Main Article Content
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