English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This study examined quality assurance and academic accountability in ten higher education institutions in Nigeria, using UNESCO’s input-processoutput framework for assessing the quality of education. Data were collected from staff and students of the universities as well as opinion leaders drawn from the communities hosting the institutions. The findings were that academic accountability, in terms of the quality of inputs and outputs, was low; the quality of the process was high; and that research activities and community service in the institutions enhance development of the communities in which the universities are located. Conversely, lack of political willingness to develop higher education, low students’ learning readiness and non-utilisation of research findings were found to be affecting the academic accountability of the institutions. Therefore, interventions targeted at improving the quality of inputs into higher education; exposing students to practical training; and encouraging utilisation of research findings and university-community alignment are recommended. Keywords: Academic accountability; Quality assurance; Community service

Academic Accountability, Quality and Assessment of Higher Education in Nigeria