The Compliance-Improvement Paradox: Quality Assurance Mechanisms and Service Delivery Effectiveness in Resource-Constrained Higher Education Contexts
DOI:
https://doi.org/10.14738/assrj.1303.19881Keywords:
Quality assurance, service delivery, higher education, developing countries, GhanaAbstract
This study examines the effectiveness of quality assurance mechanisms (QAMs) in enhancing service delivery at the University for Development Studies (UDS), with particular attention to the tension between compliance-oriented and improvement-oriented approaches to quality enhancement. The study employed an explanatory sequential mixed-methods design, combining quantitative surveys with semi-structured interviews conducted with students, faculty, administrative staff, university administrators, and community members as participants. Data were analysed using regressions and thematic analyses. The analysis revealed a statistically significant positive relationship between QAMs and service delivery effectiveness (SDE). Qualitative findings, however, uncovered a compliance-improvement paradox, as most respondents characterized the institutional quality assurance (QA) culture as reactive rather than improvement-oriented. The most significant barriers to implementation included resource constraints, bureaucratic delays, paper-based systems, and cultural resistance. Internal assessments were perceived as more effective than external evaluations, although both mechanisms suffered from weak stakeholder feedback integration. This study advances QA theory by demonstrating empirically that structurally robust QAMs can produce suboptimal outcomes when implementation is constrained by resource limitations and compliance-focused institutional cultures. This study extends Total Quality Management (TQM) theory to resource-constrained contexts by identifying contextual moderators that attenuate the QA-performance relationship. Higher education institutions in developing countries should transition from compliance-driven to improvement-oriented QA cultures, invest in digital QA infrastructure, and strengthen stakeholder engagement mechanisms to realise the full potential of their QA systems. This study provides the first comprehensive empirical examination of the compliance-improvement paradox in African higher education, offering evidence-based insights for QA policy and practice in resource-constrained institutional contexts.
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