Differences Between Anglophone and Francophone Higher Educational Models: Students' Perceptions of The Quality of Performance Outcomes

Abstract

The article examines differences in students' perceptions of quality between two types of higher educational models, Anglophone and Francophone, in the Lebanon. The study explores the impact of the two educational models on a range of performance outcomes based on students' perceptions of their overall educational experience. More specifically, it examines the different modes of operation adopted by the universities to facilitate the realisation of tangible mission objectives reflected in demonstrable outcomes, such as the realization of democracy ideals, the effectiveness of teaching/learning experiences, the quality of services, and student destinations. The findings indicate that both Anglophone and Francophone institutions tend to support democracy and readily involve students in decision-making in both academic and non-academic activities. Anglophone institutions tend to provide a more liberal and student-centred mode of education than the Francophone institution. In both institutional types, however, students expressed satisfaction in the quality of the university in terms of teaching/learning experiences despite the considerable differences in the pedagogical approaches adopted by the institutions.