ROLE OF INSTITUTIONAL MANAGERS IN

EDUCATIONAL QUALITY ASSURANCE CASE STUDY OF

GOFA UNIVESITY COLLEGE

ARBA MINCH UNIVERSITY

SAWLA CAMPUS

COLLEGE COMMERCES AND BUSINESS

ADMINSTRATIONS DEPARTMENT OF MANAGEMENT

A RESEARCH PROPOSAL SUBMITTED IN PARTIAL

FULFILLMENT OF THE REQUIRED FOR B.A DEGREE IN
MANAGEMENT
PREPARED BY: SARA KIFLE

ADVISOR: MR GEMEDI .TESFAYE (MBA)

ID: SWMGT/091/12

MARCH, 2024

SAWLA, ETHIOPIA
i
Declaration

I Sarea Kifle, hereby declare that the study entitled Role of Institutional Managers in
Educational Quality Assurance (In case of Gofa Universal College), submitted for the
partial fulfillment of the requirement for the Bachelor of Arts degree (BA degree) in
Management. It is the outcome of my own effort with the support of my advisor. This
study has not been submitted for any degree or diploma in other university or institution.
All the necessary sources of materials used for the study have been dully acknowledged.
Name __________________________________________

Signature ________________________________________

Date ____________________________________

This proposal has been submitted for examination my approval as a university advisor.

Name ____________________________________

Signature ________________________________

Date _____________________________________

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Abstract

The main objective of the study well to assess the role of institutional manager in
educational quality assurance in Gofa Universal College. To achieve objective of the
study the student used descriptive research design. Having 100 sample size using
stratified sampling techniques and data collection from data both primary and secondary
source by distributing questionnaire and different document review. The justification for
the study is that quality assurance is basic criteria in service delivering institution to
increase satisfaction level of customer.
The finding show that there are certain problems undertaken to implement the plan and
evaluate the program which is un balanced student. Admission and availability of
physical facilities. So that the organization adisable to create situation to balance
student admission and availability of physical facility.

Key Words: Quality Assurance, Quality management System

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 Table of Contents

Table of Contents page

Declaration............................................................................................................................i

Abstract................................................................................................................................ii

Table of Contents...............................................................................................................iii

Acknowledgement...............................................................................................................v

ACRONYMS......................................................................................................................vi

CHAPTER ONE..................................................................................................................1

INTRODUCTION...............................................................................................................1

1.1 Background of study..................................................................................................1

1.2 Background of the organization.................................................................................2

1.3. Research Questions:..............................................................................................3

1.4. Statement of the Problem......................................................................................3

1.5. Objective of the Study...........................................................................................4

1.5.1. General Objective..........................................................................................4

1.5.2. Specific Objectives........................................................................................4

1.6. Significance of the Study......................................................................................4

1.7. Scope of the Study................................................................................................4

1.8. Limitation of the Study.........................................................................................5

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CHAPTER TWO.................................................................................................................6

2. REVIEW LITERATURE............................................................................................6

2.1. Concept and Definition of Quality........................................................................6

2.2. Quality Assurance.................................................................................................7

2.3. Quality management System (QMS)....................................................................9

CHAPTER THREE...........................................................................................................10

3. METHODOLOGY....................................................................................................10

3.1. Source of Data.....................................................................................................10

3.2. Method of Data Collection..................................................................................10

3.3. Methods of Sampling..........................................................................................10

3.4. Methods of analysis and Presentation.................................................................10

3.5. Work Plan Time schedule...................................................................................11

3.6. Budget schedule..................................................................................................13

References..........................................................................................................................14

iv
Acknowledgement

First of all I would like thank to God for giving me the strength to bring my long time
dream and effort in to reality.

I would like to express out heart full gratitude appreciating to my advisor Mr. Gemedi
Tsfaye for his genuine and invaluable professional and guidance though out my activities
lastly, I

I would like to thank my family for their financial support to accomplish this paper.

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ACRONYMS

QT- Queensland University of Technology

GC- Gregorian Calendar

QAA- Quality Assurance Agency

UKDES – United Kingdom

BSI – British Standard Institution

PDCA – Plan Docheck Act

EFQM – European Foundation for Quality Management

AHEC – Austrian Higher Education Council

SAQA – South African Qualification Authority

QMS- Quality Management System

QA – Quality Assurance

HEQC – Higher Education Qualification Council

UK- United Kingdom

UKDES – United Kingdom Development of Education Sector

ISO- International Standard for Organization

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 CHAPTER ONE

INTRODUCTION

1.1 Background of study

The quality of education is a critical factor in the development and progress of any society.
Educational institutions play a pivotal role in ensuring and maintaining high-quality standards in
teaching, research, and overall academic performance. Institutional managers, including
administrators, academic leaders, and other key stakeholders, significantly influence the effectiveness
of quality assurance mechanisms. This research aims to explore and analyze the role of institutional
managers in enhancing educational quality assurance, with a specific focus on Gofa University
College.

“Higher education is the backbone of any society and the quality of higher education determines the
quality of human resources of a country (Hay 2006,10). Among other functions, higher education
essentially has a major responsibility to produce a qualified, skilled and globally competent work
force for the labor market of business and industry which is a critical factor to national growth and
development (Hay 2016.p.6). Recent developments’ such as increased student enrolments, reduced
state funding for public higher education, increased number of private provider internationalization
cross border education had 2020 p.10) Assuring quality of higher education had become more
characteristic of the knowledge economy of the 21 st century. The importance of assuring quality was
underscored by the existence if institutional, national and international agencies established programs
met certain stipulated set of minimum standards (Hay 2006,10).

The term leadership and management are often used interchangeably. Attempted to separate the two
reveals that management was concerned with the daily running of an organization ensured that the
employees perform the tasks expected of them. Leadership on the other hand complex multifaceted
process conceived as a set of values, qualities and behaviors exhibited by the leader that encouraged
the participation, development and commitment of follower’s leader was also considered or the art of
influenced an individual or individuals in a particular direction which involved casting vision, goal
setting and motivating people (spendlove 2007, p.115).

Although none of the Universities in the region was in any of the rankings of the world’s top
universities, Universities could played an important role in provided leadership in terms of
governance reform in the University system and was an entry point for wider disseminated and
practiced and private institution on the government side a key role for government lied in
strengthening the governance capacity enabled powers more effectively to promoted a process of
social learned among local institutions. Universities constitute on of the key institutional supports for
the process and recent experience confirms that this role increasingly being recognized (Yusuf and
Nabeshima 2007 o.11).

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1.2 Background of the organization

Gofa Universal College was established in Gofa Sawla town, some 550 km south-west of Addis
Ababa, with the aim of providing TVET education to the less privileged members of society. Since its
inception in October 2005, the college has been fulfilling this mission with the support of the local
administration and elders. The overall goal of the college is to contribute towards the socio-economic
development of the community by offering quality education and skills training.

The college campus includes four blocks of two-story buildings that house classrooms, demonstration
and science labs, libraries, and offices. These facilities were constructed at a cost of over 11 million
birrs and are equipped with the necessary Teaching and Learning Materials (TLM) such as books,
medical equipment, computers, modules, and virtual libraries. Gofa Universal College is committed
to providing a conducive learning environment for its students and empowering them with the
knowledge and skills needed for a successful future. With full accreditation from the then Bureau of
Education and the current Bureau of Technical Vocational Education and Training (TVET), the
college has been training middle level professionals in different streams including health (Clinical
Nursing & Pharmacy), Teachers’ education (natural science, social science and language streams),
business (law, accounting and management) and more recently in agriculture (soil and water
conservation and animal health) and technology. Up until August 2012, the college has graduated
over 3,000 students formerly in 10+2 and 10+3 but more recently in Level I- IV programs. These
graduates are now serving themselves, their communities and the government in their respective areas
of training through self-employment and in different sector offices of the government. Many of these
have also upgraded themselves to degree programs through summer education in government
universities (Soddo and Arba Minch).

Presently, the college is moving away from the TVET programs to a more market-oriented training in
degree programs in various disciplines. It has finalized preparations for the intake of the first batches
of students in two streams, namely, B.Sc. in Public Health (Health Officer) and B.A in accounting
training. In addition to this, Gofa Universal College is teaching in the academic year of 2010 by
opening a bachelor's degree program in Economics, Sociology and Educational Planning and
Management. With full accreditation from Ethiopian Higher Education Relevance and Quality
Assurance Agency (HERQA), the college has commenced HO training since 2013. As part of this
strategic plan, we continue to expand our degree level training both through formal and distance
education in the fields that have high demand in the job market. Preparations are currently finalized
and separate proposal is to be presented to HERQA to launch new training programs in the following
areas of training:

 Distance learning in accounting, management, economics, sociology and social works;

 Bachlor’s Degree level in conventional ace-to-face training in the field of health science
including Health officer (HO), Clinical nursing, midwifery, and clinical pharmacy.

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1.3. Research Questions:

1. What are the responsibilities and roles of institutional managers in educational quality
assurance at Gofa University College?

2. How do institutional managers at Gofa University College contribute to the maintenance and
improvement of educational quality standards?

3. What challenges do institutional managers encounter when implementing quality assurance

measures in an educational setting?

4. To what extent do institutional managers collaborate with faculty, students, and other
stakeholders to ensure educational quality at Gofa University College?

1.4. Statement of the Problem

Despite the increasing emphasis on educational quality assurance in higher education institutions,
there is a gap in understanding the specific role of institutional managers in ensuring and enhancing
educational quality. In the case of Gofa Universal College, there is a need to investigate the
challenges, practices, and strategies employed by institutional managers in fulfilling their
responsibilities towards educational quality assurance. This study aims to address this gap by
examining the role of institutional managers in educational quality assurance at Gofa Universal
College and identifying areas for improvement to enhance the overall quality of education provided
by the institution.

Higher education in a world was experienced chanced in the form of expansion of the sector.
Diversification of provision, more heterogeneous student bodies’ new funding arrangements,
increased focused on accountability performance global networking, mobility and collaborated.
There changed had challenged institutional manager that more than ever before needed to revised and
specified institutional mission statements assessed impact of view sources of funding met
requirements for accountability. Considered participated in globalization and international
competition and he requirement for national regional and international integrated (Lemaire 2009
p.113).

The quality assurance process is essential for ensuring that educational standards and provisions are
maintained or improved within institutions. The study conducted by Standa in 2008 highlighted the
importance of continuous quality assurance in guaranteeing educational excellence.

Building on this research, a proposed study will delve into the challenges faced by university leaders
in maintaining quality teaching, research, and community service within a rapidly changing
environment. The study will focus on the difficulties that leaders encounter in taking responsibility
for ensuring quality assurance in a bureaucratic context dominated by a process mentality.

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Through this research, we aim to gain a better understanding of the obstacles that university leaders
face in maintaining high educational standards and enhancing quality provisions. By identifying these
challenges, we hope to provide insights that can inform strategies and initiatives to support effective
leadership in quality assurance at universities.

Overall, this proposed study seeks to contribute to the advancement of quality assurance practices in
higher education and ultimately enhance the quality of educational provisions in universities. A study
conducted in Hong Kong Pounder (2019).

1.5. Objective of the Study

1.5.1. General Objective

The general objective of this study is to propose recommendations for enhancing the role of
institutional managers in ensuring quality education at Gofa Universal College.

1.5.2. Specific Objectives

The specific objectives of the study are as follows:

 To assess the current state of educational quality assurance at Gofa University College.

 To identify the roles and responsibilities of institutional managers in the quality assurance
process.

 To examine the challenges faced by institutional managers in implementing and maintaining

quality assurance measures.

1.6. Significance of the Study

This study proposes to investigate the significance of the role of managers in quality assurance at
Gofa Universal College. By examining the responsibilities of all university staff in relation to quality
issues in education, this research aims to provide valuable insights that can enhance the quality
assurance techniques employed by universities. The findings of this study may contribute to
improving the overall quality assurance practices in higher education institutions, ultimately
benefiting students pursuing a BA in Management degree.

1.7. Scope of the Study

This proposal aims to investigate the role of institutional managers at Gofa Universal College in
ensuring quality education to fulfill the institution's vision. The study will focus on the period from
the official inauguration year of Gofa Universal College in 2020/21 GC to the present. The research
will examine the specific responsibilities and actions of institutional managers in promoting quality
education at the college.

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1.8. Limitation of the Study

- No updated written document in organization which deals with criterion for promotion and
appointment as a sample to attach as a secondary source.

- Some respondents were not having willing and fill out the questions and somewhere not
returned the questionnaires they take to fill which made data collection and data analysis a
difficult task.

- Furthermore, factor like lack of time, lack of budget and newness of the student for the study
made the recommendation not conclusive beyond the question and let the study not to be end
by itself.

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 CHAPTER TWO

2. REVIEW LITERATURE

2.1. Concept and Definition of Quality

This section will review existing literature on the role of institutional managers in educational quality
assurance, emphasizing relevant theories, models, and best practices. It will also explore studies
conducted in similar contexts to identify common challenges and successful strategies.

Quality is a much debated term to some it is like beauty that lies in the eye of the beholder those who
believe in this are relativists whereas those who believe quality can be specific attributes that can be
identified they raw objectives the word quality comes from the Latin word quails eaning “ what kind
of” Quality as progression and the Managerial process associated with the quality function, was
introduced during the second half of the 20th century, and has evolved since then over this period, few
other disciplines have seen as any changes as the quality profession. The quality profession grew
from simple control, to engineering to systems engineering. Quality control activities where
predominate in the 1940s, 1950, and 1960. The 1970s were an era of quality engineering and the
1990s saw quality system as an emerging filed like Medicine, Accounting and Engineering; quality
has achieved status as a recognized profession.

According to Gamberon (2019) it might be useful to insight in to the many dimensions that form a
fuzzy entity referred to as quality though social consensus rather than deplaning it. Garvin (1988)
classified the various definitions of quality into five major groups.

Transcendent definitions: These definitions are subjective and personal. They are related to
concepts such as beauty and love.

Product-based definition: - Quality is seen a measurable variable. The basis for measurement is
objective attributes of the product.

Use-based definition: - Quality is a means for customer satisfaction. This makes these definitions
individual and partly subjective.

Manufacturing-based definition: - Quality is seen as conformance to requirements and

specifications.

Value-Based Definitions: - These definitions define quality in relation to cost. Quality is seen as
providing good value for costs (largess,2004) (Quality assurance in higher Education, November
2017).

Quality, as a concept, has been defined differently by different stakeholders. This is because it is
multi-dimensional and mean different thing to different stakeholders. Also, different countries may
tend to define these terms differently. This document adopts the following definitions of quality,

6
quality assurance, accreditation, and licensing from Materu (2017). Quality technically refers to
fitness for purpose. It encapsulates the concept of meeting commonly agreed precepts or standards.
Such standards may be defined by law, an institution, a coordinating body or a professional society.
In the diverse arena of higher education, fitness for purpose varies tremendously by filed and
program. Abroad range of factors affect quality in tertiary institutions including their vision and
goals, the talent and expertise of the teaching staff, admission and assessment standards, the teaching
and learning environment, the employability of its graduates (relevance to the labor market), the
quality of the library and laboratories, management effectiveness, governance and leadership.

The “product” of higher education is intangible and the customer very difficult to identify. The
difficulty of attempting to establish consensus or define quality in the higher education sector is aptly
captured in the words of Akin Aina (1994:2) “Quality is a most elusive notion. Virtually everybody
recognizes it when it is seen but scarcely anyone can specify its components or features with any
degree of precision or confidence. But intuitively, and at time empirically, scholars seem to know
what they are talking about”. In the research project the critical analysis of definitions/notions of
quality as presented in the typology of Harvey and Green (1993:9-34) were thoroughly discussed.
Their notions of quality were found to be sufficiently inclusive and adaptable and could be used by
different institutions operating under different circumstances:

- Quality as excellence /exceptional with variants of quality as distinctive, excellence and

passing required standards.

- Quality as fitness for and of purpose.

- Quality as transformation; educational institutions empowering students with skills,

knowledge and attitudes that promote transformation.

- Quality as a threshold to the attainment of especially newly set goals.

- Quality as enhancement of the academic ethos in any given situation.

- Quality as the fulfillment of the demands of the stakeholders or their expectations.

2.2. Quality Assurance

Quality is multi-dimensional concept, with no commonly accepted definition but generally measuring
the level of realization of set standards or targets. “Quality assurance is a planned and systematic
review process of an institution or program to determine whether or not acceptable standards of
education, scholarship, and infrastructure are being met, maintained and enhanced. A tertiary
institution is only as good as the quality of its teaching staff they are the heart of the institution that
produces it graduates, its research products, and is service to the institution, community, and national.
Although quality is one of the most widely used and spoken of conception higher education circles,
very little or no unanimity with regard to its meaning had been reached (Freeland 1991; Becher
1994).

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The related concept of quality assurance has also become globally important in higher education
discussions. More attention is being paid today to the issue of quality assurance in higher education
than ever before. This is not surprising as stakeholders in higher education are now aware of the
fundamental and global importance of quality and quality assurance in higher education. Stakeholders
who are interested in quality assurance include: -

a) The students, who are the primary recipients of higher educational and who the quality of
training they get defines their potential performance in life;

b) Parents, who often pay for the studies of their wards and consequently demand vale-for
money.

c) Governments that demand accountability from their higher education institutions,

d) The employer who demands well trained graduates with competences to effectively operate in
the 21st entry,

e) The institutions themselves, cognizant of the keen competitiveness in the global higher
educational system, and

f) The society that benefits or suffers the effect of good or poor quality educational. Therefore,
quality issues have taken the center stage in global higher education.

Quality issues have become a focal point in global higher education, with the impact of good quality
education at the forefront. Quality assurance processes can take the form of either external or internal
evaluations. External quality assurance involves assessments by external agencies or bodies, such as
national quality assurance agencies or professional bodies, to evaluate a university's operations or
programs for compliance with established standards. Accreditation is a common method of external
quality assurance, involving self-study, peer review, and reporting mechanisms. This proposal seeks
to explore the significance of external quality assurance in higher education institutions and its impact
on ensuring and enhancing the quality of education provided. Internal quality assurance, on the other
hand, refers to the internal policies and mechanisms of a university or programmed for ensuring that
it is fulfilling its purposes as well as the standards that apply to higher educational in general or to the
profession or discipline, in particular (IIEP,2006).

Internal quality assurances are as old as higher education itself indeed most universities from
inception design and implement various internal activities to ensure the certain agreed standards of
performance are being met. One of such is the external examination system. The system involves
the assessment of student examinations for compliance with curriculum content and general
professional or global standards. However, this system is facing some challenges. Some Universities
are unable to fund the external examination system. The system involves the assessment of
examinations for compliance with curriculum content general professional or global standards.
However, this system is facing some challenges. Some Universities are unable to fund the external

8
examination system as the numbers of academic programs and the required external examiners have
increased significantly. There is also the self-assessment system in which the institution carriers out
an internal appraisal of its programs to ascertain the level of achievement of its internally set
objectives and standards. Assessment, which is externally mandated. Self-assessment can be
conducted at two levels, the program and institutional levels, and is advisory to the administration of
the level of permeation of quality in the operations and activities of the institution. Student-lecturer
assessment is another form of internal quality assurance in which students assess their course
lecturers.

2.3. Quality management System (QMS)

The quality assurance (QA), like quality is also defined differently by various scholars according to
different contexts. Despite the different contexts within quality assurance can be defined it always
includes two purposes
- Accountability
- Improvement

A government- and agency-drive quality assurance system like that of the Australian Higher
Education Council (AHEC) tends to emphasize the accountability part more than the institutional
improvement. The AHEC defines quality assurance as “guarantee that required standards are being
met” (AHEC 1992:6). On the other hand, Cuttance (1994:99) incorporates both purposes by defining
QA as: “Planned and systematic actions necessary to provide adequate confidence that the
educational provided met the needs of clients, a way of evaluating the effectiveness of structures and
processes required to achieve outcomes”. The South African HEQC defines quality assurance as a
term that encompasses all the policies, systems and process directed at ensuring the maintenance of
the quality of education provision within an institution. Therefore, quality assurance refers to
mechanisms for ensuring that quality-enhancing techniques are carried out. It is a means of asserting
that errors are eliminated. South African Qualifications Authority (SAQA) one of the major quality
role players in the South African higher education sector, defines a quality management system
(QMS) as a combination of processes used to ensure that the degree of excellence is achieved (RSA
1998a). SAQA suggests that a QMS should encompass quality assurance, quality audit and quality
control. In addition, SAQA states that there are aspects that are critical to a QMS and that the QMS
must ensure that the degree of excellence specified is achieved through:

- The quality management policies, which define the quality which is to be achieved;

- The quality management procedures, which ensure that the practice of the organization is
consistent with policy; and.

- The review mechanisms, which ensure that he quality management policies and procedures
defined are applied and remain effective.

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 CHAPTER THREE

3. METHODOLOGY

This study utilized descriptive survey design Gofa Universal college consists of six colleges four
colleges are natural Since, while the other two are social sciences. Faculties are homogenous within
their science steams. Therefore, college of Business and Economics is randomly selected from social
and while college of public health and medical science is randomly selected from natural since stream
science streams. Data was collected from a sample of leaders, lectures and students from 2 randomly
selected colleges among all colleges in the university.

3.1. Source of Data

Sources of data for this study are both primary and secondary sources primary data gathered by
distributing questionnaires to sample of students, lectures and academic staff’s secondary data for this
study is collected from various documents like manuals, short term reviews, Journals, etc.

3.2. Method of Data Collection

In this proposal, questionnaires will be utilized as the primary data collection method. Participants
from the College of Business and Economics and the College of Public Health and Medical Sciences
at Gofa Universal College, including Academic staffs, students, and administrative staffs will be
randomly selected to complete the questionnaires. The questionnaires will be distributed to selected
individuals in order to gather data for the study.

3.3. Methods of Sampling

The proposed study will utilize a stratified random sampling technique to ensure a proportional
representation of each subgroup. The ratio of 25 questionnaires for for Administrative staffs, 25 for
academic staff, and 50 for students will be maintained, for a total of 100 questionnaires will be
distribute from both colleges. By implementing this sampling method, my aim is to gather
comprehensive and representative data that accurately reflects the perspectives of all key stakeholders
within the educational institutions.

3.4. Methods of analysis and Presentation

The researcher displays the data quantitatively and qualitatively. The quantitative aspect described
and analyzed in percentage term whereas qualitative aspect discussed on descriptive term the
response from questionnaire followed by verbal interpretation finally data has been analyzed
conclusion is drown and recommendation has been forwarded.

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 3.5. Work Plan Time schedule
The research study will be conducted over a period of six months, divided into the following phases:
Table 1 Time schedule

No Types of activities Responsible Month Rema rk

person March April May June

1 Proposal development
2 Proposal presentation to
resident supervisors By student
3 Comment incorporation &
final proposal submission
4 Duplication of By student
tools/questionnaire/
5 Data collection
6 Data Cleaning, analysis,
Report writing & priority By student
setting
8 Presentation to By student
coordinator and evaluation
9 Presentation to instructor
10 Feedback Instructor
11 Submission date By student

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3.6. Budget schedule
A budget table detailing the estimated costs for conducting this research study is provided
in the table below:
Table 2 budget schedule

Unit Total cost

No Budget title Quantity Unit cost
measurement (birr)

1. 1 Paper Package 1 800 800

2. 2 Pen Piece 5 20 100

3. 3 Flash Piece 1 350 350

4. 5 Miscellanies expenses _ _ _ 250

5. 6 For printing Page 21 20 380

6. 7 Unexpected expenses _ - _ 500

7. 8 Telephone expenses _ _ _ 400

Total 2780

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References

Lemaitre. MG (2019) Quality Assurance in a Changing World. INQAAHE conference.

Abu Dhabi.

Ndethiu SN (2017) The Role of Kenyatta University in Promoting Good Reading Habit
among Undergraduate Students, Published PHD Thesis. Kenyatta University.

Queensland University of Technology (QUT 1994, Leading for Quality Higher

Education.

Materu p (2017) Higher Education Quality Assurance in Sub-Sahara Africa.

Harvey. L and Green. D (1993) Defining Quality Assessment and Evaluation in Higher
Education.

Pounder J.S (2001)’ New Readership” and University Organizational Effectiveness:

Exploring the Relationship Leadership and organization Development.

Stand. E (2017). Institutional Autonomy and Academic Freedom. The Uganda Higher
Education Review.

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