IIARD International Journal of Economics and Business Management (IJEBM )
E-ISSN 2489-0065
P-ISSN 2695-186X
VOL. 11 NO. 1 2025
DOI: 10.56201/ijebm.vol.11.no1.2025.pg33.47
Wogboroma Nyemaekile(Ph.D) & Godson Ugbolida Christy
This study examined quality assurance as a tool for business education programme sustainability in Rivers state university. Three objectives, three research questions and three null hypotheses formulated guided the study. The study adopted descriptive survey research design. The population of the study consisted of thirty (30) lecturers in business Education Department in Rivers state university. Due to the manageable size of the population, there was no sample and sampling technique adopted. The instrument for data collection was a self- structured questionnaire, structured on a four-point rating scale. The instrument was validated by three experts, two from the Department of business education and another expert in measurement and evaluation, all in faculty of education. Out of 30 copies of questionnaire administered, 23 copies were retrieved, representing 77 percent retrieval . The reliability of the instrument was determined using Pearson Product Moment correlation coefficient. The coefficient obtained was 0.82 which showed that the respondents acknowledged that to high extent, quality assurance can be used to sustain business education programme through effective monitoring, provision of intellectual learning materials and sustain disciplinary measures by business education lecturers in rivers state university. Based on the findings of the study it was recommended among others that more emphasis should be placed on the quality of personnel in business education programme and More disciplinary measures should be adopted by those in-charge of quality assurance on any individual that defaults.
Quality Assurance, Business Education Programme, Sustainability
Askling, B. (2014). Institutional responses in Sweden, in Westerheijden, D. et al. (eds.)
Changing Contexts of Quality Assessment. Recent trends in west European higher
education, Utrecht, Lemma
Chambers, D., & Berlach, R.G. (2015. Assistive technology and teaching assistants In D.
Chambers (Ed.), Working with teaching assistants and other support staff for inclusive
education (pp. 219-239). Bingley: Emerald Publishing
Dill, D. (2012). The Regulation of Academic Quality: An Assessment of University Evaluation
Systems with Emphasis on the United States, Background paper, PPAQ The University
of North Carolina at Chapel Hill www.unc.edu/ppaq
Eaton, J. S. (2004). Accreditation and Recognition of Qualifications in Higher Education: the
United States, in Quality and Recognition in Higher Education, OECD
Education. 35 (1): 123–141.
Florian, L. (2018). The SAGE handbook of special education. London: Sage Publications.
Gordon, J; Bursuc, V. (2018). "Law and entrepreneurship education: a proposed model for
curriculum development: law and entrepreneurship education". Journal of Legal
Studies 35(1): 123-141
Ocloo, M. A. (2013). Effective education for persons with visual impairments in Ghana.
Winneba: University of Education, Department of Special Education.
Okon, E.E. (2016). Quality assurance indices and teaching of business education in Federal
universities in south-south zone of Nigeria. Unpublished masters degree thesis, faculty
of Education, Department of Vocational education, University of Uyo
Purvis, B.; Mao, Y. & Robinson, D. (2019). "Three pillars of sustainability: in search of
conceptual origins". Sustainability Science. 14 (3): 681–695.
Simons, I. (2021). "The Difference Between Habit and Discipline". PsychologyToday.
Retrieved 17 September 2021.
Thune, C. (2017). The European systems of quality assurance. Dimensions of harmonisation
and differentiation, Higher Education Management, 10 (3).
Woodhouse, D. (2018). Quality and Quality Assurance, Quality and Internationalisation in
Higher Education, OECD-IMHE