Analysing an audit cycle: a critical realist account

- Boughey, Chrissie, McKenna, Sioux

Title
Analysing an audit cycle: a critical realist account
Creator
Boughey, Chrissie
Creator
McKenna, Sioux
Date Issued
2017
Date
2017
Type
text
Type
article
Identifier
http://hdl.handle.net/10962/66741
Identifier
vital:28988
Identifier
ISSN 1470-3300
Identifier
https://doi.org/10.1080/03075079.2015.1072148
Description
Pre-print
Description
This paper reports on the use of a framework developed from Bhaskar's critical realism and Archer's social realism to analyse teaching- and learning-related data produced as a result of the first cycle of institutional audits in the South African higher education system. The use of the framework allows us to see what this cycle of audits did achieve, namely some change in structural systems related to teaching and learning alongside the appointment of key agents. It also allows us to see how the stagnation of sets of ideas about teaching and learning in the domain of culture may mean that an assurance of the quality of learning experiences for all students remained elusive.
Format
9
Format
pdf
Publisher
Routledge
Language
English
Relation
Studies in Higher Education
Relation
Boughey, C. and McKenna, S. (2017) Analysing an audit cycle: a critical realist account. Studies in Higher Education, 42 (6) p 963-975. https://doi.org/10.1080/03075079.2015.1072148
Relation
Studies in Higher Education volume 42 number 6 963 975 2017
Rights
Routledge
Rights
Use of this resource is governed by the terms and conditions of the Studies in Higher Education Copyright Options Statement (https://tandfonline.com/action/authorSubmission?journalCode=cshe20&page=instructions)
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SDG 04. Quality Education
Boughey, Chrissie (Prof)
McKenna, Sioux (Prof)
RU Centre for Higher Education Research, Teaching and Learning (CHERTL)
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