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Higher education institutions in Africa appear to be completely copying the quality assurance (QA) frameworks of developed countries instead of conceptualising their own frameworks for delivering quality higher education outcomes in Africa. Certain factors (limited funding, inadequate infrastructure, inadequate staffing, relatively low research outputs, and limited graduate employable skills) characterising higher educa‐ tion are peculiar to developing countries including Africa. Using a qualitative case‐study approach through interviews and document reviews, and a “PPP” conceptual frame‐ work, this study examined the foci of quality assurance frameworks of three flagship universities in Ghana. The findings indicate that the least attention is given to facilities in the quality assurance frameworks even though limited facilities pose a major challenge to the quality of higher education outcomes of the universities. The findings indicate that most attention is paid to programme areas such as teaching and learning. The results of the study recommend regular and appropriate balancing of the foci of quality assurance frameworks in the universities to enable them to give optimum attention to all key opera‐ tional areas for quality outcomes.

Balancing the Focus of Quality Assurance Frameworks of Higher Education Institutions in Africa: A Ghanaian Context