Gboyega Ilusanya

Bio: Gboyega Ilusanya is an academic researcher. The author has contributed to research in topics: Certification and Accreditation & Accreditation. The author has an hindex of 1, co-authored 1 publications receiving 13 citations.

Accreditation outcomes, quality of and access to university education in Nigeria

Abstract: Purpose – In response to the challenges of enhancing quality, the agency of government which is responsible for coordinating university education in Nigeria, the National Universities Commission, evolved a system of academic programme accreditation in 1991 to ensure conformity with minimum standards and to promote quality. The purpose of this paper is to examine the outcomes of some of those accreditation exercises and how they have influenced the quality of and access to university education.Design/methodology/approach – The paper analyses secondary source data from accreditation reports of 1999, mop up exercises and accreditation re‐visitation of 2000‐2005 and that of November 2005.Findings – The mean percentage of programmes with full accreditation status was found to have increased from 12.6 in 1999 to 48.5 in 2005, that of programmes which got interim accreditation decreased from 72.66 in 1999 to 48.30 in 2005, while the one for programmes which were denied accreditation decreased from 17.9 in 1999 t...

Academic Accreditation Process: Experience of a Medical College in Saudi Arabia

Abstract: Objective: This study aims to describe effects of the accreditation process of the National Commission for Academic Assessment and Accreditation (NCAAA) and its impact on the quality of medical education in one medical college in Saudi Arabia, and determines the extent to which the tools used for this purpose (the NCAAA Standards) are applicable to medical colleges. Methodology: We conducted a semi-qualitative study in Qassim University College of Medicine, where an accreditation exercise led by NCAAA was recently completed. Data pertaining to applicability and impact of the accreditation process were collected through semi-structured interviews, focus-group discussions and structured questionnaires. Data were aggregated and analyzed and compared with information prior to accreditation, where available. Results: The accreditation process lasted about two years, culminating in the preparation of a self-evaluation report and a visit of external reviewers. The process itself brought significant changes in the educational processes and administration and implementation of the curriculum. Our analysis also indicated significant improvements in the quality of medical education in the College. However, there were questions about the applicability of the NCAAA accreditation process on medical education. The process can be modified to suit the special requirements of medical colleges in Saudi Arabia. Conclusions: NCAAA accreditation process was successful in improving the quality of medical education, without imposing radical changes in curriculum philosophy or orientation. Better measurement of students learning outcomes, regular review and updating of the quality standards and continuous quality improvement are anticipated to deliver better medical education in the college.

The use of activity theory to explain the complexities surrounding the use of ICT in overcrowded university classrooms: the case of Nigeria

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Investigating the factors affecting the development of a sustainable national accreditation body for engineering and technology laboratories in North Africa

Abstract: Quality Assurance has become one of the prime factors for consideration by a customer whether a person or organisation in order to achieve highly competitive industrial activity. Within the developing countries there is limited awareness among the public regarding the role and purpose of accreditation. This constitutes a major constraint and it is one of several constraints for accreditation, specifically, in the Arab region. The primary objective of a National Accreditation Body is to enable organisations to attain continuous performance improvement, maintain consistency, promote quality awareness and achieve the desired level of business excellence. However, a major issue arises as to the application of the NABs in different cultural and operational backgrounds, and how to take account of additional complexities of social systems. Therefore accreditation in the developing countries need to establish a new strategy on accreditation to be able to demonstrate the capability to compete internationally taking account of the difficulties, barriers, confidence and international acceptance. The research was carried out in three phases. Phase one established a conceptual framework based on a literature review and a quantitative and qualitative study. It described seven important themes containing 94 variables as critical to a sustainable accreditation scheme. Phase two provided empirical studies of the Quality Assurance approaches adopted in a case study in Tunisia. The field research surveyed the selected samples from the Tunisian Accreditation Council (TUNAC) and Central Laboratories for Testing and Analyses’(LCAE) population using a questionnaire. The questionnaire was designed to examine satisfaction and motivation, as well as gauging the effectiveness of the TUNAC as determined by an analysis of the improvements that could be directly associated with its implementation of a sustainable accreditation scheme. The questionnaires achieved over 84% response rate and the resulting data set was comprehensive and the analysis robust. An additional element of the research compared the results of the questionnaire results with the perceptions of the TUNAC management. In-depth analyses of the case study plus interviews with decision makers (TUNAC management) provided a context and guidance in the development of a sustainable accreditation framework. Then in Phase three the external PESTILE factors of North Africa were analysed and linked to the internal factors to construct and propose a sustainable accreditation framework. The analysis of the proposed framework has led to the development of a draft questionnaire to be used by prospective accreditation bodies as a measuring tool against its current accreditation process. The main contributions of this research are the development of a sustainable accreditation framework, which was developed and cross validated and development of a PESTILE framework which has never been used before in developing sustainable frameworks. Moreover the findings of this study enrich the debate on accreditation and Quality Assurance in literature.

How effective are different approaches to higher education provision in increasing access, quality and completion for students in developing countries? Does this differ by gender of students?

Abstract: This review focuses on how to effectively increase access to and quality in higher education in developing countries. One hundred and seventy-five research papers on the impact of higher education policies and methods of provision on access, quality and gender issues in developing countries, available in English language, were systematically reviewed. The majority of the studies fell into six main categories: affirmative action; cross-border, distance and open education; financial policies/programmes (including cost-sharing policies and student loan programmes); technical and vocational education and training (TVET); and institutional type.

Internationalization Practices and Their Effect on Universities Growth: A Case of USIU –Africa

Abstract: A Research Project Submitted to Chandaria School of Business in Partial Fulfillment of the Requirement for the Degree of Master of Business Administration (MBA)