Teaching-learning quality assurance benchmarks and characteristics that promote learner outcomes among Public Administration students at Uganda Management Institute: An exploratory study.

Abstract

In 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.