Abstract

The purpose of this research is to examine the current quality assurance and accountability policies and practices in Egyptian public higher education institutions. It specifically examines the perceived effectiveness of pedagogical and assessment practices on students’ learning and institutional performance. The paper seeks to analyze the current challenges to propose a new policy to promote accountability of faculty and students. This qualitative research paper follows what Patton (2002) termed “prospective policy analysis”. Participants were selected using the purposive sampling technique. Fifty-one participants comprised the sample of the study. They were chosen from two accredited programs in two public universities in Greater Cairo. A Humanities program was chosen from University X; and an Engineering program was chosen from University Y. Two department heads, twenty faculty members and twenty-nine undergraduate fourth year students were involved in the study. Data was collected over the period of two weeks through semi-structured interviews, focus groups and document analysis. Data was analyzed using the thematic approach. Findings revealed many faculty members and students confirm that the current policies and practices are not effective. They have identified that large students numbers as one of the major challenges. Based on Delphi technique, the recommended prospective policies are “accountability policy for professors”, “new admission policy” and “reforming assessment practices”.

Department

International & Comparative Education Department

Degree Name

MA in International & Comparative Education

Graduation Date

Spring 1-24-2017

Submission Date

May 2015

First Advisor

Megahed, Nagwa

Second Advisor

NA

Third Advisor

NA

Committee Member 1

Skaggs, Jennifer

Committee Member 2

NA

Committee Member 3

NA

Extent

89 p.

Document Type

Master's Thesis

Rights

The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. The author has granted the American University in Cairo or its agents a non-exclusive license to archive this thesis, dissertation, paper, or record of study, and to make it accessible, in whole or in part, in all forms of media, now or hereafter known.

Institutional Review Board (IRB) Approval

Approval has been obtained for this item

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