Empirical Analysis of Student Engagement and Learning Experiences in Quality Assurance: A Multiple Case Study Approach

Abstract

This empirical study delves into the student learning experience within the context of Quality Assurance Management Systems (QAMS) in Malawian Higher Education Institutions (HEIs). The results of the study have shown that there is a disparity in terms of what is in books as policies and practices for higher education quality assurance and what happens on the ground concerning involving students in quality enhancement. The study has found that while HEIs are working hard to achieve quality in academic operations, their participation is very minimal. The study also found that both managers and students are much more willing to participate in quality assurance systems. However, students are not actively involved in quality assurance strengthening systems due to multiple barriers including minimal resources, tokenism, poor infrastructure, unconsolidated quality assurance systems, and students’ apathy among others. Results have also shown that universities and colleges are much more concerned with compliance with conditions set by regulators than ensuring continuous improvement of quality assurance operations. In conclusion, the empirical analysis and reflections presented in this research contribute to the ongoing discourse on educational quality within Malawian HEIs. The insights gleaned from both university managers and students offer a holistic view of the current state of QAMS and pave the way for informed decisions and reforms that can enhance the quality of higher education in Malawi and serve as a reference point for similar contexts worldwide.