Knowledge Resource
Research Summary: Institutional governance and perceived curriculum quality in Somaliland higher education: an exploratory cross-sectional analysis
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Summary & Analysis prepared by
- Aziz Shuaib Ausi
- Resource type
- Research Summary / Knowledge Resource
- Resource published on AZIZ OS
- 6 October 2026
- Reading time
- 1 min
- Publication type
- Knowledge Resource
- Availability
- Open access
About this Summary & Analysis
AZIZ OS provides independently prepared summaries and analytical interpretations of externally published research and knowledge sources. The underlying works remain attributable to their original authors and rights holders. This resource is intended to improve accessibility and understanding and does not replace the original publication.
An exploratory study in Somaliland's higher education sector investigated the relationship between Institutional Curriculum Governance and Support (ICGS) and perceived Curriculum Development Quality and Effectiveness (CDQE). The analysis, drawing on data from 358 respondents across six universities, found an association between these factors, indicating that robust institutional governance practices influence the perceived quality and effectiveness of curriculum development.
Why it matters
This study highlights the critical link between institutional governance structures and the perceived quality of educational offerings within a developing higher education system. Understanding this relationship is vital for strategic planning and resource allocation aimed at improving educational standards and ensuring the relevance of curricula.
Key insights
- Somaliland's university system has evolved from community-led post-conflict reconstruction to national regulation and quality assurance.
- Evidence regarding curriculum governance in Somaliland's higher education remains limited.
- The study examined associations between archived composite scores for Institutional Curriculum Governance and Support (ICGS) and perceived Curriculum Development Quality and Effectiveness (CDQE).
- Data was collected from 358 respondents, including 245 students and 113 academic staff, across six universities.
- Statistical methods, including ordinary least squares regressions, were employed to analyze the relationships between ICGS and CDQE.
Source
Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1967460
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- Verification ID
- ASA-EXE-2026-01229
- Version
- v1.0 · r0
- Issued
- 6 October 2026
- Resource prepared by
- Aziz Shuaib Ausi
- Resource status
- Research Summary / Knowledge Resource
- Underlying work
- Institutional governance and perceived curriculum quality in Somaliland higher education: an exploratory cross-sectional analysis
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Provenance status
- Attribution requires verification
- Rights
- Underlying publication rights remain with the respective copyright holder(s). Refer to the original source for authoritative publication and licensing information.
This verification confirms the AZIZ OS resource record and its documented provenance. It does not establish authorship of the underlying external work.