Challenges in Administration of Public Higher Education Institutions in Post-Conflict Societies in the 21st Century: A Case Study of Liberia and Sierra Leone

Liberia and Sierra Leone experienced over ten years (1990-2003) of civil wars concurrently which affected the socio-economic, political, and educational frameworks underpinning the institutional structures of these nations. Liberia and Sierra Leone are neighboring nations in West Africa that share deep-rooted socio-cultural and linguistic affiliations. Literature on the effects of wars on these countries’ education systems is abundant in primary and secondary institutions, but generally sparsely deals with higher education. There is a noticeable scarcity of scholarly research focusing on tertiary institutions in both Liberia and Sierra Leone, especially of education governance. This qualitative study examined administrative challenges encountered by institutional leaders and policymakers in managing public higher education institutions in post-conflict societies of Liberia and Sierra Leone—both during and following periods of conflict. Twenty participants were purposively selected from the University of Liberia and W. V. S. Tubman University in Liberia, and the University of Sierra Leone, and Njala University in Sierra Leone. These cohorts were interviewed on location, using interview protocols particularly designed for the study approved by UNICAF Research Ethics Committee (UREC). This method was appropriate for the study because it enabled the researcher to purposefully select participants germane to the study. Informed consent approval was obtained by each participant prior to the interviews in accordance with UREC protocols. The data were thematically coded and analyzed, and the findings interpreted. The results showed differences in approaches dealing with policy issues, conflict resolution, quality assurance, and traumatic behavior. Other challenges of inadequate financing, damaged infrastructure, and brain drain were similar. Though Liberia and Sierra Leone shared similar problems in higher education administration caused by their respective civil wars, both countries developed different ways to address the same problems. Consequently, the results of these different approaches have implications for the control and supervision of public higher education institutions in post-conflict settings. The long-term impacts of wars on teaching and learning, retention, and the overall quality of education provide avenues for further study.