- Title
- An exploration of stakeholder perceptions of the quality of teaching and learning in higher education
- Creator
- Jackson,Linda Grace
- Subject
- Quality assurance --Education (Higher)-- South Africa
- Subject
- Teaching and learning – Nelson Mandela University
- Subject
- Quality education—South Africa
- Date Issued
- 2023-12
- Date
- 2023-12
- Type
- Doctoral theses
- Type
- text
- Identifier
- http://hdl.handle.net/10948/62464
- Identifier
- 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.
- Description
- Thesis (PhD) -- Faculty of Education, School of teaching and learning, 2023
- Format
- computer
- Format
- online resource
- Format
- application/pdf
- Format
- 1 online resource (350 pages)
- Format
- Publisher
- Nelson Mandela University
- Publisher
- Faculty of Education
- Language
- English
- Rights
- Nelson Mandela University
- Rights
- All Rights Reserved
- Rights
- Open Access
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NMU School for Education Research and Engagement
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Linda Grace Jakson-2023.pdf | 5 MB | Adobe Acrobat PDF | View Details Download |