Abstract:
Quality assurance has been identified as a proactive way to help improve the relevance, efficiency and effectiveness of an institution [Knight, 2001) and the kind of graduates that a university produces depends on the content of the education and also the structure of the degrees (Ajayi,et al, 1996). What institutions do to ascertain quality turns out to be the most important and effective of all the quality efforts and initiatives; suggesting that institutions with high quality are likely to survive in a market environment where market forces adjudicate on matters of quality and those institutions with poor quality are threatened with extinction. While quality assurance can be measured from a number of perspectives, this paper only looks at programme delivery benchmarks from the perspective of students. The paper derives its results from a correlation study conducted at Uganda Management Institute. From the sample size of 1111 students at Uganda Management institute for the period covered, a sample size of 294 and of these 279 students returned the survey instrument, (a response rate of 94.5%). Using a 5-likert-scale survey instrument, which had a reliability coefficient of 0.974, the study found a very statistically significant relationship between programme delivery benchmarks and outcomes-based education. Suggestions for policy and practice are presented. The results compare well with existing literature.

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Basheka, Benon C.; Muhenda, Mary Basaasa; Kittobe, John (2009). Programme delivery quality benchmarks and outcomes based education at Uganda Management Institute: a correlational approach. Articles published in Uganda Higher Education Review Journal of the National Council for Higher Education. Vol.6(1) pp.11-28