By Dunkana Negussa (PhD), Education and Training Authority, Ethiopia
Abstract
This research aims to explore the determinants of the effectiveness of IQA implementation in public higher education institutions in Ethiopia, utilizing a Structural Equation Modeling (SEM) approach. The research assesses the direct and indirect impact of IQA implementation effectiveness determinants, which include institutional capacity, policy awareness, leadership commitment, and stakeholder participation, on the effectiveness of IQA in higher education institutions, with quality culture as a mediator factor. Drawing on organizational culture theory and resource-based perspectives, a structural equation model was tested using data from 455 quality assurance and academic officers of Ethiopian public universities. The results reveal that a substantial proportion of variance in quality culture and IQA effectiveness in higher education institutions in Ethiopia can be explained by the proposed model, with institutional capacity impacting IQA effectiveness indirectly through quality culture, stakeholder participation having direct and mediated effects, and leadership commitment having a direct impact without a mediated role for quality culture, while policy awareness does not have a significant impact on IQA effectiveness in higher education institutions in Ethiopia. This research supports the notion that quality culture and stakeholder engagement are key in ensuring the effectiveness of quality assurance in higher education, as emphasized in contemporary quality management literature (Harvey & Green, 1993; Sallis, 2014).
1. Introduction
Internal quality assurance (IQA) is now a major vehicle for enhancing accountability and effectiveness in higher education institutions. Over time, QA systems worldwide have grown in scope, focusing on compliance, standardization, and continuous improvement (Harvey & Williams, 2010). Nevertheless, there is little empirical clarity about how institutional factors are translated into successful implementation outcomes. Current approaches often highlight structural and procedural aspects, including policies, resource allocation, and compliance systems. However, these do not necessarily ensure significant improvement (Ehlers, 2009). Emerging research indicates that organizational and cultural aspects are more critical in ensuring quality outcomes (Schein, 2010; Sallis, 2014).
The present research aims to bridge this gap in research by examining structural relationships among leadership, institutional, stakeholder, and policy awareness dimensions, including quality culture as a mediating factor. The research utilizes structural equation modeling for empirical research, which would provide insight into how these dimensions are intertwined in ensuring IQA effectiveness.
2. Results
Likewise, the structural model proves its explanatory power with a high variance explained for quality culture (69.6%) and IQA effectiveness (83.3%). This suggests that the model does explain the key determinants of quality assurance implementation, as other SEM-based research in higher education institutions found (Hair et al., 2019).
Institutional capacity also proves significant with a positive impact on quality culture (β = 0.335, p = 0.002). This suggests that financial, physical, and human resource availability can positively contribute to the establishment of a quality culture within the institution. However, institutional capacity does not directly impact IQA effectiveness, suggesting a completely mediated relationship through quality culture, which aligns with previous research suggesting that financial or physical availability does not directly impact performance without the presence of organizational processes and culture (Barney, 1991; Sallis, 2014).
Participation of stakeholders has a strong direct impact on the effectiveness of IQA (β = 0.274, p = 0.001), as well as an indirect impact through the creation of a quality culture. This double impact may imply that the involvement of stakeholders can positively influence the implementation of the system through both direct and indirect routes, consistent with the theory of participatory governance (Bryson et al., 2013).
Leadership commitment has a statistically non-significant impact on the quality culture (β = 0.224, p = 0.065), yet it does have a direct impact on the effectiveness of IQA. This may imply that leadership can influence the effectiveness of the system through the use of operational routes rather than through the creation of a quality culture. This argument may be related to the discussion on the difference between the effects of transactional and transformational leadership (Bass & Riggio, 2006).
The impact of policy awareness was not statistically significant on quality culture (β = 0.135, p = 0.157) and on the effectiveness of IQA. This indicates that awareness of policy by itself does not lead to effective implementation. This supports the long-recognized gap between policy formulation and practice (Fullan, 2007).
The impact of quality culture on the effectiveness of IQA was statistically significant (β = 0.366, p = 0.002), confirming its position as a mediating factor. This supports the position that quality results are driven by values and norms rather than structural factors (Schein, 2010).
3. Discussion
These findings offer robust empirical evidence supporting the notion that the effectiveness of IQA is mainly influenced by cultural and participatory factors rather than structural and information factors. The impact of quality culture was also statistically significant, confirming its position as the key driver through which the effects of other institutional factors are converted into outcomes. This is consistent with the theory of quality management, which asserts that the key to long-term success lies in the embedding of quality within the culture (Sallis, 2014).
Finally, the full mediation effect of institutional capacity underscores the limitations of resource-based approaches. While resources are necessary for success, they are not sufficient; rather, their effectiveness depends on their integration into the broader organizational culture. This builds on the resource-based view by revealing the need for resources to be “activated” through cultural factors to generate value (Barney, 1991).
Stakeholder participation is also revealed as an important factor for effectiveness, and this occurs both through direct and indirect means. This is consistent with research into collaboration, engagement, and shared responsibility for organizational effectiveness (Bryson et al., 2013).
The inconsequential nature of leadership commitment for quality culture suggests that leadership is not a sufficient condition for change. This is also consistent with research arguing that leadership needs to be supported by systemic and participatory approaches for change (Fullan, 2007).
The non-significant effect of policy awareness further supports the distinction between knowledge and action. Overall, the findings suggest that the effectiveness of IQA should be understood in terms of a holistic system in which institutional capacity, leadership, and participation operate through cultural mechanisms.
4. Conclusion
The research here offers empirical support for the proposition that quality culture is the key driver of effectiveness in internal quality assurance in higher education. Capacity is a contributor, but only through its relationship with culture, stakeholder participation is a driver through both direct and indirect means, leadership commitment is a driver of outcomes but unrelated to culture, and awareness of policy is not significant. The research here indicates that if we are to improve quality assurance, we need to move beyond compliance-based models of quality assurance and adopt models that prioritize cultural change and stakeholder participation. Sustainable quality outcomes require alignment of institutional systems with shared values and practices.
References
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Sallis, E. (2014). Total quality management in education (3rd ed.). Routledge.
Schein, E. H. (2010). Organizational culture and leadership (4th ed.). Jossey-Bass.
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