Tourism in England has grown to become an activity worth around £111billion to the English economy, and constituting around 4% of employment. This has led to increasing numbers of local areas becoming involved with tourism development. However local authorities supporting tourism are impacted by financial pressures and pressures for ‘less government’, which are indicative of a ‘managerial paradigm’ which has surrounded public sector management in England. This study has examined the impact of the managerial paradigm on management of tourism at the local level. Using the English cities as a ‘case’, a methodological triangulation of questionnaire and contact with senior management in local authorities involved with tourism policy was used. The findings have led to an important understanding of the current picture concerning public sector management of tourism at the local level. This study has found that tourism is worth over £17billion to the English cities, and supports around 360,000 jobs. The findings suggest that the driving forces that characterised the managerial state continue to impact management of local tourism. This study has also examined the impact of policy changes introduced by the Conservative/Liberal Democratic Coalition government on local tourism. The accession of a new government has led to a significant realignment in public sector engagement with tourism. Policy discourse has stressed government ambition for tourism to be ‘industry-led’ with a ‘re-balancing’ the economy towards the private sector. As a result, this study has found the most significant challenges facing local tourism management centre around financial pressures. Reductions in tourism budgets are leading to major changes in departmental structures and tourism managers’ roles. Reductions in tourism budgets are leading to significant pressures on tourism departments to raise income in order to make departments financially viable. This study has found that in some cases local authorities are ceasing to financially-support tourism. This research also suggests that pressure from government for the private sector to increasingly fund tourism partnerships may be difficult to achieve locally. Respondents have argued that high levels of engagement with the private sector already exist locally, and as the private sector in tourism is predominately small businesses there are limitations as to how much such businesses can contribute to marketing partnerships. Policy for the private sector having the ‘majority power’ in the new emerging tourism partnerships may also have implications for the motivation of such partnerships. Doubts have been raised in this study from within the public sector, concerning the ability of local tourism businesses to take ‘responsibility for their own future’ whilst at the same time protecting the public interest. It is concluded that a ‘realignment’ towards more private sector involvement in partnerships brings with it potential consequences if local tourism businesses are unable to ‘increasingly fund’ the new arrangements, and the new tourism bodies are unable to establish a ‘pluralistic’ tourism policy environment in their areas. With evident reductions in local authority budgets, it is legitimate to question the scope of funding that the emerging DMOs will have at their disposal, and thus their ability to deliver local ambitions for tourism development. Therefore, the new tourism partnerships will require careful structuring and management. However, their financial futures will inevitably hinge on the value that the private sector places on the new local tourism arrangement, and their ability to maintain the public interest will depend on striking an appropriate balance of power amongst all stakeholders within the partnership.

Made available in DSpace on 2014-12-17T13:53:26Z (GMT). No. of bitstreams: 1 DeniseLAT_DISSERT.pdf: 942243 bytes, checksum: 2edba03c422bdd8027dc8df1ce685b0d (MD5) Previous issue date: 2010-08-27 / This research examined the personnel policies of the Federal University of Par? (UFPA), aimed at the middle area, implemented by the President's Office of Personnel Management (PROGEP), through the Performance Management and Development from 2006 to 2009 period, in which Institutional Plan was implemented for Technical and administrative (PIDT) with a view to ascertaining whether these actions were developed in line with the ideas of managerialism or New Public Management (NPM). The study opted for qualitative research using interview as a tool to collect data. The informants were managers PROGEP / UFPA who acted in that period. Data interpretation was based on analysis of content from the collation of speeches and documents produced during the period with the managerial categories. Data analysis revealed that the management of people, UFPA has the characteristics of a hybrid management, observing the period studied two models of management: a bureaucratic, rational, focused on processes, contemporary face of public organizations, and other managerialist, adopted by PROGEP in obedience to the mandatory policies of the federal government, being much more present the characteristics of a personnel policy-oriented processes. Concludes that the personnel policy of the UFPA has not been fully tuned to managerialism in the surveyed period / Esta pesquisa analisou as pol?ticas de Gest?o de Pessoas da Universidade Federal do Par? (UFPA), voltadas ? ?rea meio, implementadas pela Pr?-Reitoria de Gest?o de Pessoas (PROGEP) por interm?dio da Diretoria de Desempenho e Desenvolvimento, per?odo 2006 a 2009, em que foi implantado o Plano Institucional dos T?cnico-administrativos (PIDT), com a finalidade de averiguar se essas a??es desenvolveram-se em sintonia com as id?ias do Gerencialismo ou Nova Gest?o P?blica(NGP). O estudo optou pela pesquisa qualitativa, utilizando a entrevista como instrumento para coletar os dados. Os informantes foram os gestores da PROGEP/UFPA que atuaram no referido per?odo. A interpreta??o dos dados foi realizada com base na an?lise do conte?do a partir do cotejamento de falas e documentos produzidos no per?odo com as categorias gerencialistas: M?rito; Flexibilidade; Orienta??o para resultados; Incentivo; Avalia??o de Desempenho e Contratualiza??o. A an?lise dos dados revelou que a gest?o de pessoas da UFPA possui a fei??o de uma gest?o h?brida, observando-se no per?odo pesquisado dois modelos de gest?o: um burocr?tico, racional, voltado para processos, face das organiza??es p?blicas contempor?neas, e outro gerencialista adotado pela PROGEP em atendimento as pol?ticas obrigat?rias do governo Federal, sendo muito mais presentes nessa gest?o os elementos que caracterizam uma pol?tica de pessoal burocr?tica, voltada para processos. Conclui que a pol?tica de Gest?o de Pessoas (PIDT) da UFPA n?o esteve totalmente sintonizada ao gerencialismo no per?odo pesquisado

This research comes from the interest in investigating and responding to questions concerning the new configurations for teaching work in network schools of the state Secretary of Education Minas Gerais, focusing as the main subject the policy of teachers performance evaluation. Such policies were implemented within the programs Choque de Gestão (2003-2006) and sedimented in the programs Minas para Resultados (2007-2010) and Gestão para a Cidadania (2011-2014) which are complementary. These policies and programs are analyzed in light of capital globalization, under the action of multilateral organizations and their guidance to the periphery of capitalism, in which the administrative reform of the Brazilian State apparatus occur. Educational policies and consequent reforms, assume a strategic role in several respects. The work of teachers takes prominence in this context, where it is considered, at the same time, the protagonist and obstacle assuming centrality in national and international documents. We chose as general goal of this research, to analyze and respond about the possibility of deepening the process of proletarianization of teachers, where extends not only the problematic economic background for these professionals, but also the loss of control over the objectives, methods and processes work, for what the evaluation, understood as a political category, is used to mediate the new model of professionalism, undoubtedly alongside other policies and instruments of control. For this journey, classic and contemporary authors are revisited in order to clarify the theoretical and methodological matrix of reforms, on the one hand, and make them the object of critical analysis on the other. The methodology involves the use of primary and secondary sources, and subsequent analysis for development of displayed subject study. / Esta pesquisa nasce do interesse em investigar e responder a questões concernentes às novas configurações para o trabalho docente, na rede de ensino da Secretaria Estadual de Educação Minas Gerais, tendo, como eixo norteador, a política de avaliação de desempenho dos docentes. Tal política foi implementadas no âmbito dos programas Choque de Gestão (2003-2006) e sedimentadas nos programas Minas para Resultados (2007-2010) e Gestão para a Cidadania (2011-2014). Essas políticas e programas são analisados à luz da mundialização do capital, sob a ação dos organismos multilaterais e suas orientações para a periferia do capitalismo, onde ocorre a reforma administrativa do aparelho do Estado brasileiro. As políticas educacionais e as reformas decorrentes assumem papel estratégico sob diversos aspectos. O trabalho docente assume destaque nesse quadro, onde ele é considerado, ao mesmo tempo, protagonista e obstáculo, assumindo centralidade nos documentos internacionais e nacionais. Elegemos para objetivo geral desta pesquisa analisar e responder sobre a possibilidade do aprofundamento do processo de proletarização dos docentes, onde se amplia, não somente a problemática de fundo econômico para estes profissionais, mas também a perda do controle sobre os objetivos, métodos e processos de trabalho, para o quê a avaliação, entendida como categoria política, é utilizada para mediar o novo modelo de profissionalização, sem dúvida ao lado de outras políticas e instrumentos de controle. Para tal percurso, autores clássicos e contemporâneos são revisitados a fim de explicitar as matrizes teórico-metodológicas das reformas, por um lado, e torná-las objeto de analise crítica, por outro. A metodologia compreende a utilização de fontes primárias e secundárias e consequente análise para desenvolvimento do estudo do objeto em tela. / Doutor em Educação

Submitted by GUSTAVO COSTA (professorgustavo@hotmail.com) on 2012-08-24T20:34:49Z No. of bitstreams: 1 tese finalizada - Sexta3.pdf: 2457692 bytes, checksum: 7befe56ca5cbc868d817e03a1ec0347f (MD5) / Rejected by ÁUREA CORRÊA DA FONSECA CORRÊA DA FONSECA (aurea.fonseca@fgv.br), reason: Prezado aluno Gustavo, Rejeitada por causa do embargo até 2015. Qual é o motivo do ambargo? As teses devem ficar disponíveis para consulta na biblioteca, salvo mediante o motivo a ser analizado. Favor submeter novamente a Tese. Att. 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No. of bitstreams: 1 tese finalizada - Sexta3.pdf: 2457692 bytes, checksum: 7befe56ca5cbc868d817e03a1ec0347f (MD5) Previous issue date: 2012-07-02 / This study aims understand the current configuration of the Brazilian public administration based on the identification of their characterizing attributes, taking as starting point the rejecting idea of rigid models and rupture between these models. The theoretical paths crossed and culminating with the construction of a preliminary theoretical framework, originally beheld: historical-conceptual analysis of the relationships between society, state and public administration, the analysis of the formation of the Brazilian state since the colonial period to the present day, the presentation of the settings of Brazilian public administration enshrined in literature and their attributes. They were subsequently rescued the theoretical of patrimonial public administration from the Weberian notion of domination by equity contributions of some interpreters of Brazilian social thought in the light of national experience. We present the theoretical bases of bureaucratic public administration from the Weberian ideal type of rational-legal domination until the reading of the implementation process and development in Brazil. Were also exposed the theoretical management of public administration, from its origin in the world by the effects of his inaugural in Brazil, the Master Plan for Reforming the State. The research, largely qualitative, took three types: bibliographic, documental and field. The field survey was processed through nine interviews with semi-structured itinerary, with experts in public administration in Brazil. For documentary research, were selected primarily primary sources with emphasis on official documents, but also materials and reports on websites, newspapers and magazines. After analyzing the content of the interviews and documents was reached four themes, each one with their respective units of significance, which allowed the identification of attributes present in the Brazilian public administration and set your configuration, they are: a) herenças patrimonial, which were the top-down (the personalization of power), patronage, favoritism and corruption culture; b) bureaucratic (dys)functions, which were the formalism, the hierarchy of positions and functions, the professionalization of the administrative frame and (im) personality), c) management practices, which were the search for effectiveness, the techniques of management, governance and management transparent and participatory, and d) new arrangements of the network state, which were the Global State, the culture virtuality, the logic of networks and electronic government. These axes allowed the construction of an end frame of analysis that demonstrates the presence of attributes patrimonialistic, bureaucratic and managerial positions in Brazilian public administration, and also attributes of what is called e-government network, the main finding of the research, which explains its multiple configuration. / O objetivo do trabalho é compreender a configuração atual da administração pública brasileira a partir da identificação dos seus atributos caracterizadores, tomando como ponto de partida a rejeição da ideia de modelos rígidos e de ruptura entre esses modelos. Os caminhos teóricos percorridos, e que culminaram com a construção de um quadro teórico preliminar, contemplaram inicialmente: a análise histórico-conceitual das relações entre sociedade, Estado e administração pública; a análise da formação do Estado brasileiro desde o período colonial até os dias atuais; a apresentação das configurações da administração pública brasileira, consagradas pela literatura e seus respectivos atributos. Em seguida, foram resgatadas as bases teóricas da administração pública patrimonial, desde a ideia weberiana de dominação patrimonial até as contribuições de alguns interpretes do pensamento social brasileiro à luz da experiência nacional. Foram apresentadas as bases teóricas da administração pública burocrática, desde o tipo ideal weberiano de dominação racional-legal até a releitura do seu processo de implementação e desenvolvimento no Brasil. Também foram expostas as bases teóricas da administração pública gerencial, desde sua origem a nível mundial até os efeitos de seu marco inaugural no Brasil, o Plano Diretor da Reforma do Aparelho do Estado. A pesquisa, predominantemente qualitativa, assumiu três tipologias: bibliográfica, documental e de campo, permitindo o emprego da triangulação. A pesquisa de campo processou-se por meio de nove entrevistas, com roteiro semi-estruturado, com experts em administração pública brasileira. Para a pesquisa documental, foram selecionadas, primordialmente fontes primárias, com ênfase em documentos oficiais, mas também matérias e reportagens em sites, jornais e revistas. Após a análise do conteúdo das entrevistas e dos documentos, chegou-se a quatro eixos temáticos, cada qual com suas respectivas unidades de significado, que permitiram identificar os atributos presentes na administração pública brasileira e definir sua configuração, são eles: a) heranças patrimonialistas, sendo elas o mandonismo (a personalização do poder), o clientelismo, o favoritismo e a cultura da corrupção; b) (dis)funções burocráticas, sendo elas o formalismo, a hierarquia de cargos e funções, a profissionalização do quadro administrativo e a (im)pessoalidade); c) práticas gerenciais, sendo elas a busca da efetividade, as técnicas do management, a governança e a gestão transparente e participativa; e d) novos arranjos do Estado em rede, sendo elas o Estado Global, a cultura da virtualidade, a lógica das redes e o governo eletrônico. Esses eixos permitiram a construção de um quadro final de interpretações que demonstra a presença de atributos patrimonialistas, burocráticos e gerenciais na administração pública brasileira, e também atributos do que se chama de administração pública em rede, principal achado da pesquisa, o que explica a sua configuração múltipla.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2015-12-14T16:49:01Z No. of bitstreams: 1 marinaferreiradesouzaantunes.pdf: 3845620 bytes, checksum: 668f72c14173a701df1b5cef8af2d013 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2015-12-14T20:37:38Z (GMT) No. of bitstreams: 1 marinaferreiradesouzaantunes.pdf: 3845620 bytes, checksum: 668f72c14173a701df1b5cef8af2d013 (MD5) / Made available in DSpace on 2015-12-14T20:37:38Z (GMT). No. of bitstreams: 1 marinaferreiradesouzaantunes.pdf: 3845620 bytes, checksum: 668f72c14173a701df1b5cef8af2d013 (MD5) Previous issue date: 2015-02-26 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A preocupação com a política de formação continuada em serviço no cenário contemporâneo tem ganhado certa centralidade, apesar de não ser um tema novo no âmbito das políticas educacionais. O crescente número de produções acadêmicas a respeito dessa temática, nos últimos anos, é prova dessa centralidade. A ampliação da pesquisa com esse enfoque está articulada com a contrarreforma do Estado e, por conseguinte, a contrarreforma educacional brasileira, trazendo indícios de que esta é considerada como parte fundamental no processo de reestruturação produtiva, uma vez que é responsável pela mudança que se esperava promover nos professores, por meio de processos de profissionalização. O tema desta pesquisa abrange a política de formação continuada em serviço dos/as professores/as que atuam nas escolas estaduais em Minas Gerais. O recorte abrange o Projeto Escolas Referência – PROJER- implementado pelo Governo de Minas Gerais, a partir de 2003, trazendo como problemática o Programa de Formação Continuada em Serviço no âmbito desse projeto, que recebeu a denominação de Projeto de Desenvolvimento Profissional - PDP. E, dentro desse projeto, analisam-se os Grupos de Desenvolvimento Profissional - GDPs, que atuaram no período de 2004 a 2012, nas Escolas Referência –ER- do Município de Uberlândia. Esta pesquisa, que foi desenvolvida no escopo do PRODOUTORAL e financiada pela CAPES, objetivou (a) analisar os fundamentos do Programa de formação em serviço do PROJER, no âmbito dos GDPs; (b) analisar o processo de implementação da formação e suas implicações na profissionalização docente; (c) analisar o significado do Programa de formação e o papel dos GDPs, considerando os desafios da profissionalização docente e a qualificação do trabalho educativo. A hipótese levantada inicialmente foi a de que o Programa PDP, como parte do PROJER, representa uma medida compensatória de formação que não permite uma formação consistente do/a professor/a, baseada no aprofundamento e no avanço do conhecimento sobre ensino e aprendizagem e, ainda, intensifica o trabalho docente dos/as coordenadores/as. Foi utilizada a combinação de instrumentos para a coleta de dados: a pesquisa documental, a pesquisa bibliográfica, o questionário misto e a entrevista focalizada ou semiestruturada. Foram gravadas entrevistas com 43 coordenadores/as de GDPs, com nove gestores das Escolas Referência e com duas analistas educacionais da 40ª Superintendência de Ensino. As ferramentas teóricas utilizadas abarcam os elementos que emergem da Teoria Sociológica, com vistas a analisar contrarreforma tanto do Estado como da Educação. Da Teoria Sociológica, foi utilizado o conceito de Estado, além do o conceito de gerencialismo/mangerencialismo que sustenta a ideia de contrarreforma, e também o conceito de intelectuais ou organizadores da cultura, em uma perspectiva gramsciana. Os conceitos advindos da teoria educacional, que embasam a análise específica do objeto, ou seja, o PROJER, na sua manifestação particular que são os GDPs foram: autonomia pedagógica, trabalho educativo e profissionalização docente. Na conclusão é apontado que o processo de formação continuada em serviço, promovida pelo PROJER, serviu para consolidar a “política de avaliação” em detrimento da elevação da qualidade profissional dos/as coordenadores/as de GDPs, além de estabelecer, de maneira intensa, o gerencialismo na Educação mineira, resultando em uma intensificação do trabalho docente. / The concern with in service ongoing training in contemporary scenario has become central, although this theme is not new in the context of educational policies. The increasing number of papers on this subject in the last years is a proof of this interest. The research expansion on this approach is articulated with the State counter-reformation and thus the Brazilian education counter-reform bringing evidence that this is considered as a fundamental part in the productive restructuring process, because it is responsible for the change that was expected to promote the teachers, by the professionalization processes. The theme of this survey involves the in service ongoing training of the teachers who work in Minas Gerais public schools. This clipping covers the Reference Schools Project (PROJER) implemented by Minas Gerais State government since 2003. It approaches specially the in service ongoing training Program as a part of PROJER, named as Professional Development Project (PDP). In this project, we analyzed the Professional Development Groups (PDG) who worked from 2004 to 2012 in the Reference Schools (RS) in the city of Uberlândia. This research is a part of PRODOUTORAL (PRODOCTORAT), supported by CAPES and it aimed to (a) analyze the fundamentals of the PROJER’s in service training program under PDG; (b) analyze the implementation process and its implications in teacher’s professionalization; (c) analyze the meaning of the formation program and the role of PDG, considering the challenges of teacher’s professionalization and training and qualification of educational work. The hypothesis was that PDP Program, as a part of PROJER, a compensatory training measure that does not allow a consistent teacher’s formation, based on deepening and advancing knowledge about teaching and learning. It also intensifies the coordinators’ labor. We used a combination of tools for data collection: documentary research, literature review, the mixed questionnaire and a semi-structured interview. We recorded 43 interviews to PDG’s coordinators and to 9 managers of the Reference Schools and to 2 educational analysts in 40thEducation Superintendent. The used theoretical tools involve elements from Sociologic Theory in order to analyze both the State and Educational counter-reformation. We used the concept of State ideas besides the managerialism concept which supports the idea of counter-reformation ideas and the concept of intellectual as cultural organizers according to Gramsci. The concepts arising from educational theory that support PROJER, our analysis object, in its specific approach PDG were the following ones: pedagogic autonomy; educational work and teacher’s professionalization. Our conclusions point out that the in service ongoing training process stated by PROJER served to consolidate the "evaluation policy" at the expense of raising the professional quality of the GDP’s coordinators and it established the strong managerialism in Minas Gerais Education resulting in an intensification of teacher’s work

This diploma thesis examines the impact of the professionalization project on a selected civil society organization that has joined this grant program. The theoretical part draws on the concept of professionalization and changes in the structure of the organization, its influence leads to the division of labor, transfer of expertise, institutional changes, as well as changes in identity or work procedures needed for the organization. The aim of this work is to understand how the concept of professionalization is understood by the donor, through the grant rules set by him, which should lead to the professionalization of the organization involved. Likewise, the work focuses on understanding the perception of the process of professionalization by the organization, which will examine the reasons and expectations for which it participated in the project. In the empirical part, answers to the research questions will be sought through data obtained from semi-structured interviews and documents related to the grant project. In the end, when evaluating the results through the studied professional literature it was found that there is a different understanding of the concept of professionalization by individual actors. Thanks to this, the managerial procedures implemented in the organization are subsequently...

Despite the existence of a formalized set of EU strategies, problems seem to abound when it comes to the implementation of Gender Equality policies in universities. Specifically in the Greek context, the potential of GEPs to generate institutional and cultural change is highly contested. Aiming to illuminate how GE is conceptualized and implemented in this context but also to add to the methodological realm of blending constructivist with constructionist approaches, the critical frame analysis of the maximum variation sample of eight Greek universities’ policies revealed the persistence of the numeric discourse in women’s representation and a tokenistic, non-disruptive approach to proposing solutions. It has nevertheless also brought to light a progressive cluster of GE Committees that have managed to push their cause forward thanks to the heightened importance attributed to networking, and deliberations.

Social work practice in child welfare is widely acknowledged as a challenging field. Most social workers who choose to enter this field of practice do so with the knowledge that they will be exposed to difficult, at times traumatic, situations. They expect that the job will be stressful; that they will need to manage complex and challenging cases; and they will do so with few resources and often little public support. They also expect to be supported by their workplace in carrying out their mandated roles, however increasingly, a disconnect exists between those administer child welfare services and their understanding of front-line work (Herbert, 2007). Social workers’ wellbeing in child protection practice is directly affected by workplace culture; a subject that is often unexamined when addressing the high turnover of staff in the field. Instead, workers who leave child welfare practice – as well as though who stay while experiencing compassion fatigue or vicarious trauma - are viewed by administrators as being unsuitable for the work, a way of individualizing systemic issues (La Rose, 2009). This study sought to understand the ways that the culture of the workplace contributes to worker experiences of vicarious trauma, compassion fatigue and burnout. Survey research was conducted anonymously with child protection workers in Southern Ontario to understand the aspects of workplace culture that child welfare workers find helpful and supportive in managing the day-to-day of their work, as well as in addressing mental health in the workplace. From the seventy responses that were received, a number of themes emerged including Workplace Culture; Worker Well-being; Agency Support; Safety; Systemic Issues and Training. In this study, participants identified informal peer support and reflexive, supportive supervision as key areas that either sustained their practice or worsened their experiences. Workplace culture emerged as a significant factor in determining worker well-being and resiliency. Survey participants provided examples that illustrated clearly the ways in which neo-liberal policies and austerity measures have contributed to a workplace culture in which workers expressed feeling replaceable, devalued, and in precarious situations. Cutbacks to services and staffing, crushing workload and increasingly complex client situations contribute to the sense of being overwhelmed experienced by workers. Addressing experiences of compassion fatigue and vicarious trauma requires a paradigm shift from exclusively individual responsibility and towards an understanding of the broader systemic context and organizational responsibility (Antonopoulou, 2017; Mathieu, 2012; van Dernoot Lipsky, 2009). Organizational strategies to support worker wellbeing are shown to be significant factors in addressing and preventing compassion fatigue and vicarious trauma, ultimately preventing burnout and staff turnover. / Thesis / Master of Social Work (MSW)

Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2009. / Over the past 10 to 15 years significant changes have taken place in higher education. Higher education institutions have been influenced by globalisation, an information explosion, shifts in teaching approaches to facilitate learning and new approaches to governance. Some of these factors have had implications on the decision-making processes which were traditionally used in higher education. Amongst these demands for change, the one which has apparently presented the most challenges is the demand for accountability to the stakeholders of higher education institutions. These stakeholders include the government, students, different communities and the constituents of the labour market. In order to meet the demands for accountability, an instrument referred to as quality assurance was introduced at all higher education institutions. Many institutions resorted to adopting a managerial approach to manage quality assurance and to facilitate efficiency. In using this approach, more regulation and demands for compliance were sought. The managerial approach appeared to be more bureaucratic than the traditional collegial ethos of universities. Lecturers experienced that their autonomy was being undermined and their academic freedom restricted. Therefore they often resorted to resistance. In this study the literature overview revealed that there is a strong debate as to which approach to quality management is most suited to higher education. A case study was conducted at Helderberg College, which is a private higher education institution in the Western Cape Province. The aim of this study was to explore how lecturers reacted to the concept of quality assurance, but more specifically, which approach to quality management they preferred. The main objective was to establish what lecturers would regard as a suitable quality assurance framework that would contribute to accountability and trust. Findings from the study suggest that there is no single model for quality assurance which would suit every institution, and Helderberg College in particular. The preference indicated by staff was for a collegial approach, which may include elements of managerialism to address the demands for efficiency, whilst protecting the autonomy of the lecturers. Other elements that were identified as likely to promote trust and accountability within a quality assurance framework, were shared vision, consultation, collaboration and involvement in decision-making processes.

No description available.