Guided by its vision, mission and core values, Lupane State University is determined to provide quality in teaching, learning, research, innovation and industrialization, and community service through an effective quality assurance management system and continuous quality enhancement. To achieve these key result areas of the University mission, the Quality Assurance Directorate (QAD) was established in 2016. The Directorate is mandated to enhance the quality of the academic awards through various interventions such as implementation of quality assurance policies and guidelines. QAD is housed in the Office of Vice-Chancellor and its quality enhancement efforts are guided by the University's Strategic Plan. QAD operates under the guidance of the Quality Assurance Committee in framing quality-enhancing policies and procedures. The Committee is chaired by the Pro-Vice-Chancellor. To promote quality in the University activities, various Quality Assurance Committees at Faculty and Department levels were established. At the same time, Quality Circles were put in place to coordinate quality assurance in non-teaching departments. The University has taken several quality assurance initiatives which are outlined on QAD webpages.

Accreditation

Lupane State University is accredited by the Zimbabwe Council of Higher Education (ZIMCHE). ZIMCHE is the External Quality Assurance Agency in Zimbabwe.

Director's Statement

I welcome you all to the webpages of the Quality Assurance Directorate (QAD) at LSU. It is my pleasure to share with you a few thoughts about Quality Assurance (QA) at LSU. Our aim is to be the Centre of Excellence in the provision of QA services to the whole University. The delivery of our QA services is anchored on QA theory and research. As Kurt Lewin surmised, "there is nothing so practical as a good theory". We believe that meaningful practice should be guided by theory and research. In this regard, we benchmark our work against global best practices such as the African Union QA Standards and Guidelines in Higher Education.

As a department, we strongly believe in the systems approach to QA whereby all sections, students and staff of the University are critical in the provision of quality education through the implementation of our robust QA Management system. In this regard, QA is everyone's business at LSU. Again, we see QA as a continuous process embedded in total quality management.

With our strong conviction in the concept of community of learners and actors, the Directorate is conscious of the need to share our experiences with other institutions. Accordingly, QAD is readily available to provide QA consultancy services to other institutions through our "LSU Higher Education Consultancy". The Consultancy is consistent with the parent Ministry's thrust on Universities in Zimbabwe to produce quality "goods and services" under the "Innovation and Industrialisation" drive. In addition to our nominal fee-based consultancy, QAD is also actively involved in volunteerism based on inspiration from prominent scholars such as Dr. Martin Luther King, Jr. who said, "Life's most persistent and urgent question is, 'What are you doing for others?'" Details of our training and social responsibility services are outlined under "LSU Higher Education Consultancy".

For more detailed information about the work of the Directorate, please feel free to browse through our pages and do not hesitate to contact us as we are there to serve our clients and stakeholders.

Functions of Quality Assurance Directorate

The functions of the Directorate are to:

1. Develop quality assurance frameworks that meet national and international quality standards in Higher Education.
2. Review quality standards and guidelines in the University.
3. Develop quality improvement evaluation instruments for continuous quality improvement.
4. Coordinate the implementation of quality procedures, guidelines, and policies.
5. Provide University data to other organisations such as ZIMCHE.
6. Write reports related to QA such as the Annual Institutional Report.
7. Carry out research related to QA in Higher Education.
8. Provide guidance on the development and implementation of quality assurance guidelines and procedures.
9. Establish an effective system of self-evaluation of University Faculties, Departments, programmes, and services, aimed at quality enhancement.
10. Facilitate accreditation of academic programmes by ZIMCHE as External QA agency.
11. Build QA capacity of both teaching and non-teaching staff.
12. Promote quality enhancement in Higher Education at national and international levels through research and participating in workshops and conferences.

Vision

To be a world-class Quality Assurance Directorate, which is globally renowned for excellence in quality management in Higher Education.

Mission

To facilitate awareness and implementation of research-driven QA standards, guidelines, policies, and best practices to enable the University to successfully execute its mission with respect to teaching, learning, research, community service, innovation, industrialization, and sound governance.

Guiding Principles

Quality Assurance at LSU is guided by the following principles:

1. Applying best practices in QA management.
2. Devolution of QA to faculties, departments, and all University units.
3. Continuous quality improvement embedded in organizational learning and total quality management.
4. Regular review of QA policies, guidelines, procedures, and standards.
5. Rigorous internal and external peer review.
6. Actively involving stakeholders in developing QA policies and quality standards.
7. Collegiality and esprit de corps are paramount.
8. QA is a proactive process which focuses on detecting and addressing quality issues early before they become institutional problems.
9. QA is a collective responsibility.
10. Central documentation of QA standards, guidelines, policies, and instruments is paramount.

Quality Assurance Framework

1. Quality Assurance Policy
2. Quality Assurance Handbook

The University's quality assurance efforts are guided by a comprehensive Quality Assurance Policy. The policy outlines operation procedures that are aimed at enhancing the quality of teaching, learning, and research among other services offered by the University. These procedures are critical for enhancing the quality of service delivery in the University.

Organisational Chart

The Director is the head of the Quality Assurance Directorate and is the focal person for QAD. He is currently assisted by the Senior Quality Assurance Officer, Assistant Quality Assurance Officer, and Senior Secretary.

• Director
• Senior Secretary to the Director
• Senior Institutional Analyst
• Institutional Analyst

Director

Dr Shynet Chivasa

PhD in Economics (Great Zimbabwe University), Post Graduate Certificate in Higher Education (Botho University), Master of Science Degree in Economics (University of Zimbabwe), Bachelor of Science Honours Degree in Economics (University of Zimbabwe), Diploma in Project Management (ICM, UK), Certificate in Accounting (CIMA, UK), Teaching Competent Certificate (NIIT, India).

Email: schivasa@lsu.ac.zw

Telephone: +263776407524

Dr Shynet Chivasa is the Quality Assurance Director at Lupane State University and has vast experience in Higher Education Quality Assurance. She joined the Quality Assurance Directorate at LSU as a Senior Institutional Analyst in 2019. In October 2021, she was the Acting Director for LSU until October 2023 when she became a substantive Quality Assurance Director. Before she was appointed a Senior Institutional Analyst, she was an Economics lecturer in the Department of Accounting and Finance. Her university teaching and administration at the local and regional levels give her exposure to diverse higher education systems. She started her university teaching journey in 2000 when she joined the Midlands State University, Department of Economics. Before she joined the academic field, she was a Researcher with the then Kingdom Bank Private Limited, a position she held until she left to join the then Ministry of Rural Resources and Water Development as an Economist. She also taught at the Zimbabwe Open University on a part-time basis. In 2002, Dr Chivasa joined the University of Zimbabwe as a lecturer in the Department of Economics where she specialized in Production Economics and Macroeconomics. In 2003, she left the academic field to join the manufacturing industry where she was a Trade Economist with the Confederation of Zimbabwe Industries. The position exposed her to regional and international business culture. She left Zimbabwe in 2005 for Botswana where she worked as a lecturer at Jwaneng Technical College for three years, University of Botswana Center for Continuing Education (as a visiting lecturer until December 2013), and Botho University as a lecturer in Business Management and also as an Assistant Administrator. During her tenure at Botho University, she was instrumental in setting up systems for quality assurance. In 2013, she left Botswana for Zimbabwe where she joined the Department of Accounting and Finance, LSU, as an Economics lecturer, a position she held until she joined the Quality Assurance Directorate in July 2019. Her research work is published with renowned international journals, and she is an editor for the Zimbabwe Journal of Applied Research which is published by the Lupane State University. Her research interest is in Higher Education Quality Assurance, Macroeconomics, Labour Economics, Microeconomics, and Economics of inequality.

Institutional Analyst

Miss Daphne Machangara

Qualifications: MSc Industrial Mathematics, BSc Operations Research and Statistics

Position: Institutional Analyst

Email: dmachangara@lsu.ac.zw

Telephone: +263778612455

Miss Machangara is the Institutional Analyst at Lupane State University, having joined the Quality Assurance Directorate in February 2024. She previously lectured at the National University of Science and Technology (NUST) in the Department of Applied Mathematics from 2021 to 2022. Beyond academia, she has industry experience in survey research and data analysis, focusing on customer satisfaction, under the training of Select Research. Her previous research includes queueing theory models and applying Machine Learning techniques for healthcare predictions. Her research interests encompass Quality Assurance, Operational Research, Data Science, and Machine Learning.

Quality Improvement Strategies

The Quality Assurance Directorate has spearheaded several innovative quality enhancement strategies which include: Plan, Do, Check and Act (PDCA) Model, Interfaculty Peer Review System, QA Orientation and Training of Staff, Development of Quality Assurance Guidelines and Data Collection Instruments, among others.

1. Plan, Do, Check, and Act (PDCA) Model

To monitor the implementation of its Strategic Plan, the University adopted the Plan, Do, Check, and Act (PDCA) model. Hence, every year all University units craft their annual Work Plans which are collectively approved by University Management and Heads of Departments. The Work Plans are then implemented and evaluated in June and December yearly. The model is also an internationally acclaimed quality assurance strategy.

2. Interfaculty Peer Review System

The University has introduced an interfaculty peer review system. Interfaculty review ensures cross-fertilisation of ideas in the University. The process entails University Faculties reviewing each other's progress based on the instrument which has 6 sections. The 6 sections are as follows:

1. Assessment of quality assurance systems in the development and implementation of academic programmes. This section focuses on the following:
   • Programme specifications including expected learning outcomes
   • Programme structure and content
   • Teaching and learning strategy
   • Student assessment
   • Academic staff quality
   • Support staff quality
   • Student advice and support
   • Facilities and infrastructure
   • Quality assurance of teaching and learning process
   • Staff development activities
   • Stakeholders feedback
   • Output and outcome
   • Stakeholders satisfaction
2. Assessment of community engagement
3. Assessment of research, innovation, and industrialisation activities
4. Assessment of execution of roles by Chairpersons of Departments
5. Assessment of execution of roles by Faculty Deans
6. Assessment of faculty statistical data

3. Quality Assurance Committees and Circles

On the basis of the QA policy, the University established several QA Committees. These include Department and Faculty QA committees for teaching departments. Quality Assurance for non-teaching departments is coordinated through Quality Circles. Representatives from the various QA Committees and Quality Circles constitute the University QA Committee which is chaired by the Pro-Vice-Chancellor.

4. QA Orientation and Training of Staff

QA is a relatively new concept in Higher Education. Hence, as part of induction and capacity building in QA, all LSU staff undergo QA training. The training usually covers key aspects of QA such as:

1. Origins and importance of quality assurance in higher education world-wide
2. Multi-definitions of quality of education
3. Creating quality consciousness in the University Community
4. Promoting internationalisation of the University
5. Promoting 21st century teaching and learning
6. Using SERVQUAL model to assess quality of service delivery in the University
7. Promoting community service among students and staff
8. Integrating strategic planning with quality assurance
9. Using the PDCA (Plan, Do, Check and Act) Model for continuous quality improvement
10. Role of ZIMCHE as an external Quality Assurance Agency

5. Quality Assurance Guidelines

The University has developed quality assurance guidelines which is a standard practice in world-class universities. These guidelines are useful reference points. In this regard, LSU has developed guidelines on:

1. Peer review of teaching
2. Course development
3. Student services
4. Evaluation research quality
5. Dissertation supervision
6. Programme design and development
7. Course development
8. Student attachment

More QA guidelines will be developed based on need.

6. Stakeholder feedback collection instruments

One key component of quality assurance management is to solicit feedback from clients and stakeholders. The key clients and stakeholders are the students (both current and alumni). To this end, the University has developed several instruments to gather feedback from students focusing on their satisfaction with:

1. The learning environment
2. Their programmes of study
3. Library services
4. Teaching and learning

7. Community Engagement/Community Service

Internationally, community service has become a very important component of higher education. In fact, community engagement is now viewed as an important component of quality of higher education. For example, the African Union Quality Assurance Standards and Guidelines in Higher Education consider community service as an important aspect of quality assurance in higher education. Thus, the University encourages its students and staff to partake in community service.

LSU Higher Education Consultancy

To demonstrate its commitment to quality assurance, community service, and government thrust on producing goods and services, QAD provides quality assurance training services to other educational institutions such as schools, colleges, and universities. QAD also provides its training services to less financially endowed groups and organisations as part of its social responsibility and volunteer programme. The training courses available include:

Quality Assurance-related Courses

1. Institutionalising quality assurance in colleges and universities
2. 21st century skills for college and university graduates
3. 21st century teaching and Learning strategies
4. Balanced Score Card as a quality management strategy in higher education institutions
5. Learning and Teaching using technology
6. Designing quality assurance instruments
7. Quality assurance for university governance
8. College and university strategic planning incorporating quality assurance
9. Systems approach to quality management in colleges and universities

College and university-related courses

1. Institutional advancement and development
2. Excellence in Faculty and Department leadership (based on practice and research evidence)
3. Internationalisation of higher education
4. Research-based roles of College Boards and University Councils
5. Institutional budgeting
6. Strategic performance management in higher education institutions
7. 21st century universities
8. Policy analysis in higher education

General leadership, public policy, and management courses

1. Public policy making and evaluation for policy makers
2. Policy analysis for non-governmental organisations
3. Leadership and management excellence
4. Result based monitoring and evaluation
5. Corporate governance in the NGO sector
6. Conflict management
7. Advance public relations and customer care
8. Gender equity and diversity management
9. Women upward mobility strategies
10. Effective report and minutes writing
11. Effective supervisory management
12. Ethics and professionalism in the work place
13. Project planning and management
14. Effective change management

QAD also provides customized training courses.

Depending on the client, some services can be provided as part of University community service and volunteerism while others will be provided at a cost.

Frequently Asked Questions (FAQ)

What is the role of the Quality Assurance Directorate in Higher Education Institutions?

Quality Assurance Directorate initiates quality assurance procedures, guidelines, and policies that promote quality education and lifelong learning. It is through the Quality Assurance Directorate that national and international quality standards and guidelines are coordinated.

What is a quality education which a university should provide?

While there are several definitions of quality education, our view is that a good quality education should empower a learner with knowledge, competencies, and skills which will enable him/her to be productive in life and live sustainable livelihoods. The same quality education should enable the learner to peacefully co-exist with others as well as contribute meaningfully to society.

What are the key elements of an academic programme that should demonstrate quality and high academic standards?

Key elements of an academic programme that should demonstrate quality and high academic standards are:

• Programme specification including learning outcomes
• Programme structure and content
• Teaching and learning strategy
• Student assessment
• Academic staff quality
• Support staff quality
• Student advice and support
• Facilities and infrastructure supporting the programme
• Quality assurance of teaching and learning processes
• Staff development activities
• Stakeholders' feedback (e.g., employers)
• Programme outputs and outcomes
• Stakeholders satisfaction (e.g., alumni)

The foregoing should be based on evidence.

What is a diploma mill?

It is a company or organisation that claims to be a college or university but provides inferior and illegitimate academic degrees and diplomas for a fee.

What is QA in higher education?

Quality assurance in higher education includes all policies, guidelines, procedures, measures, planned processes, and actions aimed at ensuring that the quality or standard of academic awards (e.g., degree) an institution is maintained and enhanced. QA can also be viewed as processes and procedures for ensuring that qualifications, assessment, and programme delivery meet specified standards.

Is there any difference between quality assurance and quality control?

Yes, there is a difference between the two concepts. Quality control focuses on product defect detection. Thus, quality control is product-oriented while quality assurance focuses on the processes that avoid product defects. Hence, QA is process-oriented. Quality control also focuses on fulfilling quality requirements, while quality assurance focuses on processes that produce products and services. QA can also be viewed as a quality management system aimed at providing confidence that quality requirements will be fulfilled or met.

In the past, QA was rarely talked about in universities. What factors led to the need for QA in higher education?

Factors that contributed to the rise to QA in higher education include:

• Falling academic standards in colleges and universities world-wide
• Rise in diploma mills or fake colleges and universities that exchange certificates with money without proper learning
• Competition for students world-wide resulting in relaxed university entry requirements. This compromises academic standards

What is a quality circle?

It is a team of employees doing the same job from the same department who regularly meet to consider ways of solving problems they meet as they execute their tasks with the objective of improving product and/or service quality.

Is there any need for LSU programmes to be accredited?

Yes. Accreditation means that the University's programmes meet the required national and international quality standards.

Why is self-evaluation important?

It is important to identify service gaps and ways of bridging the gap as the means of continuous improvement. It is through self-evaluation that a university can improve the quality of its service delivery.

What is the relationship between QA theory, research, and practice?

The relationship is that the theory of QA and higher education in general helps one to grasp QA issues better. QA is required in all aspects of university operations; hence, understanding higher education as a field of study helps one to also understand QA issues in universities. QA research helps one to address QA issues. Again, higher education theoretical frameworks guide QA research. Thus, theory and research help in developing robust QA systems in colleges and universities. As Karl Marx once said, "practice without theory is blind, theory without practice is sterile". The diagram below synthesizes the relationship between theory, research, and development of QA systems in a college or university.

Source: R. A. Swanson (1997), "HRD Research: Don't Go to Work without It," in R. A. Swanson & E. F. Holton III (Eds.), Human Resource Development Research Handbook (San Francisco: Berrett-Koehler), pp. 3--20.