Quality assessment of the management of an instructional offering process: research methodology in the B.Tech. programme in technikons: a systems approach
| dc.contributor.advisor | Hay, H. R. | |
| dc.contributor.author | Du Toit, Lillette | |
| dc.date.accessioned | 2017-03-23T09:14:32Z | |
| dc.date.available | 2017-03-23T09:14:32Z | |
| dc.date.issued | 2002-11 | |
| dc.description.abstract | English: This study focuses on the quality of the management of an instructional offering (10) process: Research Methodology, in the B.Tech. programme in technikons by means of a systems approach. The B.Tech.: Office Management and Technology in the School for Secretarial Studies and Education in the Faculty of Human Sciences at the Border Technikon, a historically disadvantaged technikon, was used as a case study. Theoretical perspectives of the challenges for change in the organisational culture of higher education institutions and the different organisational cultures the institutions need to embark on in order to prepare for quality improvement, are supplied. The context of quality assurance in the higher education statutory landscape, as well as the pivotal role of self-assessment in quality assurance in higher education is provided. The models and management approaches to quality assurance in higher education provided the context in which the self-assessment instrument was adapted for application to the 10 process. The objective of the extensive literature review on action learning and action research supplied a solid base to apply the methodology in practice. Theoretical perspectives on the different organisational cultures of higher education institutions are supplied. The purpose for this is to sensitise the reader to the challenges brought about by change which the higher education institutions are faced with if they are serious about quality assurance. The notions of quality and quality assurance as well as the various factors influencing quality assurance in higher education are sketched within the international quality assurance trends in higher education. South African policies and perspectives are also discussed to establish the impact of these on the quality assurance and self-assessment approaches of higher education institutions. This case study is undertaken to provide an in-depth study of the quality of the management of an 10 process in a B.Tech. programme at Border Technikon. A qualitative research method by means of action research and action learning was used to establish the quality of the management of the 10 process. An initial process map of the 10 was designed and critically reflected on by academic peers, resulting in an improved process map. A self-assessment of the 10 process was carried out by means of an adapted instrument based on the SAEF Level 3 criteria and the Baldrige Education Criteria for Performance Excellence. Within the framework of the literature consulted and the comprehensive annotated bibliography undertaken, the AL team critically reflected upon the outcomes of the self-assessment. The areas that were identified for improvement in the management of the 10 process were prioritised and action plans to address these were executed. The reason for the research done in this case study, as well as the positive reflection on the results from the action research and the action learning applied by the AL team reflects the need for quality management of the core processes (the 10 processes) of a higher education institution such as Border Technikon. This research was not merely carried out for the sake of obtaining a higher qualification or degree, but rather for the value of its outcomes for the quality assurance and quality management processes at Border Technikon, as well as for higher education institutions similar to Border Technikon. This study displayed the importance of the quality of process management in the quality assurance activities and the institutional review process of higher education institutions which have to be accredited by an external body such as the Higher Education Quality Committee. | en_ZA |
| dc.description.abstract | Afrikaans: Hierdie studie fokus op die gehalte van die bestuur van 'n Onderrigaanbiedingsproses (OA-proses): Navorsingsmetodologie in die B. Tech.- program aan technikons deur middel van 'n sisteembenadering. Die B. Tech.: Kantoorbestuur en Tegnologie in die School for Secretarial Studies and Education in the Faculty of Human Sciences aan die Border Technikon, 'n histories benadeelde technikon, is as 'n gevallestudie gebruik. Teoretiese perspektiewe rakende die uitdaginge rondom verandering in die organisatoriese kultuur van hoëronderwysinstellings en die verskillende organisatoriese kulture wat die instellings moet aanvaar om hulle op gehalteverbetering voor te berei, word voorsien. Die konteks van gehalteversekering in die statutêre landskap van hoër onderwys, asook die sleutelrol wat selfevaluering in gehalteversekering in hoër onderwys speel, word voorsien. Die modelle en bestuursbenaderinge tot gehalteversekering in hoër onderwys het die konteks voorsien waarbinne die selfevalueringsinstrument aangepas is om dit op die onderrigaanbiedingsproses van toepassing te maak. Die doel van die uitgebreide literatuuroorsig rakende aksieleer en aksienavorsing het 'n soliede basis vir die toepassing van die metodologie in die praktyk voorsien. Teoretiese perspektiewe rakende die verskillende organisatoriese kulture van hoëronderwysinstellings word verder voorsien. Die doel hiervan is om die leser gevoelig en ontvanklik te maak betreffende die uitdaginge wat deur verandering veroorsaak word en waarmee hoëronderwysinstellings gekonfronteer word indien hulle ernstig oor gehalteversekering is. Die begrippe "gehalte" en "gehalteversekering", asook die verskillende faktore wat gehalteversekering in hoër onderwys beïnvloed, word geskets teen die agtergrond van internasionale gehalteversekeringstendense in hoër onderwys. Suid-Afrikaanse beleide en perspektiewe word ook bespreek om die impak daarvan op die gehalteversekerings- \. en selfevalueringsbenaderinge van hoëronderwysinstellingste bepaal. Hierdie gevallestudie is onderneem om in dieptestudie van die kwaliteit van die . bestuurvan 'n onderrigaanbiedingsproses binne 'n B.Tech.-prograiTIaan die Border Technikon te voorsien. 'n Kwalitatiewe navorsingsmetode deur middel van .aksienavorsing en aksieleer is gebruik om die kwaliteit van die bestuur van die onderrigaanbiedingsproses te bepaal. 'n Aanvanklike proseskaart van die onderrigaanbiedingsproses is ontwerp en akademiese eweknieë het krities daaroor besin. Dit het 'n verbeterde proseskaart tot gevolg gehad. 'n Selfevaluering van die onderrigaanbiedingsproses is uitgevoer deur middel van 'n aangepaste instrument, gebaseer op die South African Excellence Foundation (SAEF) se Vlak 3-kriteria van die Baldrige Education Criteria for Performance Excellence. Binne die raamwerk van die literatuur wat geraadpleeg is vir die omvattende bronnelys wat voorsien word, het die onderrigaanbiedingspan krities oor die uitkomste van die selfevaluering besin. Die geïdentifiseerde areas vir verbetering binne die bestuur van die onderrigaanbiedingsproses is geprioritiseer en aksieplanne ter verbetering is uitgevoer. Die rede vir die navorsing wat binne hierdie gevallestudie uitgevoer is, asook die positiewe refleksie rakende die resultate van die aksienavorsing en die aksieleer wat deur die aksieleerspan toegepas is, reflekteer die noodsaaklikheid vir gehaltebestuur van die kernprosesse (die onderrigaanbiedingsprosesse) van 'n hoëronderwysinstelling soos die Border Technikon. Hierdie navorsing is nie bloot uitgevoer om 'n hoër kwalifikasie of gr~ad te verwerf nie, maar eerder vir· die waarde van die uitkomste daarvan vir die gehalteversekerings- en gehaltebestuursprosesse van die Border Technikon, asook soortgelyke ander hoëronderwysinstellings. Hierdie studie openbaar duidelik die gehalteversekeringsaktiwiteite, asook die institusionele evalueringsproses van hoëronderwysinstellings wat deur 'n eksterne liggaam soos die Hoëronderwyskwaliteitskomitee (HEQC) geakkrediteer moet word. | af |
| dc.description.sponsorship | National Research Foundation (NRF) | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/5983 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Quality assurance | en_ZA |
| dc.subject | Self-assessment | en_ZA |
| dc.subject | Process management | en_ZA |
| dc.subject | Organisational culture | en_ZA |
| dc.subject | Systemic approaches/models of quality assurance | en_ZA |
| dc.subject | Action research | en_ZA |
| dc.subject | Action learning | en_ZA |
| dc.subject | Action coaching | en_ZA |
| dc.subject | Continuous improvement | en_ZA |
| dc.subject | Reflective practice | en_ZA |
| dc.subject | Education, Higher -- South Africa -- Eastern Cape -- Evaluation | en_ZA |
| dc.subject | Education, Higher -- Quality control -- South Africa -- Eastern Cape | en_ZA |
| dc.subject | Active learning | en_ZA |
| dc.subject | Thesis (Ph.D. (Higher Education)--University of the Free State, 2002 | en_ZA |
| dc.title | Quality assessment of the management of an instructional offering process: research methodology in the B.Tech. programme in technikons: a systems approach | en_ZA |
| dc.type | Thesis | en_ZA |