EXPLORING THE IMPORTANCE OF STUDENTS’ INPUT IN ACCREDITATION OF COURSES AT TERTIARY INSTITUTIONS


1Tsepiso Mncina,
2Tawanda Mukurunge,
3Neo Tlali,
1, 2, 3 Academic Researcher, Faculty of Communication and Media
&
4Takura Bhila
4Academic Researcher, Faculty of Information and Communication Technology
1, 2, 3, 4 Limkokwing University of Creative Technology, Maseru, Lesotho


Abstract
Accreditation of courses in tertiary institutions is mainly regarded as business to be executed by the management and teaching staff. This is done despite the fact that some students with practical industry experience may be knowledgeable on the subject matter, which lecturers and management might not have. There is no evidence of student involvement and participation in course design or review or other quality assurance activities in Lesotho tertiary institutions. It therefore is in the interest of this study to explore whether student input can be of significance to course design and content. The study also seeks to unveil the extent to which an all-inclusive approach should be adopted by tertiary institutions to ensure quality of course design and content. Qualitative methodology, in the form of in depth interviews and document analyses is going to be employed for this study.

Key words: Accreditation, tertiary institutions, quality assurance, stakeholder, inclusivity

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