Strategies For Quality Assurance In Business Education Programme In Tertiary Institutions

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Strategies For Quality Assurance In Business Education Programme In Tertiary Institutions


Abstract


This study was carried out to examine the Strategies For quality assurance in business education programme in tertiary institutions.. Specifically, the study aims to find out whether business education helps to develop basic skills for personal use in the future, examine whether business education contributes to knowledge and skills required for national development, investigate the various agencies of the government responsible for enforcement of quality assurance and find out the challenges of quality assurance and enforcement in business education programmes in tertiary institutions. The study employed the survey descriptive research design. A total of 141 responses were validated from the survey. From the responses obtained and analyzed, the findings revealed that business education does help develop basic skills for personal use in the future. The study thereby recommends that there should be a strategic vibrant framework for evaluation and monitoring the entire business education program. This could be done by internal and external organs. Also, there should be a strong institutional supervision mechanism to regularly supervise the teaching and learning of business education towards quality assurance.


Chapter One


Introduction

1.1 Background of the Study

Business education which is a sub-set of the general education programme falls within the spectrum of vocational education. Abdulkadir (2021) described business education as the transfer of pedagogical and business competencies necessary for teaching business attitudes, concepts, skills and knowledge. Business education is therefore that aspect of educational training which an individual receives with the primary motive of enabling him to acquire adequate attitudes, concepts, knowledge, understanding and skills in business activities for vocational usage in careers as an administrator, manager or teacher wherever he may find himself in the business world
According to Oladipo,(2019), the objectives of business education includes to develop a mature understanding of the general nature of business, provide the needed background for teaching in business subjects, provide training in specialized phases of business activity and to lay a cultural and ethical foundation for the development of the fore-going objectives. For the objectives of business education and other inherent benefits of education to be realized, there is need therefore, to ensure quality and sustainable standards in the education system. With respect to education, quality is seen by Oladipo, Adeosun and Oni (2019) as the ability or degree to which an educational system conforms to established standard and appropriateness. Therefore, quality in education means the relevance and appropriateness of the education programme to the needs of the community for which it is provided.
On the other hand, strategy is the technique or mechanism put in place to maintain the degree of quality of excellence of a product or service. As it applies to quality assurance in education, strategy is the mechanism by which an educational system ensures that the service it delivers or intends to deliver serves the purpose for which it is intended and remains relevant and appropriate to the needs of the society. It involves series of operational techniques and activities which include all actions taken when requirements for quality are met.

Quality assurance in the educational system implies the ability of the institution to meet the expectations of the user of manpower (employers of labour) in relation to quality of skills acquired by their output . Oladipo, (2019) posited that quality of educational programme could be measured in terms of quality of input, quality of process, quality of context and quality of output. Therefore, ensuring quality in business education requires the right quantity and quality in everything that goes into the teaching/learning process or system as input and process. Until this objective is achieved, education and business education in particular may not be accorded its respect in the society. Ehindero(2015) submitted that the non-inclusion of any of the nation’s universities in the world best 1500 universities is unsavory and worse still, Nigeria ranked number 22 after South Africa, Egypt, Ghana, Kenya in the ranking of African universities. Presently, Nigeria ranked 2633rd position in the world. Similarly, Okebukola (2015) decried the quality of graduates produced in Nigerian tertiary institutions especially in the last four years and thumbed down the quality of those that would graduate in three years time. Due to the declining quality in recent years, hence, the accolade attached to Nigerian universities seems to be fading away fast. This is informed by the flood of criticisms that beclouded the quality of graduates produced. Parents now seek alternative for their children education in South African and Ghanaian universities and even beyond. This ugly situation in Nigeria tends to negate the tenet of quality university education which is essentially an industry established to produce high quality workforce for national development

It is against this background that Nwanewezi (2020) identified the following strategies for quality assurance in Nigeria educational system to salvage the deplorable situation. They are: moderation of examination, in-service education of teachers, proper funding of education, supervision and inspection, mentoring and monitoring, regular evaluation of the system among others. However, this study assessed the effectiveness of some of these strategies considered to be more important in business education programme in Nigerian universities. Since business educators form part of the key players in ensuring quality business education programme, it is therefore important to assess strategies for quality assurance in business education programme in tertiary institutions.


1.2 Statement of the Problem

Inability to attain quality assurance in Business Education in Nigerian universities, which seems to result from ineffective and inefficient delivery system, has been the bane of the education programme in Nigeria and other developing countries. Institutions offering Business Education have found themselves lagging behind in the realization of its objectives due to inherent poor delivery system. Products of the programme are illequipped and short of the necessary and needed ingredients for self-realization. As a result, the society has been denied the much desired benefit of the programme as the products cannot contribute adequately and meaningfully to the economic and social growth of the society. Igboke (2015). The problem of the study is therefore, what are the strategies for enhancing quality assurance in business education programme in tertiary institutions.


1.3 Objective of the Study

The general objective of the study is Strategies For quality assurance in business education programme in tertiary institutions.

The specific objectives is as follows:

  1. To find out whether business education helps to develop basic skills for personal use in the future.
  2. To examine whether business education contributes to knowledge and skills required for national development.
  3. To investigate the various agencies of the government responsible for enforcement of quality assurance.
  4. To find out the challenges of quality assurance and enforcement in business education programmes in tertiary institutions.

1.4 Research Questions

The following questions have been prepared for the study:

  1. Does business education helps to develop basic skills for personal use in the future?
  2. Does business education contributes to knowledge and skills required for national development?
  3. What are the various agencies of the government responsible for enforcement of quality assurance?
  4. What are the challenges of quality assurance and enforcement in business education programmes in tertiary institutions?

1.5 Research Hypothesis

The following hypothesis have been formulated for the study:

H0: Business education does not help develop basic skills for personal use in the future

HA: Business education does help develop basic skills for personal use in the future


1.6 Significance of the Study

The findings of this research work will undoubtedly provide the much needed information to government organizations, ministry of education and academia on the need to improve and work on quality assurance of students of business education so they can contribute their quota to the development of the nation
This study will be significant to the academic community as it will contribute to the existing literature.


1.7 Scope of the Study

The study will find out whether business education helps to develop basic skills for personal use in the future. The study will also examine whether business education contributes to knowledge and skills required for national development. The study will further investigate the various agencies of the government responsible for enforcement of quality assurance. Lastly, the study will find out the challenges of quality assurance and enforcement in business education programmes in tertiary institutions. Hence this study is delimited to Lagos State University


1.8 Limitation of the Study

This study was constrained by a number of factors which are as follows:

Just like any other research, ranging from unavailability of needed accurate materials on the topic under study, inability to get data

Financial constraint , was faced by the researcher ,in getting relevant materials and in printing and collation of questionnaires

Time factor: time factor pose another constraint since having to shuttle between writing of the research and also engaging in other academic work making it uneasy for the researcher


1.9 Definition of Terms

Quality Assurance:

Frameworks that provide regulations to organizations to ensure that their processes, inputs, products, and services are capable of meeting every customer requirement.


1.10 Organization of the Study

This research work is organized in five chapters, for easy understanding, as follows.

  • Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
  • Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
  • Chapter three deals on the research design and methodology adopted in the study.
  • Chapter four concentrate on the data collection and analysis and presentation of finding.
  • Chapter five gives summary, conclusion, and recommendations made of the study.

Chapter Five


Summary, Conclusion and Recommendation

5.1 Summary

In this study, our focus was to examine Strategies For quality assurance in business education programme in tertiary institutions using Lagos State University as a case study. The study specifically was aimed to find out whether business education helps to develop basic skills for personal use in the future, examine whether business education contributes to knowledge and skills required for national development, investigate the various agencies of the government responsible for enforcement of quality assurance and find out the challenges of quality assurance and enforcement in business education programmes in tertiary institutions. A total of 141 responses were validated from the enrolled participants where all respondent are drawn from lecturers and student in the department of business education.


5.2 Conclusion

Based on the finding of this study, the following conclusions were made:

  1. Business education helps to develop basic skills for personal use in the future.
  2. Business education contributes to knowledge and skills required for national development.
  3. The various agencies of the government responsible for enforcement of quality assurance is federal ministry of education, Federal Education Quality Assurance Service and general Services Department
  4. The challenges of quality assurance and enforcement in business education programmes in tertiary institutions is duplication of activities, conflicting requirements from the NAB and mentor institutions and non-compliance of institutions to the time-frame given for assessment

5.3 Recommendation

Based on the responses obtained, the researcher proffers the following recommendations:

  1. There should be a strategic vibrant framework for evaluation and monitoring the entire business education program. This could be done by internal and external organs.
  2. There should be a strong institutional supervision mechanism to regularly supervise the teaching and learning of business education towards quality assurance.
  3. Funding of business education should be improved by school owners and donor agencies to ensure quality of the program.
  4. Business educators should be subjected to training and retraining from time to time in order to remain relevant and useful.

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Frequently Asked Questions


What is the process of Quality Assurance in tertiary education?

Process of quality assurance in tertiary education. Although the three major approaches to quality assurance at the tertiary institutions of learning are accreditation, assessment and audit, the process of external quality assurance at the tertiary level includes peer review; self assessment; site visits; report writing and submission.

What is tertiary education?

Quality assurance at the tertiary education level Tertiary education comprises higher education and further education. Higher education is made up of universities, polytechnics, monotechnics and colleges of education while further education consists of post-secondary trade and vocational training schools.

What is Education Quality Assurance (EQA)?

Education quality assurance [EQA] like quality planning, quality control and quality improvement is a means of implementing quality policy objectives and responsibilities within a quality system at all levels of the education system.

What are the issues of concern in quality assurance in education?

Issues of Concern in Quality Assurance in Education The following Issues are usually of concern in education quality assurance: 1. Meaning of and consciousness about education quality 2. Debates on rising or falling education quality and standards  

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