An exploration of stakeholder perceptions of the quality of teaching and learning in higher education
- Authors: Jackson,Linda Grace
- Date: 2023-12
- Subjects: Quality assurance --Education (Higher)-- South Africa , Teaching and learning – Nelson Mandela University , Quality education—South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/62464 , vital:72757
- Description: Quality in higher education is a complex and evolving concept that has been a subject of measurement, assurance and promotion in universities globally for the past three decades. However, its precise definition remains elusive due to its fluid nature, influenced by various contextual factors and stakeholder perspectives. This study explored the concepts of quality teaching and quality learning within the specific context of Nelson Mandela University, focusing on two critical internal stakeholder groups, lecturers and students. By maintaining a constant context, the study sought to gain a deeper understanding of how these stakeholders perceived and contributed to the overall quality of education at the institution. Defining quality in higher education (HE) is important, as it directly impacts on the evaluation processes within educational institutions. Presently, most Higher Education Institutions (HEIs) assess quality using tangible inputs and outputs, resulting in a quantifiable representation of quality. Despite this approach, realistically, the anticipated improvements in the quality of teaching and learning are not apparent, leading to concerns about graduate readiness for the demands of the workforce. This situation raises imperative questions about the quality of teaching and learning within HEIs, necessitating a response to address this issue. This study used the conceptual model Schindler et al. (2015) developed to investigate stakeholder perceptions of quality teaching and quality learning in higher education (HE). The research followed a novel perspective by uncoupling quality in HE from the prevailing neoliberal approach and considering quality in HE within social inclusion interventions (Gidley et al., 2010a) already in place in HE settings. The research methodology expanded on social inclusion theory and employed a qualitative, participative and visual approach adapted from Mmogo-method®, an indigenous method. The research design fostered active participation from the participants, who assumed the role of co-researchers. Participants constructed their answers to the research question using unstructured materials, subsequently sharing, explaining, and interpreting their viewpoints within the group setting. , Thesis (PhD) -- Faculty of Education, School of teaching and learning, 2023
- Full Text:
- Date Issued: 2023-12
- Authors: Jackson,Linda Grace
- Date: 2023-12
- Subjects: Quality assurance --Education (Higher)-- South Africa , Teaching and learning – Nelson Mandela University , Quality education—South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/62464 , vital:72757
- Description: Quality in higher education is a complex and evolving concept that has been a subject of measurement, assurance and promotion in universities globally for the past three decades. However, its precise definition remains elusive due to its fluid nature, influenced by various contextual factors and stakeholder perspectives. This study explored the concepts of quality teaching and quality learning within the specific context of Nelson Mandela University, focusing on two critical internal stakeholder groups, lecturers and students. By maintaining a constant context, the study sought to gain a deeper understanding of how these stakeholders perceived and contributed to the overall quality of education at the institution. Defining quality in higher education (HE) is important, as it directly impacts on the evaluation processes within educational institutions. Presently, most Higher Education Institutions (HEIs) assess quality using tangible inputs and outputs, resulting in a quantifiable representation of quality. Despite this approach, realistically, the anticipated improvements in the quality of teaching and learning are not apparent, leading to concerns about graduate readiness for the demands of the workforce. This situation raises imperative questions about the quality of teaching and learning within HEIs, necessitating a response to address this issue. This study used the conceptual model Schindler et al. (2015) developed to investigate stakeholder perceptions of quality teaching and quality learning in higher education (HE). The research followed a novel perspective by uncoupling quality in HE from the prevailing neoliberal approach and considering quality in HE within social inclusion interventions (Gidley et al., 2010a) already in place in HE settings. The research methodology expanded on social inclusion theory and employed a qualitative, participative and visual approach adapted from Mmogo-method®, an indigenous method. The research design fostered active participation from the participants, who assumed the role of co-researchers. Participants constructed their answers to the research question using unstructured materials, subsequently sharing, explaining, and interpreting their viewpoints within the group setting. , Thesis (PhD) -- Faculty of Education, School of teaching and learning, 2023
- Full Text:
- Date Issued: 2023-12
The professional experiences of early career counselling psychologists in South Africa: a mixed method study
- Authors: Haine, Phillipa Claire
- Date: 2023-10-13
- Subjects: Counseling psychology South Africa , Career development , Counseling psychologists Training of South Africa , Mixed methods research , Interpretative phenomenological analysis
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/432321 , vital:72861 , DOI 10.21504/10962/432322
- Description: Counselling psychologists represent a considerable proportion of psychologists in South Africa (SA), yet knowledge on the discipline’s workforce is limited. In addition, professional lifespan issues have received inadequate attention, inclusive of the early career stage, identified as an exceptionally vulnerable segment of the professional lifespan. Undergirded by an interpretative phenomenology research paradigm, this mixed method sequential explanatory study, consisting of two distinct phases, aimed to explore the professional experiences of early career counselling psychologists (counselling ECPs) in SA, inclusive of employment trends, challenges and support needs. The quantitative phase (‘First Phase’) comprised of an online survey questionnaire (n = 512) to investigate the employment trends of counselling ECPs in SA. A qualitative phase (‘Second Phase’) followed, comprising of online semi-structured interviews with ten counselling ECPs. The rationale for this was that the preliminary quantitative data provided a broad understanding of the research problem, whereas the qualitative data sought to expand on the quantitative data by exploring the participants’ experiences in depth. Moreover, the collection of quantitative data provided a strong justification and phenomenological orientation for the second, qualitative, phase. The data from the two research phases were combined within a joint discussion to ensure a level of methodological complementarity and a more holistic understanding of the data captured. Trends from the first, quantitative, phase demonstrated that counselling ECPs differed across various domains from more senior generations. In the second, qualitative, phase, Interpretative Phenomenological Analysis of the data revealed three Group Experiential Themes: i) Complexity of finding and securing work, ii) Navigating an array of personal, professional and systemic challenges, and iii) Support as self-acquired. Overall, the findings suggest that counselling ECPs in SA face a variety of challenges upon entering the workforce, enhanced support is thus needed for this new, more diverse cohort of practitioners. Actionable recommendations are offered at various levels. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Haine, Phillipa Claire
- Date: 2023-10-13
- Subjects: Counseling psychology South Africa , Career development , Counseling psychologists Training of South Africa , Mixed methods research , Interpretative phenomenological analysis
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/432321 , vital:72861 , DOI 10.21504/10962/432322
- Description: Counselling psychologists represent a considerable proportion of psychologists in South Africa (SA), yet knowledge on the discipline’s workforce is limited. In addition, professional lifespan issues have received inadequate attention, inclusive of the early career stage, identified as an exceptionally vulnerable segment of the professional lifespan. Undergirded by an interpretative phenomenology research paradigm, this mixed method sequential explanatory study, consisting of two distinct phases, aimed to explore the professional experiences of early career counselling psychologists (counselling ECPs) in SA, inclusive of employment trends, challenges and support needs. The quantitative phase (‘First Phase’) comprised of an online survey questionnaire (n = 512) to investigate the employment trends of counselling ECPs in SA. A qualitative phase (‘Second Phase’) followed, comprising of online semi-structured interviews with ten counselling ECPs. The rationale for this was that the preliminary quantitative data provided a broad understanding of the research problem, whereas the qualitative data sought to expand on the quantitative data by exploring the participants’ experiences in depth. Moreover, the collection of quantitative data provided a strong justification and phenomenological orientation for the second, qualitative, phase. The data from the two research phases were combined within a joint discussion to ensure a level of methodological complementarity and a more holistic understanding of the data captured. Trends from the first, quantitative, phase demonstrated that counselling ECPs differed across various domains from more senior generations. In the second, qualitative, phase, Interpretative Phenomenological Analysis of the data revealed three Group Experiential Themes: i) Complexity of finding and securing work, ii) Navigating an array of personal, professional and systemic challenges, and iii) Support as self-acquired. Overall, the findings suggest that counselling ECPs in SA face a variety of challenges upon entering the workforce, enhanced support is thus needed for this new, more diverse cohort of practitioners. Actionable recommendations are offered at various levels. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2023
- Full Text:
- Date Issued: 2023-10-13
The state and civil society in building a capable developmental state : a case of the National Department of Social Development and the Non Profit Organisations sector in South Africa
- Authors: Morkel, Candice
- Date: 2020-12
- Subjects: Port Elizabeth (South Africa) , Eastern Cape (South Africa) , South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/55031 , vital:48824
- Description: The challenges in the relationship between the Department of Social Development (DSD) and Non Profit Organisations (NPOs) in South Africa pose a risk to their ability to partner successfully in order to deliver government’s Constitutional obligations in meeting citizens’ developmental social welfare needs. Some contemporary theories of the state (such as pluralism and corporatism) as well as approaches to Public Administration and Management (such as co-production) support a collaborative approach between governments and civil society in order to address development challenges. Peter Evans’ (cf. 1995, 1997, 1998, 2008; 2014) expansive scholarship on embedded autonomy and building capable developmental states, suggests that a state that is sufficiently embedded in an intimate partnership with nonstate actors is more likely to achieve its development goals. However, these relations must also be autonomous and unfettered by private or sectional interests to circumvent the risk of neopatrimonialism and state capture. In view of growing critiques of economic growth as the primary marker of a developmental state, which prioritises the state’s relationship with private capital, Evans (ibid.) also argued for a more expanded definition of embedded autonomy. Building on Evan’s perspective, this study examines the relationship between the DSD and the NPO sector in South Africa to address the gap in the literature on how other forms of embedded autonomy (beyond the state-private sector nexus) may function in a developmental state. Its purpose is to make an original contribution to knowledge by examining how the achievement of South Africa’s Developmental Social Welfare (DSW) outcomes and the building of a capable developmental state may be affected by weaknesses in embeddedness, autonomy and state capacity. It argues that a relationship of trust and solidarity between the state and civil society that prioritises the well-being of people as the primary indicator of development, is a necessary feature of the capable developmental state. The study therefore provides insights into the interventions required to ensure collaborative and integrated service delivery between the state and civil society in South Africa. This is forged from an examination of the deeply held conflicting beliefs and expectations around the execution of the DSW mandate, the current tensions in the relationship, its intersections with the history of the non-profit sector in the apartheid welfare state and the challenges of transformation since 1994. In this respect, it fills a further gap in the literature by focusing on expanded, non-traditional state-society ties imagined by Evans’ conceptual framework of embedded autonomy and the developmental state. Furthermore, the study makes an elemental contribution to knowledge around co-production, which remains poorly formulated despite increasing interest and research in this area of Public Administration and Management (Gawlowski, 2018:72; Osborne, Radnor & Strokosch, 2016:644). This study used a qualitative design to derive meaning from indepth interviews with twentythree (23) knowledgeable experts representing the DSD (current and ex-staff members), NPOs, members of the Ministerial Committee for the 2013-2016 Review of the White Paper for Social Welfare (1997), NPO umbrella bodies and social justice activists. These were supplemented by a Focus Group Discussion comprising of nine (9) activists based at a grassroots NPO. Employing both an interpretive and constructivist approach, the design facilitated an in-depth examination of participants’ perceptions of the state’s constitutional obligation towards social justice through delivering DSW services in collaboration with the NPO Sector. The researcher used thematic content analysis to explore how weaknesses in the inter-play between embeddedness and autonomy in the DSW sector may explain the tensions between the DSD and NPOs. An analysis of the literature also helped in drawing linkages between weaknesses in embedded autonomy, building a capable developmental state and achieving the country’s DSW outcomes. The study found that the adversarial relationship between the DSD and NPOs has a negative effect on the rendering of DSW services to citizens, which places South Africa’s pursuit of a capable developmental state at risk. Applying a strategic-relational conceptualisation of the state, it argued how South Africa’s commitment to a participatory and people-centred approach to public policy and the protection of the socio-economic rights of citizens requires a fully engaged civil society, balanced by autonomy. Invoking a Gramscian lens, the study also provided an analysis of the potential for civil society to act as a counter-hegemonic force against the domination of global capital and the marketization of the state in order to protect the rights of the subaltern. , Thesis (PhD) -- Faculty of Humanities, School of Governmental and Social Sciences, 2020
- Full Text:
- Date Issued: 2020-12
- Authors: Morkel, Candice
- Date: 2020-12
- Subjects: Port Elizabeth (South Africa) , Eastern Cape (South Africa) , South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/55031 , vital:48824
- Description: The challenges in the relationship between the Department of Social Development (DSD) and Non Profit Organisations (NPOs) in South Africa pose a risk to their ability to partner successfully in order to deliver government’s Constitutional obligations in meeting citizens’ developmental social welfare needs. Some contemporary theories of the state (such as pluralism and corporatism) as well as approaches to Public Administration and Management (such as co-production) support a collaborative approach between governments and civil society in order to address development challenges. Peter Evans’ (cf. 1995, 1997, 1998, 2008; 2014) expansive scholarship on embedded autonomy and building capable developmental states, suggests that a state that is sufficiently embedded in an intimate partnership with nonstate actors is more likely to achieve its development goals. However, these relations must also be autonomous and unfettered by private or sectional interests to circumvent the risk of neopatrimonialism and state capture. In view of growing critiques of economic growth as the primary marker of a developmental state, which prioritises the state’s relationship with private capital, Evans (ibid.) also argued for a more expanded definition of embedded autonomy. Building on Evan’s perspective, this study examines the relationship between the DSD and the NPO sector in South Africa to address the gap in the literature on how other forms of embedded autonomy (beyond the state-private sector nexus) may function in a developmental state. Its purpose is to make an original contribution to knowledge by examining how the achievement of South Africa’s Developmental Social Welfare (DSW) outcomes and the building of a capable developmental state may be affected by weaknesses in embeddedness, autonomy and state capacity. It argues that a relationship of trust and solidarity between the state and civil society that prioritises the well-being of people as the primary indicator of development, is a necessary feature of the capable developmental state. The study therefore provides insights into the interventions required to ensure collaborative and integrated service delivery between the state and civil society in South Africa. This is forged from an examination of the deeply held conflicting beliefs and expectations around the execution of the DSW mandate, the current tensions in the relationship, its intersections with the history of the non-profit sector in the apartheid welfare state and the challenges of transformation since 1994. In this respect, it fills a further gap in the literature by focusing on expanded, non-traditional state-society ties imagined by Evans’ conceptual framework of embedded autonomy and the developmental state. Furthermore, the study makes an elemental contribution to knowledge around co-production, which remains poorly formulated despite increasing interest and research in this area of Public Administration and Management (Gawlowski, 2018:72; Osborne, Radnor & Strokosch, 2016:644). This study used a qualitative design to derive meaning from indepth interviews with twentythree (23) knowledgeable experts representing the DSD (current and ex-staff members), NPOs, members of the Ministerial Committee for the 2013-2016 Review of the White Paper for Social Welfare (1997), NPO umbrella bodies and social justice activists. These were supplemented by a Focus Group Discussion comprising of nine (9) activists based at a grassroots NPO. Employing both an interpretive and constructivist approach, the design facilitated an in-depth examination of participants’ perceptions of the state’s constitutional obligation towards social justice through delivering DSW services in collaboration with the NPO Sector. The researcher used thematic content analysis to explore how weaknesses in the inter-play between embeddedness and autonomy in the DSW sector may explain the tensions between the DSD and NPOs. An analysis of the literature also helped in drawing linkages between weaknesses in embedded autonomy, building a capable developmental state and achieving the country’s DSW outcomes. The study found that the adversarial relationship between the DSD and NPOs has a negative effect on the rendering of DSW services to citizens, which places South Africa’s pursuit of a capable developmental state at risk. Applying a strategic-relational conceptualisation of the state, it argued how South Africa’s commitment to a participatory and people-centred approach to public policy and the protection of the socio-economic rights of citizens requires a fully engaged civil society, balanced by autonomy. Invoking a Gramscian lens, the study also provided an analysis of the potential for civil society to act as a counter-hegemonic force against the domination of global capital and the marketization of the state in order to protect the rights of the subaltern. , Thesis (PhD) -- Faculty of Humanities, School of Governmental and Social Sciences, 2020
- Full Text:
- Date Issued: 2020-12
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