Dickson Okoree Mireku
4 Publications in AERD
Author Publications
Export PDFA decade of quality assurance in higher education (QAiHE) within sub-Saharan Africa: a literature review based on a systematic search approach
By Dickson Okoree Mireku
In this study, we examined articles related to academic quality assurance research in the sub-Saharan African (SSA) higher education context to identify internal and external mechanisms put in place to improve the quality of education. To achieve the objective, the study reviewed published studies to bring to light the standard quality benchmark indicators describing how quality assurance has been promoted in SSA starting from 2012 to 2022. Based on this premise, 143 articles were included in the review in accordance with the set criteria for inclusion. The study found that most of the SSA higher educational institutions give extra attention to the building of human resource capacity and neglected other important practices such as internationalization and the building of industrial collaborations, though these were major ingredients for promoting quality assurance. It also came to fore that, amidst the efforts to achieve quality standards in teaching and learning, insufficient funding, lack of efficient academic staff, poor implementation of educational policies, and unstructured program for training and re-training of staff were the major hinderances to the promotion of quality assurance in higher institutions in the sub-Saharan African region. Based on the findings, recommendations were made for policy, practice, and future research in higher education delivery in the sub-region.
Examination malpractice behaviours in Higher Education (EMALBiHE) in sub-Saharan Africa: A systematic review
By Dickson Okoree Mireku
After decades of continuous attempts to curb examination malpractices in higher education within Sub-Saharan Africa (SSA), some discussions have emerged but are scattered within the literature. This study, therefore, sought to map the distribution of studies by conducting a systematic review of examination practices incidence within the SSA higher education delivery. The studies reviewed were based on 96 examination malpractice-related studies spanning 2012-2023. The data extraction process was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol. Results obtained after the review, showed that the Western part of SSA had the highest frequency of studies, with 70 emanating from Nigeria and 8 from Ghana. Southern SSA produced only a single study from Zimbabwe, representing the region with the lowest frequency of studies on examination malpractice. From the review, the most frequently cited causes of examination malpractice were societal pressure and obsession for academic certificates, while the erosion of educational quality, and devaluation of certificates emerged as the major effects of examination malpractice. The promotion of educational values, and examination ethics emerged as the most effective strategies mentioned in the studies found. In essence, the discoveries and suggestions presented in this review significantly contribute to the ongoing efforts aimed at halting the spread of examination malpractice in the Sub-Saharan Africa (SSA) region.
Plagiarism in Higher Education (PLAGiHE) within Sub-Saharan Africa: A systematic review of a decade (2012-2022) literature
By Dickson Okoree Mireku
The purpose of this study was to map the distribution of publications on plagiarism among higher educational institutions in sub-Saharan Africa (SSA). Studies reviewed were based on 171 plagiarism related publications within a decade (2012-2022). Findings revealed that most plagiarism related articles were published in 2016. Additionally, a majority of the studies (53) were from Nigeria and Ghana (23). Most of the articles focused on students' and faculty's awareness of plagiarism, and institutional prevention of plagiarism, but were rather marginal on challenges involved in preventing plagiarism, as well as effects of plagiarism. Dominant forms of plagiarism were self-plagiarism, branded plagiarism and commission plagiarism. However, major causes of plagiarism comprised easy access to digital information and resources; poor supervision of students; pressure on academics to publish for promotion; and insufficient skills development regarding ethical academic writing. Additionally, plagiarism preventive software and policies on plagiarism were the main ways of preventing plagiarism. Finally, in fighting plagiarism, higher educational institutions in SSA encountered challenges such as lack of well-trained academic experts to detect and report plagiarism cases; reluctance on the part of technical administrative staff to investigate works for traces of plagiarism; and low plagiarism detection skills from project supervisors. Based on the findings, recommendations are made to stakeholders for future research, policy and practice.
Modelling distance education students’ satisfaction and continuous use intention of students’ portal: An importance-performance map analysis
By Brandford Bervell
Many higher educational institutions offering distance education provide their students with electronic portals to manage their academic information and activities, as well as obtain feedback from students to management for decision-making towards improvement. However, satisfaction with the use of students’ portals remains a challenge to distance education students especially in mandatory environments where students are obliged to use the portal. However, there is also a lack of empirical evidence on the effects of portal functionality and portal information display on the easiness of use of students’ portal and portal system performance leading to satisfaction, in the literature. Accordingly, this study aims to unravel the determinants of students’ satisfaction and their continuous use intentions of portal systems. In view of this, a quantitative approach based on an exploratory sequential mixed-method design was adopted. Questionnaires were used to collect the main data from 1409 students selected through a cluster sampling technique after an initial interview guide was used for focus group discussions. Data collected were analysed using both the descriptive and Partial Least Squares-Structural Equation Modelling (PLS-SEM) techniques. Findings from the analysis revealed that portal functionality and portal information display were antecedents of portal ease of use: and portal system performance. Additionally, portal system ease of use, portal system functionality, portal system information display and portal system performance determined portal system use satisfaction. Furthermore, portal use satisfaction is a prelude to students’ continuous use intentions. Finally, the most important antecedent to student portal use satisfaction was portal system performance. These findings provide valuable insights for institutions seeking to enhance the performance of portal systems for their students. Based on the findings, recommendations were made for policy and practice towards the provision and management of student portals in distance education delivery. © The Author(s) 2023.
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