Francis Ansah

By Francis Ansah, Patrick Swanzy and Hope Pius Nudzor

Higher education institutions in Africa appear to be completely copying the quality assurance (QA) frameworks of developed countries instead of conceptualising their own frameworks for delivering quality higher education outcomes in Africa. Certain factors (limited funding, inadequate infrastructure, inadequate staffing, relatively low research outputs, and limited graduate employable skills) characterising higher education are peculiar to developing countries including Africa. Using a qualitative case‐study approach through interviews and document reviews, and a “PPP” conceptual framework, this study examined the foci of quality assurance frameworks of three flagship universities in Ghana. The findings indicate that the least attention is given to facilities in the quality assurance frameworks even though limited facilities pose a major challenge to the quality of higher education outcomes of the universities. The findings indicate that most attention is paid to programme areas such as teaching and learning. The results of the study recommend regular and appropriate balancing of the foci of quality assurance frameworks in the universities to enable them to give optimum attention to all key operational areas for quality outcomes.

Part of the book: Global Voices in Higher Education

By Francis Ansah, Hope Pius Nudzor, Gloria Nyame and Ophelia Affreh

Given the critical role of public policy in TNE arrangements of countries, and the fact that TNE partnerships are growing steadily in the Ghanaian tertiary education sector, a robust and resilient public policy environment is imperative. However, the public policy environment of TNE partnerships in the tertiary education sector in Ghana is unexamined by any scientific study to guide decision on TNE partnerships in Ghanaian tertiary education institutions (TEIs). Against this backdrop, this chapter examines the level of influence of public policy frameworks on TNE partnerships in TEIs in Ghana to ignite a national discourse on TNE regulation. A multiphase mixed-method research design, informed by exploratory and explanatory sequential designs was adopted for the study. The findings reveal that TNE partnerships are an emerging concept in the Ghanaian tertiary education system with less than 20% of the over 200 TEIs engaged in TNE partnerships. More importantly, the findings indicate that the policy environment of TNE partnerships of TEIs in Ghana is not sufficiently robust because no tailor-made policy regulatory frameworks exist to regulate TNE partnerships in TEIs. To this end, the study concludes that the existing policy regulatory frameworks for the Ghanaian tertiary education system are incapable of helping the country maximise the full benefits of TNE partnerships by ensuring win-win situations for TEIs engaged in TNE partnerships. In view of this, the study recommends that the government should develop a tailor-made policy framework for regulating TNE partnerships in Ghanaian TEIs.

Part of the book: Higher Education