Purpose - This study investigated how day-to-day departmental/faculty educational processes relate to students’ performance in three generic courses.
Design/Methodology/Approach – A qualitative approach was utilized. Data was collected from four academic Deans and two Heads of Departments (HoD) selected purposively. Structured face-to-face interviews based on Scheerens, Glas and Thomas’ (2003) Framework for Effectiveness Enhancing Conditions was used. The data was analysed using Lacey and Luff’s (2001) five stages of thematic analysis.
Findings – In all, the following process factors were identified as having potentially influenced the students’ performance: student/teacher commitment, whether students/ teachers feel valued, evaluative potential, student support, order and discipline, curriculum assessment and the leadership of the HoD.
Research implications/limitations – A new study investigating other factors identified by previous studies such as: student motivation, physical facilities, teaching/learning materials, teacher salaries etc. is recommended.
Practical implication – Standardization of acceptable student behaviour and early remedial support/counselling for all students regardless of their level of performance is necessary.
Social implications – The study is expected to improve internal quality assurance mechanisms and in still confidence in the academic certificates issued by the institution despite the increases in enrollment.
Originality/value – Evidences such as these are expected to facilitate the development of in-house self-evaluation frameworks for monitoring and promoting quality assurance. The study is also expected to contribute to local debates about internal quality assurance mechanisms as enrollment continues to sour.