Localizing Quality: How TU-Affiliated Colleges and Policy Reforms Can Substitute for Overseas Study

Abstract

 This paper examines if quality changes in Tribhuvan University (TU) affiliated campus in Nepal can be a meaningful alternative to foreign study and thereby mitigate the increasing student emigration from Nepal. The study is based on a qualitative phenomenological design and focuses on the lived experiences of 20 purposively selected students from three campuses affiliated to the TU in Koshi Province who chose to stay in Nepal to study at the bachelor level, despite being under high pressure to study abroad. The data were collected using Seidman's three-stage interview protocol and analyzed by using a constructivist paradigm. The results show that there are academic and psychological problems associated with perceived quality issues, social stigma and lack of employment opportunities for students who remain in Nepal after graduation. At the same time, those who experienced reformed academic environments, skill-based pedagogy, and career counseling were significantly more satisfied, more engaged in school, and had more positive self-concept. The study reveals the significant policy levers such as localization of curriculum, linkage with industries, and availability of scholarships and development of faculty as significant factors influencing the willingness of students to stay in Nepal for higher education. Recommendations are made for TU policy makers, campus administrators, and government education agencies. cultural heritage