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Assessing Academic Credentials of the Staff and Faculty of Tertiary
Institutions in Liberia
Israel C. Obiasogu (PhD)1 & *Dike Felix Okechukwu (PhD)2
1 University of Liberia
2 University of Nigeria
*Corresponding Author
DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000116
Received: 25 October 2025; Accepted: 03 November 2025; Published: 05 November 2025
ABSTRACT
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.
Keywords: Tertiary, Education, Institution, Assessment, Academic credentials
INTRODUCTION
Academic credentials, encompassing degrees, certifications, and scholarly achievements, play a crucial role in
higher education, impacting student learning, institutional credibility, and the overall quality of the educational
experience. University faculty members are the prime talent pool because they facilitate students to learn
(Umbach, 2007). They mentor them, and prepare them for careers, making central to institutional success (Tinto,
1993, Pascarella & Terenzini, 2005, Delotte, 2024.
Barman et al. (2015) state that university teachers, because of their input, can contribute to development of
individuals who can benefit society. Thus, it is the quality of their teaching which is crucial for building worthy
citizens, which in turn generates national development (Kareem & Ravirot, 2014). The main qualities of a good
teacher, are the knowledge of the subject area, teaching experience, teacher training and credentials, and overall
academic ability (Xhaferi, 2017).
Recruitment of faculty therefore, shall be based on the degree in which a candidate possesses the skills required
to qualify for appointment (Altbach, Reisberg, & Rumbley, 2009). The recruitment of staff is a strategic issue
concerning the provision of skills and the ambition must always be to recruit the person who is the most proficient
and best suited to the post (American Association of University Professors. 2018). The needs of the institution
must always be taken into account in the selection process.
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In 2025, the National Commission on Higher Education (NCHE) Liberia. One of the indicators that was used to
conduct the assessment was the qualification and quality of the faculty. The NCHE released the assessment
report in which institutions were placed into four (4) categories, namely: a) accredited/chartered institutions with
challenges, b) accredited/licensed institutions with challenges, c) institutions to be suspended, and d) institutions
to be shut down completely. Institutions in Category A are accredited/chartered institutions with challenges (see
Table 1), and Category B are accredited/licensed institutions with challenges. Institutions in these two categories
are assessed for various challenges including: fake credentials of faculty and administrative personnel, lack of
adequate faculty to teach academic programs, lack of library and laboratory, low visibility, and poor learning
environments, which impede students (NCHE, 2025).
Category C includes institutions that fall below the higher education standards. Institutions in this category have
the following challenges in addition to the challenges faced by institutions in Categories A and B: no sound
strategic and financial plans, no existing institutional structure, and do not operate within their own buildings.
Category C institutions “licenses are hereby suspended with immediate effect until they meet the NCHE’s
standards” (NCHE, 2025).
Category D includes “illegal institutions operating in the country without the NCHE’s knowledge; they are
therefore shut down with immediate effect, and are requested to follow NCHE’s established procedures for the
establishment of institutions of higher education in Liberia” (NCHE, 2025).
This study reviews the assessment report on the qualification and quality of the faculty in these tertiary
institutions in Liberia. This, no doubt, will project the quality of service delivery in the classrooms because there
is correlation between faculty credentials and learning outcome (Darling-Hammond, 2000).
Objectives of the study
The study aims to achieve the following:
1. Evaluate the academic credentials of the faculty of the tertiary institutions in Liberia;
2. Assess availability of Faculty Development Programs of tertiary institutions in Liberia.
Theoretical framework
The study adopted two theories – Human Capital theory and Credentialism Theory
Human Capital Theory, which posits that investments in human capital (education, skills, and experience) lead
to increased productivity and economic growth. In the context of higher education, this translates to qualified
faculty being a crucial investment that enhances the quality of teaching, research, and overall institutional
effectiveness, ultimately contributing to a more skilled and productive workforce and society.
On the other hand, Credentialism theory refers to the practice of prioritizing formal qualifications, like degrees
and certifications, in hiring and social status assignments. It suggests that these credentials act as gatekeepers,
potentially limiting opportunities solely on educational background.
These theories support the objectives of this study – to evaluate the academic credentials of the faculty of the
tertiary institutions in Liberia, which by extension evaluates the quality of service delivery in higher education
in Liberia.
Literatures on faculty development programs (FDPs) reveal they are crucial for academic growth and
organizational transformation, focusing on improving teaching efficacy, adopting technology, and enhancing
research capabilities
There are several underlying assumptions and operational principles which the literature in the field generally
supports as essential to an effective faculty development effort. One fundamental assumption is that good
teaching can be taught. If one cannot learn to be a better teacher, then the faculty development budget is merely
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an administrative expense. The Group for Human Development in Higher Education (1984), credited with giving
a big push to the term "Faculty Development," has contended that faculty members should give at least 10 percent
of their professional time to faculty development activities. While this is a worthy objective, it is interesting to
note that no one has called for a corresponding allocation of 10 percent of the instructional budget to support
this goal.
In any case, it is possible to become a better teacher if one has the necessary motivation and support-to that
extent, teaching can be taught. One essential operational principle is that a program must pursue clearly defined
goals within the context of institutional needs and priorities.
The real goal of faculty development, according to Reilly (1983, p. 26), is program development. Individual
needs and initiatives must be accommodated within the stated needs and priorities of the institution-and this has
been recognized early and late in faculty development history.
Ji Liu (2021) in his article titled “Evaluating Educational Credentials of Teachers as Predictor of Effective
Teaching: A Pupil Fixed-Effect Modeling Approach” investigated factors serve as predictors of effective
teaching. His research centered on the debate regarding whether the educational credentials of teachers are
indicative of their contribution to pupil's educational success. His study adds new evidence that highlights the
importance of the educational credentials of teachers as a predictor of effective teaching and that better-educated
teachers can lead to improved pupil learning gains.
METHODOLOGY
The study is descriptive implemented using a quantitative method. This method was selected because the study
aimed to examine, describe and analyze the academic qualifications of the faculty of the tertiary institutions in
Liberia. Churchill and Lacobucci (2007) recommended that a descriptive research is used when the purpose of
the research is simply to describe the characteristics of the group.
Population and Sample
The population of the study comprised of all the 79 higher education institutions situated across Liberia and
recognized by the NCHE. The sample considered the 32 institutions classified in Category A and 27 others in
category B in the NCHE 2024 inspection. The sample size of the study therefore was 59. The purposive sampling
was used to select the all the institutions in categories A and B which were used in this study.
Data Collection Instrument:
The instrument used for the purpose of data collection was an Evaluation Instrument developed by experts for
the National Commission on Higher Education (NCHE) in Liberia. The study utilized the NCHE inspection
instrument used during the nation-wide Quality Assurance Inspection exercise which lasted between November
2024 to July 2025. The questionnaire assessed five main domains: Availability of STEM programs, Levels of
academic programs offered, Staff and faculty qualifications (Presidents and Vice Presidents for Academic
Affairs and faculty), Availability and adequacy of facilities and infrastructure, and Presence and functionality of
research departments. However, the current study focuses on the Staff and faculty qualifications (Presidents and
Vice Presidents for Academic Affairs and faculty) at the higher educational institutions.
Data Analysis
Data was analyzed using frequencies and percentages. The analysis was done to determine patterns that best
describe the qualification of the staff and faculty. It also involved cross tabulation for easy comparative analysis
between the public universities and the private universities
RESULTS AND FINDINGS
Findings from the study are presented below:
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Categorization of Institutions Based on Data
Results from Table 2 focuses on the institutions in the 32 institutions in Category A. These institutions were
located in eleven (11) out of fifteen (15) counties in Liberia. These institutions were selected because they were
supposed to be the best in the country according to the findings of the NCHE. These institutions include:
Table 1: List of Institutions in Category A
CATEGORY A: ACCREDITED/ CHARTERED INSTITUTIONS WITH CHALLENGES
No. Name Location
1. University of Liberia Capitol Hill, Monrovia
2. Cuttington University (CU) Suakoko, Bong County
3. William V.S. Tubman University Harper, Maryland County
4. African Methodist Episcopal Zion University Po River, Bomi County
5. African Methodist Episcopal University Camp Johnson Road, Monrovia
6. African Bible College University Yekepa, Nimba County
7. Stella Maris Polytechnic University Capitol HilllUN Drive, Monrovia
8. Liberia Baptist Theological Seminary Duazohn, Ria Highway, Montserrado County
9. Nimba University Sanniquellie, Nimba County
10. Lofa University Voinjama, Lofa County
11. Grand Bassa University Buchanan, Grand Bassa County
12. Grand Gedeh University College Zwedru, Grand Gedeh County
13. Margibi University Harbel, Margibi County
14. Bong County Technical College Gbarnga, Bong County
15. Lutheran University of Liberia Gbarnga, Bong County
16. Liberia Maritime Training Institute Marshall, Margibi County
17. LICOCESS College of Education GSA Road, Paynesville
18. Liberia International Christian College Ganta, Nimba County
19. Sumo Moye Technical College Brooklyn Community, Lofa Road, Gbarnga, Bong
County
20. Notre Dame University College 15th Street Sinkor, Monrovia
21. Bomi Community College Tubmanburg, Bomi County
22. Carver Mission Christian University King Gray, Paynesville
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23. Baptist College of Missionary Physicians Gbarnga, Bong County
24. Adventist University of West Africa Schefflin, Margibi County
25. Apex University of Liberia 72nd Community, Paynesville
26. Liberia Assemblies of God University Brewerville, Montserrado County
27. Starz University Airfield Sinkor, Monrovia
28. Trinity University (Undergraduate) Harbel, Margibi County
29. Salvation Army Polytechnic 1st Street, Sinkor, Monrovia
30. PYJ Polytechnic University College Ganta, Nimba County
31. Smythe University College 16h Street Sinkor, Monrovia
32. J.W. Harris University Banjor, Virginia, Montserrado County
(Source: NCHE, 2025)
Table 2: List of Institutions in Category B
CATEGORY “B”
LICENSED/ACCREDITED INSTITUTIONS WITH CHALLENGES
No. Name Location
1. Bushrod College of Science and Technology New Kru Town, Bushrod Island Monrovia
2. Best Brain University College Thinkers Village
3. BlueCrest University College Tubman Boulevard, Montserrado County
4. Liberia Dujar University College Johnsonville, Montserrado County
5. Central Liberia College Gbarnga, Bong County
6. Rafiki College of Classical Education Boys Town, Margibi County
7. NetLib College of Science and Technology Congo Town, Paynesville
8. William R. Tolbert, Jr. Baptist University Brewerville, Montserrado County
9. Evangelical Seminary of West Africa (ESWA) Congo Town, Monrovia
10. Harvest Intercontinental American University Harvest Cathedral, Congo Town and Chugbor-Old
Road, Montserrado County
11. Forestry Training Institute Tubmanburg, Bomi County
12. Change Agent Network College New Breed Community, Fissibu Town, Lofa County
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13. Emily College of T-VET and Professional Studies Jawaijeh Community, Brewerville, Montserrado
County
14. Marantha University College 24th Street Sinkor, Monrovia
15. Faith University College Diggsville, RIA Highway Margibi County
16. Free Pentecostal College Voinjama, Lofa County
17. Evangel Christian University College Soul Clinic Community, Paynesville
18. CENSIL University Wood, Camp, Paynesville
19. Aware College of Professional Studies GSA Road, Paynesville, Montserrado County
20. Grace Life College and Seminary Jlazon, Light Community, lower Margibi County
21. Rudolph Kwanue University Wein Town, Lower Johnsonville
22. Hill City University of Science and Technology Gbengba’s Town, Ria Highway, Paynesville
23. United Methodist University Ashmun Street, Monrovia
24. Liberia School of Law Capitol By-pass, Monrovia
25. African Virtual Campus University ELWA, Paynesville
26. Sinoe County Community College Greenville, Sinoe County
27. Grand Kru Technical College Barclayville, Grand Kru County
(Source: NCHE, 2025)
Table 3: Type of Institution * President and Vice President for Academic Affairs have earned terminal degrees
Cross tabulation
President and Vice President for Academic
Affairs have earned terminal degrees
Total
All of them
have earned
terminal
degrees
Only one of
them have
terminal
degree
Nine of
them have
terminal
degrees
Type of
Institution
Public Count 11 0 1 12
% within Type of
Institution
91.7% 0.0% 8.3% 100.0%
% within President
and Vice President for
Academic Affairs
have earned terminal
degrees
39.3% 0.0% 5.9% 20.3%
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Private Count 17 14 16 47
% within Type of
Institution
36.2% 29.8% 34.0% 100.0%
% within President
and Vice President for
Academic Affairs
have earned terminal
degrees
60.7% 100.0% 94.1% 79.7%
Total Count 28 14 17 59
% within Type of
Institution
47.5% 23.7% 28.8% 100.0%
% within President
and Vice President for
Academic Affairs
have earned terminal
degrees
100.0% 100.0% 100.0% 100.0%
(Source: Researcher’s fieldwork, 2025)
Table 3 above shows whether the Presidents and Vice Presidents for Academic Affairs of both the Public and
Private Universities have earned terminal degrees. Out of the 12 public Universities, majority (91.7%) of both
the Presidents and Vice Presidents for Academic Affairs have earned terminal degrees. Also, out of the 47 Private
Universities, 36.2% of both the Presidents and Vice Presidents of Academic Affairs have earned terminal
degrees, while 34% of them do not have earned terminal degrees. This presents the true picture of the qualities
of senior administrative staff of the Universities in Liberia. The central government is responsible to hire these
senior administrative staff for public universities. So, the government sets up a search committee that takes time
to vet applicants and choose the best out them. As for the private universities, majority of them are owned by
either churches or politicians who simply recruit those they trust into those administrative positions regardless
of their academic qualification! This presents serious gap in the academic qualification of the leadership of these
tertiary institutions in Liberia. The reason for this situation is simple. It was not until 2022 before Cuttington
University was accredited to offer Doctor of Ministry in Theology and Educational Leadership. University of
Liberia was accredited to offer PhD programs in Education and Public Health in 2023. But so far, only Cuttington
University has kicked off with their doctoral programs. University of Liberia is yet to kick off. This implies that
over the years, there was no doctoral program in any University in Liberia, making it difficult for Liberians in
Liberia to go for terminal degrees. Hence, it is common to see leaders of tertiary institutions in Liberia without
earned terminal degrees.
Table 4: Type of Institution * How many Faculty members have terminal degrees
Crosstab
How many Faculty members
have terminal degrees
Total
Less than 10% 11
Type of Institution Public Count 12 0 12
% within Type of Institution 100.0% 0.0% 100.0%
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% within How many Faculty
members have terminal degrees
20.7% 0.0% 20.3%
Private Count 46 1 47
% within Type of Institution 97.9% 2.1% 100.0%
% within How many Faculty
members have terminal degrees
79.3% 100.0% 79.7%
Total Count 58 1 59
% within Type of Institution 98.3% 1.7% 100.0%
% within How many Faculty
members have terminal degrees
100.0% 100.0% 100.0%
(Source: Researcher’s fieldwork, 2025)
Table 4 shows percentage of the faculty in both the public and private universities that have earned terminal
degrees. According to the data above, all (100%) of the public universities have less than 10% of their faculty
with earned terminal degrees. Also, at the private universities, almost all (97.9%) of them have less than 10% of
their faculty with earned terminal degrees.
This also presents a serious gap in the academic qualification of the Faculty of these tertiary institutions in
Liberia. The reason for this situation is also not far-fetched! As stated earlier, it was not until 2022 before
Cuttington University was accredited to offer Doctor of Ministry in Theology and Educational Leadership.
University of Liberia was accredited to offer PhD programs in Education and Public Health in 2023. But so far,
only Cuttington University has kicked off with their doctoral programs. University of Liberia is yet to kick off.
Even if some Faculty members have enrolled into any of these programs, it would take between four to five
years to earn these degrees! This implies that over the years, there was no doctoral program in any University in
Liberia, making it difficult for Faculty in Liberia to go for terminal degrees. The very few with terminal degrees
studied abroad. Therefore, it is rare to see Faculty with earned terminal degrees in Liberia.
Table 5: Type of Institution * How many Faculty members have master's degree?
Crosstab
How many Faculty members have master's
degree?
Total
Less than 50% Up to
50%
More than
50%
Type of
Institution
Public Count 0 4 8 12
% within Type of Institution 0.0% 33.3% 66.7% 100.0%
% within How many
Faculty members have
master's degree?
0.0% 22.2% 100.0% 20.3%
Private Count 33 14 0 47
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% within Type of Institution 70.2% 29.8% 0.0% 100.0%
% within How many
Faculty members have
master's degree?
100.0% 77.8% 0.0% 79.7%
Total Count 33 18 8 59
% within Type of Institution 55.9% 30.5% 13.6% 100.0%
% within How many
Faculty members have
master's degree?
100.0% 100.0% 100.0% 100.0%
(Source: Researcher’s fieldwork, 2025)
The above table deals with the percentage of the faculty in both the public and private universities with master’s
degrees. According to the table, more than 60% (66.7%) of the public universities have more than 50% of their
faculty with relevant master’s degrees. The situation is different at the private universities. 70.2% of the private
universities have less than 50% of their faculty with master’s degrees while only 29.8% of them have up to 50%
of their faculty with master’s degrees. This shows that there are more qualified faculty at the public universities
than the private universities.
Reasons for the situation are not far-fetched. The scope of programs offered at the graduate schools in Liberia
is very limited. Most graduate programs (especially in the sciences and engineering) are not available in Liberia.
Only MBA/MPA programs, Master’s degree programs in Environmental Science, Regional planning,
Educational Administration and Conflict Resolution are available in Liberia. As a result, most faculty members
of the programs in the sciences and Engineering hold only first degrees but because there are no opportunities
for them acquire relevant advanced degrees that they actually need. Very few who possess such degrees studied
abroad either by direct government sponsorship or bi-lateral arrangement.
Table 6: Type of Institution * Do you have Faculty Development Programs?
Do you hve Faculty
Development Programs?
Total
Available but
not enough
Not
available
Type of Institution Public Count 11 1 12
% within Type of Institution 91.7% 8.3% 100.0%
% within Do you have Faculty
Development Programs?
68.8% 2.3% 20.3%
Private Count 5 42 47
% within Type of Institution 10.6% 89.4% 100.0%
% within Do you have Faculty
Development Programs?
31.3% 97.7% 79.7%
Total Count 16 43 59
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% within Type of Institution 27.1% 72.9% 100.0%
% within Do you have Faculty
Development Programs?
100.0% 100.0% 100.0%
(Source: Researcher’s fieldwork, 2025)
Table 6 shows whether there are faculty development programs at both the public and private universities in
Liberia. According to the data, majority (91.7%) of the public universities have some sort of faculty development
programs, though not enough. Conversely, only 10.6% of the private universities have such programs. The rest
do not have any form of faculty development programs. On the overall, this is a serious situation. The implication
is that only Faculty members with the financial capacity can advance themselves. But with the state of the
economy in Liberia, coupled with the lack of opportunities for advancement locally, Faculty members find it
difficult to advance themselves. There is no doubt that this has effect on the quality of service delivery in these
institutions!
DISCUSSION
The results of this study presents a very serious situation, especially at the private universities. These statistics
present a serious threat to the quality of higher education delivery in Liberia, considering the central role faculty
play in shaping student learning outcomes, conducting research, and sustaining institutional credibility (Darling-
Hammond, 2000; Umbach, 2007). Moreover, the revelation in Table 6 that 81.4% of institutions lack structured
faculty development programs highlights the absence of continuous learning and professional growth
opportunities. This gap further weakens the teaching and research capacity of institutions, thus limiting their
contribution to national development (Zivkovic, 2025).
The implications of these findings are consistent with both Human Capital Theory and Credentialism Theory.
Human Capital Theory emphasizes that investments in education and training yield higher productivity and
economic growth; therefore, underqualified faculty represent a missed opportunity for strengthening Liberia’s
workforce and knowledge economy (Pascarella & Terenzini, 2005). On the other hand, Credentialism Theory
sheds light on the persistent issue of fraudulent or inflated qualifications reported by the NCHE. When formal
credentials are used as gatekeeping tools without adequate verification, institutions risk admitting unqualified
individuals into faculty positions (Altbach, Reisberg, & Rumbley, 2009). Consequently, Liberia’s tertiary
education sector may continue to produce graduates who are inadequately prepared for the labor market,
perpetuating a cycle of weak institutional effectiveness and poor human capital outcomes. Addressing these
systemic challenges is therefore a matter of urgency for policymakers, institutions, and development partners.
RECOMMENDATIONS
In light of the findings, it is recommended that the National Commission on Higher Education (NCHE) enforce
stricter regulatory frameworks on faculty recruitment, with emphasis on authentic and verifiable academic
qualifications. For instance, the data in Table 4 confirms that terminal degree holders are below 10% across all
sampled institutions, highlighting the urgency of requiring a higher proportion of such qualifications in senior
teaching and administrative positions. Faculty members who currently lack terminal degrees should be
encouraged and supported to pursue advanced studies through local and international scholarships, fellowships,
and academic exchange programs. Such initiatives will raise the academic profile of institutions and ensure that
they are able to deliver quality teaching, research, and community service in line with global higher education
standards (Altbach, Reisberg, & Rumbley, 2009; Darling-Hammond, 2000).
Furthermore, tertiary institutions should prioritize the establishment of structured faculty development programs
aimed at enhancing pedagogical competence, research capacity, and professional growth. Evidence from Table
6, where 81.4% of institutions reported no available faculty development programs, demonstrates the urgent
need for such initiatives. This can be achieved through strategic collaborations with donor agencies, private
sector partners, and international universities that can provide technical support and funding. Regular workshops,
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mentorship programs, and training in emerging instructional technologies will not only improve faculty capacity
but also strengthen student outcomes (Inside Higher Education, 2025). The NCHE should also institute regular
monitoring and evaluation systems to assess the effectiveness of these programs and ensure compliance with
national quality assurance benchmarks. By implementing these recommendations, Liberia’s higher education
institutions will be better positioned to address faculty credential gaps, improve institutional credibility, and
contribute more effectively to national growth and development goals (EHL Insights, 2025)
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