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dc.contributor.authorBasheka, Benon
dc.contributor.authorNkata L., James
dc.contributor.authorKaguhangire-Barifaijo, Maria
dc.date.accessioned2022-11-29T15:31:35Z
dc.date.available2022-11-29T15:31:35Z
dc.date.issued2013-03
dc.identifier.citationBenon, C. B., James, L. N., & Maria, B. B. (2013). Teaching-learning quality assurance benchmarks and characteristics that promote learner outcomes among Public Administration students at Uganda Management Institute: An exploratory study. International Journal of Educational Administration and Policy Studies, 5(1), 8-14.en_US
dc.identifier.issn1996-0816
dc.identifier.urihttp://umispace.umi.ac.ug:80/xmlui/handle/20.500.12305/1452
dc.description.abstractIn today’s academic environment, leaders at higher educational institutions face increasing demands as stakeholders’ expectations rise and resources diminish (Randall and Coakley, 2007). This paper examines student’s perspectives on the measures of teaching –learning quality assurance benchmarks and study environment conditions, which are likely to promote attainment of the learners’ outcomes. Of the 294 students who were sampled for the study, 279 returned the completed survey instrument suggesting a response rate of 94.5%. The paper identifies critical learning and teaching quality assurance benchmarks and a number of facilitator-student behaviors considered by students as pertinent for the realization of their learning outcomes. The results are original and compare well to the existing body of local and international literature.en_US
dc.publisherInternational Journal of Educational Administration and Policy Studiesen_US
dc.subjectLearners’ outcomesen_US
dc.subjectQuality assurance benchmarksen_US
dc.titleTeaching-learning quality assurance benchmarks and characteristics that promote learner outcomes among Public Administration students at Uganda Management Institute: An exploratory study.en_US
dc.title.alternativeAn exploratory studyen_US
dc.typeArticleen_US


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