Navigating institutional audit: a new institutional theory perspective on quality assurance in Ghanaian universities

Research from 'Frontiers in Education' highlights challenges in quality assurance (QA) audit systems within Ghanaian universities, noting the rapid expansion of higher education in Sub-Saharan Africa and the adoption of international QA frameworks. This qualitative study, utilizing New Institutional Theory (NIT), investigates how senior leaders in four Ghanaian public universities interpret and react to institutional audit pressures. The research points to a gap in understanding African perspectives on QA audits, particularly regarding leadership responses.

Why it matters

Understanding how leaders in rapidly expanding educational systems interpret and respond to international quality assurance frameworks is crucial for ensuring the effectiveness and legitimacy of higher education institutions. This insight can inform the development of more contextually relevant and sustainable quality assurance policies and operational strategies, preventing potential disconnects between global standards and local implementation realities.

Key insights

• Rapid expansion of higher education in sub-Saharan Africa has led to significant implementation challenges for quality assurance (QA) audit systems.
• QA audit systems in the region are often modeled on international frameworks, contributing to implementation difficulties.
• There is a research gap regarding how institutional leaders in African contexts interpret and respond to QA audit pressures.
• The study specifically examines senior leaders' perceptions and responses to institutional audits in four Ghanaian public universities using New Institutional Theory.
• Semi-structured interviews were conducted with 20 university leaders, including Vice-Chancellors, Registrars, QA Directors, and Deans of Academic Affairs.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1872529