Quality assurance in African higher education: a bibliometric mapping of research, policy and practices

Abstract

This study provides a comprehensive analysis of quality assurance (QA) research in African higher education by examining its evolution, key themes, methodologies, and challenges. Using a systematic literature review and bibliometric analysis of scholarly articles from Scopus, Web of Science (WoS), Google Scholar, and African Journals Online (AJOLs), the study explores QA research trends from 1999 to 2019, focusing on both policy and practice. The analysis reveals a significant increase in publications and citations from 1999 to 2019, underscoring the growing attention being paid to QA in the region. The findings reveal regional disparities in research output, stakeholder engagement, and citation impact, highlighting the need for equitable opportunities and enhanced collaboration. Additionally, the study identifies the role of financial support and policy harmonization in improving QA standards across the continent. Based on these insights, the study recommends areas for future research, including longitudinal studies to extend bibliometric analyses beyond 2019 and comparative studies between African and non-African higher education systems to identify best practices. Further research should also explore stakeholder engagement, particularly the roles of governments, QA agencies, institutions, students, and employers in shaping QA frameworks. Given the rise of digital transformation, technological integration—such as artificial intelligence and data analytics—should be assessed for its potential to enhance QA processes. Moreover, regional collaboration through initiatives like the Pan-African Quality Assurance and Accreditation Framework requires deeper analysis to evaluate its effectiveness in policy harmonization. Finally, future research should address disparities in capacity building and funding while ensuring that QA frameworks promote equity and inclusivity, especially for marginalized institutions and communities. By addressing these areas, this study contributes to a more effective, globally competitive, and inclusive QA system in African higher education.