Quality education and institutional facilities: A comparative study between students and teachers opinion at NU-affiliated colleges of Bangladesh

This study explores perceived disparities between students and faculty regarding education quality and facilities in National University-affiliated colleges in Bangladesh. The study uses constructivist theory, expectancy-value theory, and stakeholder theory to investigate how these groups perceive various aspects of educational quality, such as academic facilities, curricula, and institutional support. Using a self-administered questionnaire given to 223 students and 124 academicians, the study identified significant difference in attitudes, particularly regarding the quality of academic facilities, the relevance of courses, and the efficacy of teacher-student relationships. The results indicate that although institutions connected with NU have made significant progress in enhancing infrastructure and educational achievements, there is still a discrepancy between the expectations of students and teachers, which may impede educational efficacy. The study highlights the importance of implementing specific institutional changes and making policy decisions based on solid evidence to bring these perspectives into alignment. This will eventually improve the quality of education and increase the employability of graduates. This research enhances the field of sociology of education, and management by emphasizing the significance of considering various viewpoints from stakeholders to promote a more efficient and inclusive educational setting in Bangladesh.