Academics’ Understanding and Perceived Usefulness of Internal Quality Assurance Inputs at State University of Zanzibar

Soud Hamad Ali; Joseph Pesambili; Mpoki Mwaikokesya

doi:10.66815/ajqr/19243

Soud Hamad Ali ¹ ^* , Joseph Pesambili ², Mpoki Mwaikokesya ²

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AM J QUALITATIVE RES, Volume 10, Issue 4, pp. 104-125

https://doi.org/10.66815/ajqr/19243

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Abstract

Although internal quality assurance (IQA) is expected to support teaching improvement in higher education, its effectiveness depends on how academics understand, evaluate, and use the inputs it generates. This study examined academics’ understanding and perceived usefulness of IQA inputs for teaching improvement at the State University of Zanzibar (SUZA). The Knowledge, Attitudes, Practices, and Beliefs (KAPB) model provided the analytical framework. The study employed a qualitative embedded single-case study design, drawing on semi-structured interviews with 30 participants, comprising two heads of the IQA Office, eight heads of departments, and 20 academic staff members, together with institutional documents. Data were analyzed thematically. Three main findings emerged. First, academics’ understanding of IQA inputs was uneven. Some recognized multiple mechanisms and connected them to teaching improvement, whereas others associated IQA mainly with curriculum compliance or examination control. Second, academics expressed mixed attitudes and beliefs about the usefulness of IQA inputs, shaped by whether they experienced them as developmental support or bureaucratic oversight. Third, the translation of IQA inputs into teaching improvement was inconsistent because of irregular feedback, limited follow-up support, and uneven departmental engagement. The study concludes that IQA inputs at SUZA were regarded as potentially useful but were not consistently translated into teaching improvement. This uneven translation reflected differences in academics’ understanding, attitudes, and beliefs, as well as irregular feedback and insufficient follow-up support.

Keywords: internal quality assurance; quality assurance inputs; teaching improvement; higher education; academic engagement; academics’ experiences

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Citation

Ali, S. H., Pesambili, J., & Mwaikokesya, M. (2026). Academics’ Understanding and Perceived Usefulness of Internal Quality Assurance Inputs at State University of Zanzibar. American Journal of Qualitative Research, 10(4), 104-125. https://doi.org/10.66815/ajqr/19243

Ali, S. H., Pesambili, J., and Mwaikokesya, M. (2026). Academics’ Understanding and Perceived Usefulness of Internal Quality Assurance Inputs at State University of Zanzibar. American Journal of Qualitative Research, 10(4), pp. 104-125. https://doi.org/10.66815/ajqr/19243

Ali SH, Pesambili J, Mwaikokesya M. Academics’ Understanding and Perceived Usefulness of Internal Quality Assurance Inputs at State University of Zanzibar. AM J QUALITATIVE RES. 2026;10(4), 104-125. https://doi.org/10.66815/ajqr/19243

Ali, Soud Hamad, Joseph Pesambili, and Mpoki Mwaikokesya. "Academics’ Understanding and Perceived Usefulness of Internal Quality Assurance Inputs at State University of Zanzibar". American Journal of Qualitative Research 2026 10 no. 4 (2026): 104-125. https://doi.org/10.66815/ajqr/19243

Ali, Soud Hamad et al. "Academics’ Understanding and Perceived Usefulness of Internal Quality Assurance Inputs at State University of Zanzibar". American Journal of Qualitative Research, vol. 10, no. 4, 2026, pp. 104-125. https://doi.org/10.66815/ajqr/19243

Ali SH, Pesambili J, Mwaikokesya M. Academics’ Understanding and Perceived Usefulness of Internal Quality Assurance Inputs at State University of Zanzibar. AM J QUALITATIVE RES. 2026;10(4):104-25. https://doi.org/10.66815/ajqr/19243