Assessing Academic Credentials of the Staff and Faculty of Tertiary Institutions in Liberia

This study assessed the academic credentials and faculty development structures within tertiary institutions in Liberia, following the 2024–2025 nationwide Quality Assurance Inspection conducted by the National Commission on Higher Education (NCHE). Using a descriptive quantitative design, data were collected from 59 institutions in Categories A and B of the NCHE classification. Results revealed that only 25.4% of Presidents and Vice Presidents for Academic Affairs possess terminal degrees, while 35.6% have none. Additionally, less than 10% of faculty members across all institutions hold terminal degrees, and 57.6% of institutions reported that fewer than half of their faculty possess master’s degrees. Alarmingly, 81.4% of institutions lack structured faculty development programs. These findings indicate a significant gap in the quality of teaching staff, undermining institutional credibility and student learning outcomes. Guided by Human Capital Theory and Credentialism Theory, the study highlights the urgent need for reforms in faculty recruitment, qualification standards, and professional development initiatives. It recommends stricter NCHE regulations, targeted scholarship opportunities, and sustainable faculty development programs. Addressing these gaps is essential for enhancing academic quality, improving institutional effectiveness, and strengthening Liberia’s contribution to human capital and national development.

Tertiary, Education, Institution, Assessment

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