Transformative quality and its impact on the perceived quality of higher education institution stakeholders

Abstract

While previous studies have taken a similar stance, this particular study is focused on consolidating stakeholders' perceptions about the extent to which university curricula are relevant to transformative dimensions of practice readiness and self-growth. Utilizing qualitative methodology, interviews were carried out with students, faculty, and administrators for a detailed exploration of stakeholders' views. The findings revealed an overwhelming majority agreed that perceived real-life experience involving internships and opportunities for industrial networking enhanced employment opportunities, while conflicting views regarding adequacy of both resources and infrastructure support the notion that provision of high-quality educational services has its fair share of challenges. The results highlight a need for stakeholder consideration within quality frameworks aiming to develop commonly recognized standards in higher education.