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.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/4036 |
| Date | 03 1900 |
| Creators | Appollis, Jilian Rosemary |
| Contributors | Bitzer, E. M., University of Stellenbosch. Faculty of Education. Dept. of Curriculum Studies. Centre for Higher and Adult Education. |
| Publisher | Stellenbosch : University of Stellenbosch |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | xi, 163 p. : ill. |
| Rights | University of Stellenbosch |
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