How should QA processes in Sri Lankan Universities be reformed? Some thoughts

QA processes in Sri Lankan universities warrant reform, based on global critiques of their limitations and challenges. These processes were initially introduced due to funding cuts, the commodification of higher education, and the shift towards making publicly-funded institutions accountable to the public. However, these objectives have not translated into meaningful improvements in university quality, as academics perceive QA systems as burdensome and restrictive.

Key barriers to successful QA implementation include faculty resistance, limited resources, and a lack of adaptability to local contexts. Academics have expressed resistance to the one-size-fits-all nature of QA systems, which were developed in the global north and do not consider resource constraints or cultural differences in the global south.

The extensive paperwork required for QA processes consumes academics' already heavy workload, stifling creativity and limiting their ability to deliver transformative learning experiences. Moreover, the external criteria and authoritative backing from the University Grants Commission (UGC) undermine the capacity of universities' own departments, faculty boards, and senates to address issues relevant to their specific contexts.

Globally, a lack of academic buy-in has been identified as a problem that negatively impacts QA systems. In the Sri Lankan context, greater reflection is needed to determine whether QA processes genuinely serve the needs of quality in universities and to explore alternative approaches that better support the unique characteristics and challenges of the local higher education system.