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Article Open Access June 07, 2024

Quality Assurance in Curriculum Development in Ghana’s Higher Education System: A Case Study of UMaT

Bernice Worlanyo Nyadzi 1,*, Paul Kwadwo Addo 2 and Matthew Kwabena Okrah 3
1
Academic and Student Affairs, University of Mines and Technology (UMaT), Tarkwa, Ghana
2
Directorate of Student Affairs, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
3
Registrar’s Office, University of Mines and Technology (UMaT), Tarkwa, Ghana
Publihed in: Current Research in Public Health (Volume 4, Issue 3, 2024)
Page(s): 112-125
DOI: 10.31586/ojer.2024.954
Received
April 10, 2024
Revised
May 19, 2024
Accepted
June 05, 2024
Published
June 07, 2024
Keywords
Quality Assurance; Curriculum Development; Higher Education
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright: Copyright © The Author(s), 2024. Published by Scientific Publications
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Cite This Article

APA Style
Nyadzi, B. W. , Addo, P. K. , & Okrah, M. K. (2024). Quality Assurance in Curriculum Development in Ghana’s Higher Education System: A Case Study of UMaT. Current Research in Public Health, 4(3), 112-125. https://doi.org/10.31586/ojer.2024.954
ACS Style
Nyadzi, B. W. ; Addo, P. K. ; Okrah, M. K. Quality Assurance in Curriculum Development in Ghana’s Higher Education System: A Case Study of UMaT. Current Research in Public Health 2024 4(3), 112-125. https://doi.org/10.31586/ojer.2024.954
Chicago/Turabian Style
Nyadzi, Bernice Worlanyo, Paul Kwadwo Addo, and Matthew Kwabena Okrah. 2024. "Quality Assurance in Curriculum Development in Ghana’s Higher Education System: A Case Study of UMaT". Current Research in Public Health 4, no. 3: 112-125. https://doi.org/10.31586/ojer.2024.954
AMA Style
Nyadzi BW, Addo PK, Okrah MK. Quality Assurance in Curriculum Development in Ghana’s Higher Education System: A Case Study of UMaT. Current Research in Public Health. 2024; 4(3):112-125. https://doi.org/10.31586/ojer.2024.954 
@Article{crph954,
AUTHOR = {Nyadzi, Bernice Worlanyo and Addo, Paul Kwadwo and Okrah, Matthew Kwabena},
TITLE = {Quality Assurance in Curriculum Development in Ghana’s Higher Education System: A Case Study of UMaT},
JOURNAL = {Current Research in Public Health},
VOLUME = {4},
YEAR = {2024},
NUMBER = {3},
PAGES = {112-125},
URL = {https://www.scipublications.com/journal/index.php/OJER/article/view/954},
ISSN = {2831-5162},
DOI = {10.31586/ojer.2024.954},
ABSTRACT = {Over the past decades, quality assurance has received significant prominence in higher education management across the world. While the concept is pertinent to all areas of higher education management, nowhere is it considered more crucial than in curriculum development, given the importance of curriculum in supporting students to achieve the needed learning outcomes. In this study, we explored how quality is ensured in curriculum development in Ghana, using a STEM university, University of Mines and Technology (UMaT), as a case study. We specifically examined the procedure for curriculum development in the university, how quality assurance is ensured during the process, and the challenges associated with the process. We explore the case using qualitative techniques, particularly in-depth interviews. Fourteen (14) participants were purposively sampled from four (4) functional levels responsible for curriculum development in the university. The study found that the quality of curriculum in UMaT is largely determined by both national and institutional quality assurance frameworks. The major challenges that hamper quality assurance are the need to design curriculum at a shorter notice to fulfil accreditation requirement, lack of experts to support curriculum development, and less consultation with other relevant stakeholders as required by the regulator, Ghana Tertiary Education Commission (GTEC).},
}
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%A Addo, Paul Kwadwo
%A Okrah, Matthew Kwabena
%D 2024
%J Current Research in Public Health

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%M doi:10.31586/ojer.2024.954
%U https://www.scipublications.com/journal/index.php/OJER/article/view/954

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AB  - Over the past decades, quality assurance has received significant prominence in higher education management across the world. While the concept is pertinent to all areas of higher education management, nowhere is it considered more crucial than in curriculum development, given the importance of curriculum in supporting students to achieve the needed learning outcomes. In this study, we explored how quality is ensured in curriculum development in Ghana, using a STEM university, University of Mines and Technology (UMaT), as a case study. We specifically examined the procedure for curriculum development in the university, how quality assurance is ensured during the process, and the challenges associated with the process. We explore the case using qualitative techniques, particularly in-depth interviews. Fourteen (14) participants were purposively sampled from four (4) functional levels responsible for curriculum development in the university. The study found that the quality of curriculum in UMaT is largely determined by both national and institutional quality assurance frameworks. The major challenges that hamper quality assurance are the need to design curriculum at a shorter notice to fulfil accreditation requirement, lack of experts to support curriculum development, and less consultation with other relevant stakeholders as required by the regulator, Ghana Tertiary Education Commission (GTEC).
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