Barriers to Excellence: Exploring Challenges of Quality Instruction in Higher Education

Abstract

Aims: The present study investigated barriers to high-quality instruction at EAST as part of an Action Research. Study Design: The Study employed quantitative and qualitative methods while employing a descriptive design. Methodology: The Questionnaire was administered to a total of 75 participants were surveyed among whom were 20 faculty members, 30 students, 12 alumni, and 13 administrators. The instrument used was a questionnaire with both structured and open-ended items. Qualitative data provided information on identified barriers in contextual detail with descriptive themes. Results: The statistics revealed limited library resources and digital infrastructure as barriers to the kind of quality education aimed at by EAST. Further, the investigation registered inconsistent faculty development. It also revealed that the existing curricula and available employment were not totally aligned. Its common core courses registered more students with respect to the faculty capacity. The quantitative responses weighed the efficacy of the pedagogic approach to instruction employed by the University. This study revealed that 59% of the respondents assessed the teaching methods as being “effective,” while less than 8% found them “highly effective.” Conclusion: These findings call for intentional systematic improvement in the teaching methods engaged for high-quality instruction to be achieved at EAST. The Study recommends intentional investment in digital and library resources. An increase in the number of full-time faculty, structured specialized skilled learning communities, and a review of curricula for 21st-century employability. With these factors addressed, fulfilling EAST’s Mission of providing high-quality, rigorous, ethically grounded fulfilling EAST’s Mission of providing high-quality, rigorous, ethically grounded, career-relevant higher education will become a reality.