Institutional self-assessment and quality of higher education: A case study of Uganda Management Institute

Abstract

The study was concerned with the relationship between institutional self-assessment and quality of education at Uganda Management Institute. The research was guided by three objectives which aimed at establishing the relationship between governance structures, teaching and educational facilities and quality of education. By use of a case study design, 296 respondents were used as the sample size with 289 responding to the questionnaires and 7 of them interviewed and all these were important in investigating the topic at hand. By use of the research hypothesis, the objectives were tested: the three hypotheses, (1) governance structure significantly influence quality of education, (2) teaching significantly influences quality of education and (3) educational facilities significantly influence quality of education. It was noted that; the institute was highly formalized power and authority concentrated at the top; however this never had a significant influence on quality of education. The study also revealed that; teaching methods were rarely varied, assessment strategies lacked alternatives and curriculum was rigidly emphasized while also noting that the educational facilities such as; library, lecture room space and computers were inadequate and insufficient. Therefore the institute needed to regularly engage in institutional self-assessment so as to unearth the gaps within its structure especially with regard to governance structure, teaching and facilities. Improvements in these aspects were thought to be important yardsticks towards achieving and enhancing quality education in the light of; accountability, timely feedback, value for money and customer satisfaction.