Validation of the Higher Education Quality Assessment Model from the Perspective of Undergraduate Students in Universities in Benadir Region, Somalia.

Abstract

The validation and reliability of widely used research instruments in academia are critical concerns, as many instruments often lack proper validation. This study aimed to validate Noaman et al.'s (2013) instrument for assessing the quality of higher education from students' perspectives, specifically evaluating students from Somali universities in the Benadir region regarding the importance of the eight constructs of the Higher Education Quality Assessment Instrument (HEQAM). The study sought to establish the validity, reliability, pairwise independence, and overall reasonableness of these constructs as measures of educational quality. Employing a quantitative approach and a cross-sectional survey design, data were gathered from 1,803 undergraduate students across universities in the Benadir region of Somalia through electronic questionnaires. Participants emphasised the significance of a tailored curriculum, competent faculty, career opportunities, facilities, and support services. All constructs—curriculum, staff,career prospects, infrastructure, administrative and library services, e-services, and location—were deemed crucial for measuring education quality and were found to be interconnected and interdependent. An exploratory factor analysis condensed the original 53 items into eight significant factors, with careers, curriculum, and staff emerging as pivotal. The study concluded that Noaman et al.'s HEQAM instrument is a valid, reliable, and consistent tool applicable across diverse settings, with inter-construct solid correlations and alignment with common-sense notions of quality, solidifying its credibility as a measurement tool. The validated HEQAM instrument is recommended for standardized use in evaluating and enhancing educational quality within a wide range of institutions and programmes.