Deconstructing Quality in South African Higher Education

Autor/in	Fomunyam, Kehdinga George
Titel	Deconstructing Quality in South African Higher Education
Quelle	In: Quality Assurance in Education: An International Perspective, 26 (2018) 1, S.44-59 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-4883
DOI	10.1108/QAE-11-2016-0072
Schlagwörter	Universities; Foreign Countries; Case Studies; Qualitative Research; Educational Quality; Benchmarking; Questionnaires; Teaching Methods; Classification; Student Attitudes; Educational Policy; Higher Education; Organizations (Groups); South Africa + Suchen Sie Ihr Suchwort? University; Universität; Ausland; Case study; Fallstudie; Case Study; Qualitative Forschung; Quality of education; Bildungsqualität; Fragebogen; Teaching method; Lehrmethode; Unterrichtsmethode; Classification system; Klassifikation; Klassifikationssystem; Schülerverhalten; Politics of education; Bildungspolitik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Purpose: This study aims to examine six South African universities with a particular focus on the quality of teaching and learning. Design/methodology/approach: A qualitative case study approach was adopted and data were mainly generated by means of open-ended questionnaires. The questionnaire was circulated to approximately 1,800 students and 746 completed it. The data were categorized and analysed thematically, using both national and international benchmarks for quality teaching and learning. Findings: The findings reveal that teaching and learning in South African universities is marred by a plethora of challenges. Lecturers lack basic skills and essential resources to effectively facilitate teaching and learning. Furthermore, quality benchmarks set by the Council on Higher Education are only met on paper and little or nothing is done to translate this into practice. Originality/value: The study proposes among others that clearer policies on funding are recommended to ensure proper allocation of resources, staff development and institutional comeliness. Finally, to enhance transformation, universities should prioritize teaching and learning and take steps to ensure that those teaching in the classroom are qualified to do so. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01