An Investigation of Internal Quality Assurance System in Ethiopian Higher Education Institutions
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Date
2026-06-01
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Addis Ababa University
Abstract
This study investigated the internal quality assurance system in Ethiopian higher education institutions. Despite the policy interventions, evidence suggests that the quality of education continues to deteriorate, indicating a need for systematic investigation into the functioning of internal quality assurance systems. A convergent mixed-methods design was employed, integrating quantitative and qualitative data collection and analysis. Data were gathered from 303 instructors and 355 postgraduate students through structured questionnaires, as well as from 20 key informants such as quality assurance directors, coordinators, experts, and senior instructors through semi-structured interviews, totally 678 participants. Additionally, document analysis was conducted on quality assurance policies, audit reports, and institutional documents, especially the document of institutional quality audit standard for HEIs has been reviewed and analyzed critically. Quantitative data were analyzed using descriptive statistics such as frequencies, percentages, mean scores, and standard deviations, and inferential statistics including one-sample t-test, ANOVA, and Pearson’s correlation, while qualitative data were analyzed thematically following Braun and Clarke's six-phase framework. The findings revealed that while formal internal quality assurance system structures exist across all sampled institutions, these structures operate primarily as compliance-oriented mechanisms responding to external accountability demands rather than as engines of genuine quality improvement. Students demonstrated limited familiarity with internal quality assurance system concepts, with 40.8% reporting no familiarity and only 23.4% affirming the existence of an effective system. Student participation in quality assurance activities was consistently low, with a composite mean of 2.44 (p < .001), and only 18% reported ever attending quality assurance-related meetings. The student support system received below-moderate ratings (M = 2.84, p < .001), with PhD students rating support services significantly higher than master's students, and government-sponsored students reporting better support than self-sponsored students. Research and publication support was particularly weak (M = 2.70, p < .001), with funding opportunities and grant awareness identified as the most severe deficiencies. Instructors have demonstrated higher awareness of internal quality assurance system compared to students, with 86.5% reporting at least some familiarity with internal quality assurance system concepts, yet only 40.3% affirmed the existence of clear implementation guidelines. The overall effectiveness rating from instructors (M vi = 2.97) did not statistically differ from the moderate benchmark, indicating neutral perception. Pearson correlation analysis revealed that all dimensions of the internal quality assurance system were positively and significantly correlated, with the strongest correlation observed between IQAS policy and effectiveness (r = .70, p < .001), followed by focus area implementation and effectiveness (r = .61, p < .001), and policy and focus area implementation (r = .58, p < .001). Student participation correlated moderately with policy (r = .56, p < .001) and effectiveness (r = .55, p < .001), but weakly with educational resources (r = .34, p < .001). Qualitative findings revealed a persistent gap between policy and implementation, with participants characterizing internal quality assurance system impact as "effort without measurable impact" and educational quality as "stagnant." Resource scarcity was identified as the most significant barrier by 84.8% of instructors, followed by inadequate training and development (81.2%), limited stakeholder engagement (75.2%), lack of institutional commitment (70.6%), and poor communication (67.0%). Enabling factors included leadership commitment, growing institutional autonomy, and the reservoir of senior academic expertise. Despite numerous challenges, several best practices were identified. The study concludes that the internal quality assurance system in Ethiopian higher education institutions is characterized by institutionalized formalism rather than substantive transformation, with a deep disconnect between policy and implementation, chronic resource scarcity, superficial student participation, significant inter-institutional variation, and stagnant educational quality. The Pearson correlation findings confirm that IQAS functions as an integrated system wherein improvements in one dimension are associated with improvements in others, and that student participation is driven more by policy and culture than by physical resources. Recommendations are offered for higher education institutions, the Education and Training Authority, and the Ministry of Education. The study contributes to the literature on quality assurance in developing country contexts and provides empirical evidence for policy reform aimed at transforming Ethiopian higher education from compliance-driven to quality-centered institutions
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An Investigation of Internal Quality Assurance System