Author(s)

Alina Uusiku¹, Kelvin Mubiana Katukula², Lukas Matati Josua³

¹Namibia Green Hydrogen Research Institute, University of Namibia, Windhoek, Namibia.
²National Commission on Research, Science and Technology, Windhoek, Namibia.
³Department of Higher Education and Lifelong Learning, University of Namibia, Oshakati, Namibia.

Quality is an aspect that can be defined differently depending on the scenario in which it is being used. It measures the level of satisfaction with which the service is being delivered to and from any working organisation, including institutions of higher learning. The article highlights the components and angles of quality higher education as per the Harvey and Green analysis. The different levels and understanding of quality, such as exceptional, perfection or consistency, fitness for purpose, value for money, and transformation, are closely related to the teaching and learning in disciplines of the field of science at the University of Namibia. It also fully interrogates the Margaret Archer Social Realism Theory components of structure, culture, and human agencies at the national and institutional levels. While in Namibia, the delivery of quality higher education is determined by the national quality assurance agencies, the process to ensure its implementation success in institutions starts and entirely depends on the institutions of higher learning. In the case of UNAM, an internal quality assurance unit, centre, and policies are established to facilitate the quality assurance processes of institutional and external agencies.

Agency, Culture, Quality Assurance, Structure, Teaching and Learning, University of Namibia

Uusiku, A. , Katukula, K.M. and Josua, L.M. (2025) A Social Realist Panorama on Quality Assurance: A Case of the University of Namibia. Open Journal of Social Sciences, 13, 232-245. doi: 10.4236/jss.2025.136016.