An exploration of how Lebanese private universities are attempting to improve teaching and learning in the absence of a national quality assurance agency.

Daoud, Rafka (2025) An exploration of how Lebanese private universities are attempting to improve teaching and learning in the absence of a national quality assurance agency. Doctor of Education thesis, University of Liverpool.

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Abstract

Higher education (HE) is essential for political and economic progress and for maintaining competitiveness in a knowledge society that is becoming increasingly globalised. The Lebanese HE system, which is increasingly affected by globalisation, has been expanding over the last thirty years, which has resulted in significant progress in private HE provision. The reform to implement quality assurance (QA) measures is essential for improving the quality of the Lebanese HEIs. Therefore, greater attention is being paid to QA as a crucial component in guaranteeing the relevance of HE in response to increasing competition in the education sector. Lebanese private universities must improve their internal Quality Assurance (IQA) systems to maintain their reputation. By enhancing IQA, these universities can identify areas for improvement and increase operational efficiency while ensuring compliance with national and international standards. This study examines the IQA systems implemented by private universities in Lebanon and their influence on teaching and learning (T&L) as perceived by decision-makers, faculty, and administrative staff. It also discusses national QA initiatives to establish a regulatory body for the country’s HE sector. The research investigates how Lebanese private universities enhance T&L without a national QA agency (QAA), employing a qualitative approach through semi-structured interviews and documentary analysis. The goal is to explore the interplay between institution-level IQA mechanisms, the potential national QAA, and T&L at student and teacher levels. Specifically, the study assesses the impact of IQA mechanisms in two Lebanese private universities on T&L components. Despite implementing QA initiatives and projects supported by European agencies and universities since 2005, this study highlights the ineffectiveness of government QA guidelines and the absence of a national QAA as of the research date. This study centres on the gap between national policy and QA practices in Lebanese HE. While universities actively implement QA, government support is limited. Addressing the scarcity of research on Lebanese QA, it highlights how IQA processes can encourage student-centred approaches and innovative teaching methods. The study offers practical recommendations to enhance QA and IQA in Lebanese HEIs. It calls for leadership and faculty engagement to build a culture of excellence and innovation. Transparent, participatory QA processes that involve all stakeholders—students, faculty, staff, and administrators—can improve accountability and drive CI. Effective QA requires a shift in mindset, focusing on outcomes, processes, and the broader system within Lebanon’s socioeconomic and cultural context. The study also advocates establishing a national QAA to standardise practices and ensure equal accountability across institutions.

Item Type:	Thesis (Doctor of Education)
Divisions:	Faculty of Humanities and Social Sciences > School of Histories, Languages and Cultures
Depositing User:	Symplectic Admin
Date Deposited:	23 Jan 2025 16:41
Last Modified:	23 Jan 2025 16:42
DOI:	10.17638/03189722
Supervisors:	James, Nalita Willis, Ian
URI:	https://livrepository.liverpool.ac.uk/id/eprint/3189722