Grounded in the Design Science Research Approach in Information Systems, the goal of this research project was to conceptualise, design, and develop, an innovative framework for Programme Alignment, Implementation, and Reporting (PAIR) in order to facilitate student success at a South African higher education institution (University ABC) . For this study, the researcher applied PAIR to two academic departments at University ABC. Construction of the framework was interpretively considered and informed by the Diffusion of Innovations Theory of Everett Rogers (1995). The Blackboard Learn® Goals Area (BbGA), a feature embedded in the official Learning Management System (LMS) of University ABC, was incorporated into PAIR as it afforded the two departments mentioned above the opportunity to provide proof of evidence that programme outcomes were constructively aligned with course content, course assessment, student digital activities, the tracking of students’ performance, and the monitoring of students’ progress. It was argued that PAIR could also provide a basis for professional programme outcomes in the departments mentioned above when aligned to their respective Professional Boards’ accreditation criteria requirements. It was found that, within a decentralised higher education institution (such as University ABC) where an annual quality review of programme and module outcomes alignment and reporting in departments is not compulsory, that PAIR could facilitate such a process as part of a faculty’s and a department’s teaching goals. It was also concluded that PAIR could afford South African higher education institutions in general the opportunity to contextualise outcomes coverage and achievement reporting to improve programme quality and to inform intervention strategies to advance effective student learning and student success. / Thesis (PhD (Information Systems))--University of Pretoria, 2020. / Informatics / PhD (Information Systems) / Unrestricted

Depuis plus d'une vingtaine d'années, la qualité de l'éducation au Vietnam est souvent remise en cause et le système éducatif fait l'objet de plusieurs débats et initiatives de rénovation, sans pour autant atteindre les résultats attendus. Innover par le numérique et intégration internationale figurent parmi les priorités fixées dans la politique nationale, notamment au niveau d’enseignement supérieur. Beaucoup de programmes d’enseignement supérieur au Vietnam ont été évalués par l'ASEAN University Network (AUN). Parmi de nombreux critères de cette démarche d'évaluation, 15 sous-critères concernent de près ou de loin l'usage des TIC dans les formations. L’analyse des résultats de quatre programmes vietnamiens évalués en 2009 et 2011 montre qu'il existe une différence dans la perception réelle des sous-critères liés aux TIC entre les parties prenantes internes et les évaluateurs externes de ces programmes. À partir de ce constat, nous élaborons un instrument de mesure susceptible de permettre à tous les acteurs internes et externes d’un programme de formation d’identifier ce qui contribue à la satisfaction des étudiants vis-à-vis de l’usage des TIC dans les cours dispensés. Différents modèles existants (TAM, CEQ, SCEQ, eLEQ) ont été intégrés et adaptés dans le contexte de l’évaluation des programmes par l’AUN. Des enquêtes ont été menées auprès de plusieurs centaines d’étudiants de cinq programmes évalués en 2009, 2011 et 2014. Les résultats permettent de confirmer la validité et l’ajustement du modèle que nous proposons. / Since more than twenty years, the educational quality has been subject to lots of public debates in Vietnam. Several renovation solutions was adopted without achieving the expected results. As the country has strongly integrated the international market, ICT-based innovation and international quality assessment become first priorities fixed in the national educational policies. A lot of training programmes have been assessed by the ASEAN University Network (AUN). Among the criteria used in this quality-assurance assessment, encompassing 15 sub-criteria that relate more or less to the use of the ICT in the educational activities. We analyzed the results of four Vietnamese programmes assessed in 2009 and 2011 and founded that there is a significant difference of the perception about the ICT use quality between the internal stakeholders and the external assessors in these programmes. From this revelation, we aim to elaborate a measurement instrument which may help all of the programme’s internal or external stakeholders to identify the factors contributing to the students’ satisfaction about the ICT use in their degree courses. Some existing models such as TAM, CEQ, SCEQ, eLEQ were integrated in the context of AUN-QA assessment at the programme level. The survey was conducted at five Vietnamese programmes assessed in 2009, 2011 and 2014, with 453 full responses. The data analysis confirms the validity of our proposed measurement model.