Building a sustainable quality culture in Omani HEIs: a case study of staff perceptions of QA in UTAS branches

Purpose This study aims to explore staff perceptions of quality assurance (QA) in Omani Higher Education Institutions (HEIs), taking the University of Technology and Applied Sciences (UTAS) as a case study, to examine how staff conceptualize QA, the challenges they face and its role in fostering a sustainable quality culture. Design/methodology/approach A convergent parallel mixed-methods design was employed, combining a staff survey across UTAS branches with 20 semi-structured interviews involving senior leadership (AVCs and DAVCs), middle management (HoDs/HoCs and Heads of QA) and academic (teaching) and administrative staff with varying levels of experience. Quantitative data were analyzed statistically, while qualitative data were examined using thematic analysis for triangulation. Findings Staff viewed QA as essential for accountability and improvement but expressed concerns over workload, bureaucracy, limited awareness and communication gaps. They also expressed uncertainty about the purpose and outcomes of submitted documentation and called for clearer guidance, simplified processes, digital systems and recognition to support meaningful participation. Research limitations/implications As a mixed-methods case study, this research is limited to selected UTAS branches, which may restrict the generalization of findings across all Omani HEIs. Although the quantitative sample was statistically adequate and the qualitative interviews yielded rich insights, the results reflect perceptions within a specific institutional context. Self-reported data and researcher interpretation may also introduce bias. However, the triangulation of quantitative and qualitative evidence enhances credibility and provides a robust understanding of staff views on QA, offering practical guidance for strengthening sustainable quality culture in Omani HEIs. Practical implications Strengthening QA awareness, engagement, feedback mechanisms and integrating QA into daily practice are vital, particularly for Oman’s National Program Accreditation System and Vision 2040 goals. Social implications This study demonstrates that fostering a sustainable quality culture in Omani higher education through meaningful staff engagement in QA has broader social value. When staff across UTAS branches actively participate in QA processes, it strengthens collaboration, trust and shared responsibility, moving QA beyond compliance toward genuine institutional enhancement. Such engagement improves learning environments, enhances student outcomes and supports the development of skilled and confident graduates. These outcomes reinforce public trust in higher education and contribute to Oman Vision 2040’s social priorities by promoting transparency, accountability and a culture of continuous improvement within the national higher education system. Originality/value To the best of the authors’ knowledge, this study offers one of the first empirical examinations of staff perceptions of QA in Omani HEIs through the lens of building a sustainable quality culture, using UTAS as the case study. Using a mixed-methods approach, it shows how staff engagement, institutional support and communication shape QA practices and influence continuous improvement and accreditation readiness. The findings contribute to regional QA discourse and provide practical guidance for strengthening sustainable quality culture across the Arab Gulf region higher education sector.