External Markers as Catalysts for Curriculum Quality in Higher Education and ODeL Institutions

External markers play a crucial role in university assessment processes, particularly by providing students with constructive feedback to enhance their learning experience. In this paper, we argue that markers are invaluable sources of information and input on improving the quality of module content in higher education institutions (HEIs), particularly in the ODeL environment. We also highlight the paucity of research on the critical key role players in assessment within HEIs.This study investigated how these external markers could be leveraged as resources for continuous module improvement at an open distance e-learning (ODeL) higher education institution (HEI) in South Africa. External markers and academic staff from the university's College of Education were selected using purposive sampling. Data was gathered through a convergent-parallel methodology, employing an online questionnaire with Likert-type scales and closed-ended and open-ended questions. The findings suggest that external markers, beyond their marking duties, can significantly contribute to evaluating and enhancing higher education modules and content. However, our research confirms that markers are often underutilised as valuable sources of information and feedback for improving module quality. These insights could ignite meaningful discussions among academics and practitioners in HEIs about optimising markers to enhance educational offerings.