eng Science and Education Publishing Journal of Innovations in Teaching and Learning 2025-07-07 5 1 68 76 10.12691/jitl-5-1-10 JITL20255110 article Shanziwe Abesi Mijere 1 Harrison Daka harrison.daka@unza.zm 1 Mukuka Lydia Mulenga ¨C Hagane 1 Ireen Bwembya 2 Boniface Banda 3 Friday Chazanga 4 Department of Educational Administration and Policy Studies, University of Zambia, Lusaka, Zambia Department of Directorate of Open and Distance Education, Ministry of Education Headquarters, Lusaka, Zambia University of Zambia Library, University of Zambia, Lusaka, Zambia Communication Information and Computer Technology, University of Zambia, Lusaka, Zambia The study examined the implementation challenges faced by both academic and administrative staff of quality assurance mechanisms at the University of Zambia. The study employed a convergent parallel mixed-methods design, collecting quantitative data through questionnaires from 89 academic staff and qualitative data through interviews with 10 administrative staff and 5 Quality Assurance Directorate personnel and 5 students in leadership. Data analysis included descriptive statistics, correlation analysis, multiple regression and thematic analysis. Findings revealed that resource constraints emerged as the predominant implementation challenge (84.27%). Qualitative findings revealed improved role clarity and streamlined processes attributed to quality systems, but severe understaffing and infrastructure limitations hindered implementation. Based on these findings, the study recommends implementing a tiered quality assurance training framework and establishing a decentralized quality assurance support structure with designated officers in each school. https://pubs.sciepub.com/jitl/5/1/10/jitl-5-1-10.pdf Quality Assurance Higher Education Staff Perceptions Academic Performance Institutional Effectiveness