Implementation of an Integrated Quality Management System and Its Contribution to the Improvement of Academic Processes: A Case Study in a Mozambican Higher Education Institution

Abstract

Higher education institutions (HEIs) in Mozambique face growing pressure to demonstrate quality, accountability and efficiency in line with the national quality assurance framework. This study examines how an Integrated Quality Management System (IQMS), based on ISO 9001:2015 principles and aligned with national accreditation requirements, contributed to improving academic processes at a Mozambican public HEI. A convergent parallel mixed-methods case study was conducted. Quantitative data comprised a survey of 187 respondents (120 students, 45 lecturers and 22 administrative staff) and institutional indicators for 2022 (pre-implementation) and 2025 (post-implementation); qualitative data comprised 12 semi-structured interviews and document analysis. Grade submission time fell from 14.2 to 6.1 days, the pass rate rose from 68.4% to 76.9%, dropout fell from 17.5% to 12.3%, and internal audit nonconformities decreased by 63.2%. Stakeholders rated process standardisation highest (M = 4.05) and continuous improvement culture lowest (M = 3.64), and perceived IQMS maturity correlated positively with perceived improvement (r = 0.62, p < 0.001). Interviews identified leadership commitment as an enabler, and resistance to change and limited digital infrastructure as barriers. The IQMS contributed meaningfully to process efficiency and perceived academic quality, but sustaining improvement requires embedding a culture of continuous improvement and investing in digital capacity.