A conceptual framework for enhancing library support for course accreditation in Nigerian universities.

Abstract

The quality of academic programmes in Nigerian universities is closely monitored through accreditation exercises conducted by the National Universities Commission (NUC). A critical, yet often underexplored, factor influencing accreditation outcomes is the role of university libraries in providing both resources and services that support teaching, learning and research. This conceptual study develops a framework linking library resources and services to course accreditation success, integrating mediating variables such as staff competence, ICT infrastructure and library management efficiency, as well as moderating factors including government policy and institutional support. Drawing on Systems Theory, the Resource-Based View, and the SERVQUAL model, the framework emphasizes how library inputs and service quality collectively influence accreditation outcomes. Key propositions suggest that library resources and services significantly affect accreditation success, with ICT infrastructure and policy support acting as important mediators and moderators. The study contributes theoretically by providing a comprehensive model that explains the structural relationship between libraries and accreditation outcomes and practically by offering actionable insights for university administrators, librarians and accreditation bodies. Implementation of this framework can guide strategic investments, enhance library effectiveness, and improve accreditation readiness, ultimately supporting higher education quality assurance in Nigeria.