Show simple item record

dc.contributor.advisorWilson-Strydom, M. G. (Merridy)
dc.contributor.authorMeintjes, Anneri
dc.date.accessioned2016-02-12T13:42:30Z
dc.date.available2016-02-12T13:42:30Z
dc.date.issued2015-07
dc.identifier.urihttp://hdl.handle.net/11660/2297
dc.description.abstractEnglish: Understanding the learning experiences of students at higher education institutions is important if institutions are to enhance the quality of their teaching and learning. One mechanism for gathering feedback from students on their learning experiences, is module evaluations. For module evaluations to play a role in quality enhancement it is important that institutions have policies and procedures that govern the process of module evaluations to ensure that student feedback is optimally used to enhance teaching and learning practices. Module evaluations at the University of the Free State (UFS) have been conducted inconsistently, with modules being evaluated in some departments, but not in others. Different module evaluation instruments were also used across different faculties. The need to institutionalise module evaluations was furthermore highlighted in the Higher Education Quality Council’s (HEQC) quality audit of the UFS in 2006. The need to develop a framework within which module evaluations could be institutionalised at the UFS was therefore evident. In this dissertation, I have attempted to provide such a framework for institutionalising module evaluations at the UFS, grounded in systems thinking. The following overarching research question guided this study: How can the UFS effectively institutionalise module evaluations as one mechanism for enhancing quality of teaching and learning? In attempting to answer this question, three sub-questions further guided the study: 1. How do primary stakeholders (students and lecturers) experience module evaluations? 2. How can these experiences be used to enhance module evaluation procedures? 3. How can systems thinking contribute to the process of effectively institutionalising module evaluations? In this action research study, a mixed methods design was employed to explore the experiences of the primary stakeholders in the module evaluation process at the UFS, namely students, lecturers and Teaching and Learning Managers (TLMs). Quantitative data from more than 25 000 students was collected over the three phases of the action research study by means of an institutional module evaluation questionnaire. Qualitative data was collected from all three stakeholder groups over the first two phases of the study. Six focus groups were conducted among students, while 25 lecturers, 16 students and six TLMs were interviewed to understand the primary stakeholder experiences of module evaluations. The findings of the research were integrated and analysed using a systems thinking framework. A more comprehensive understanding of module evaluations at the UFS was facilitated by identifying firstly the components that make up the system and secondly how these components affect and relate to each other. This understanding enabled the provision of guidelines concerning the use of module evaluation results including providing feedback to students and outlining the roles of lecturers, TLMs and Heads of Departments (HoDs) in the module evaluation process.en_ZA
dc.description.abstractAfrikaans: Dit is belangrik om die leerervarings van studente in hoëronderwysinstellings te verstaan ten einde die gehalte van onderrig en leer te verbeter. Een meganisme vir die invordering van terugvoer van studente rakende hulle leerervarings, is module evaluerings. Vir module evaluerings om ‘n rol in gehaltebevordering te speel, is dit belangrik dat instellings beleide en prosedures daarstel wat die module evalueringproses reguleer om te verseker dat studente-terugvoer optimaal gebruik word om onderrig- en leerpraktyke te verbeter. Module evaluerings by die Universiteit van die Vrystaat (UV) is egter tot dusver onkonsekwent uitgevoer, met modules wat geëvalueer word in sommige departemente, maar nie in ander nie. Verskillende module evaluering-instrumente is ook gebruik oor fakulteite heen. Die behoefte om module evaluerings te institusionaliseer is verder uitgelig in die Hoëronderwys Gehalteraad (HEQC) se gehalte-oudit van die UV in 2008. Die noodsaaklikheid om ‘n raamwerk te ontwikkel waarbinne module evaluering geïnstitusionaliseer kon word was daarom voor die hand liggend. In hierdie verhandeling het ek gepoog om so ‘n raamwerk vir die institusionalisering van module evaluering te voorsien, gegrond op sisteemdenke. Die volgende oorkoepelende navorsingsvraag het hierdie studie gelei: Hoe kan die UV module evaluerings as een meganisme vir die gehalteverbetering van onderrig en leer effektief institusionaliseer? In ‘n poging om hierdie vraag te beantwoord het drie sub-vrae die studie verder gelei: 1. Hoe ervaar primêre belangegroepe (studente en dosente) module evaluerings? 2. Hoe kan hierdie ervarings gebruik word om prosedures van module evaluering te verbeter? 3. Hoe kan sisteemdenke bydra daartoe om module evaluerings effektief te institusionaliseer? In hierdie aksienavorsingstudie is ‘n gemengde metodes navorsingsontwerp gebruik om die ervarings van die primêre belangegroepe in die module evalueringsproses by die UV, naamlik die studente, dosente en Onderrig- en Leerbestuurders (OLBs) beter te verstaan. Kwantitatiewe data van meer as 25 000 studente is ingesamel oor die drie fases van die aksienavorsingstudie deur middel van ‘n institusionele module evaluering-vraelys. Kwalitatiewe data is van al drie belangegroepe ingesamel gedurende die eerste twee fases van die studie. Ses fokusgroepe is uitgevoer onder studente en onderhoude is gevoer met 25 dosente, 16 studente en ses OLBs om die ervarings van die primêre module evaluering-belangegroepe te verstaan. Die navorsingsbevindinge is geïntegreer en ontleed deur gebruik te maak van ‘n sisteemdenke-raamwerk. ‘n Meer omvattende begrip van module evaluering by die UV is bewerkstellig deur eerstens die komponente waaruit die sisteem bestaan te identifiseer en tweedens te verstaan hoe hierdie komponente mekaar beïnvloed en met mekaar verband hou. Hierdie begrip het die voorsiening van riglyne rakende die gebruik van module evaluering resultate, wat die voorsiening van terugvoer aan studente insluit, sowel as die uiteensetting van die rolle van dosente, OLBs en Departementshoofde in die module evaluering-proses moontlik gemaak.af
dc.language.isoenen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectDissertation (M.A. (Higher Education Studies))--University of the Free State, 2015en_ZA
dc.subjectCollege studentsen_ZA
dc.subjectUniversities and colleges -- Study and teaching (Higher)en_ZA
dc.subjectEffective teachingen_ZA
dc.subjectUniversity of the Free Stateen_ZA
dc.subjectLearningen_ZA
dc.titleInstitutionalising a system for undergraduate module evaluations: an action research studyen_ZA
dc.typeDissertationen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record