003e(1), 56-78.\u003c/li\u003e\n \u003cli\u003eWilian, S., Setiadi, D., \u0026amp; Sridana, N. (2020). Analysis of the implementation of internal quality assurance system in private islamic high schools in mataram-lombok.. https://doi.org/10.2991/assehr.k.200513.048\u003c/li\u003e\n \u003cli\u003eWillar, D., Linton, J., \u0026amp; Kaparang, R. (2015). Identifikasi profil budaya organisasi yang mendukung implementasi sistem penjaminan mutu perguruan tinggi. Jurnal Cakrawala Pendidikan, 2(2). https://doi.org/10.21831/cp.v2i2.4824\u003c/li\u003e\n \u003cli\u003eYin, R. K. (2018). \u003cem\u003eCase study research and applications: Design and methods\u003c/em\u003e (6th ed.). SAGE Publications\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Quality assurance, development education goals, Public universities, Global challenges, Economic growth","lastPublishedDoi":"10.21203/rs.3.rs-5932885/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5932885/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eBased on quality culture theory, this study examines the role of Quality Assurance (QA) in achieving development education goals at four public universities in Ghana and Oman. A qualitative case study approach, aligned with interpretive philosophy, was used to understand QA officials' views on how QA activities contribute to meeting these goals. Structured interviews were conducted over four months with participants selected via judgmental and snowball sampling. Thematic analysis was employed, ensuring ethical standards like informed consent, confidentiality, and data validation through member checking and peer review. Findings show that QA is crucial in achieving development education goals by ensuring accreditation, maintaining academic standards, and promoting program improvement. Key factors include regular evaluations, faculty support, data-driven decisions, and collaboration with industry and external bodies to align academic programs with national and international standards, addressing global challenges and sustainable development. QA activities contribute significantly to graduate employability, economic growth, global competitiveness, reducing inequality, and promoting environmental sustainability. However, challenges to QA were noted, including internal issues like inadequate infrastructure, limited resources, and underqualified faculty, along with external threats such as technological advancements, financial constraints, and corruption, especially in African contexts. The study recommends strengthening QA and development education frameworks, investing in infrastructure, promoting continuous improvement, and enhancing industry-university collaboration. Policy implications include prioritizing infrastructure investment, fostering industry partnerships, and improving transparency in QA practices. The study emphasizes the importance of consistent QA standards to ensure educational excellence and address global challenges for the well-being of society.\u003c/p\u003e","manuscriptTitle":"The influence of Quality Assurance on achieving development Education ethical goals","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-03-11 08:54:12","doi":"10.21203/rs.3.rs-5932885/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-03-13T03:04:21+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-03-13T03:02:25+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-03-05T06:21:53+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Education","date":"2025-01-30T22:59:52+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"afba574c-700a-42ef-ba6a-113763b566e3","owner":[],"postedDate":"March 11th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2025-07-08T07:38:27+00:00","versionOfRecord":[],"versionCreatedAt":"2025-03-11 08:54:12","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-5932885","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5932885","identity":"rs-5932885","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}