Holtzhausen, S. M.Balia, D.Nobongoza, Vakele Emmanuel2019-07-092019-07-092019-01http://hdl.handle.net/11660/9982This study aims to explore the case study’s academic line managers (heads of departments) and academic staff (senior lecturers and lectures) perceptions and experiences pertaining to the implementation of quality improvement plan practices. The problem arises from there being no clear guiding policy at the university on quality assurance, programme development, implementation, monitoring and review. The implementation of quality improvement plans (QIPs) is one of the ways in which the South African Higher Education Quality Committee (HEQC) and the higher education institutions (HEIs) carry out quality assurance, enhancement and improvement mandates. A qualitative inductive approach was suitable for this type of research in that it allowed the researcher to construct abstractions and ideas from analysing questionnaires and responses from interviews. The study’s findings indicate an awareness of the purpose of QIPs as a self-assessment tool to enhance the core activities of the university ensuring that there is a high standard of teaching and research activities. Thus, strategies should be designed to ensure that plans for improvement are implemented and monitored, and roles and responsibilities are defined, to ensure accountability. It is envisaged that the implementation of QIPs will lead to the creation of an appropriate organisational culture, in which the assessment process is regarded as an integral component of the institutional quality management system, through which the institution undertakes its own assessment to determine whether products, services and management processes meet the stringent requirements of HEQC.enQuality assuranceQuality enhancementInstitutional quality management systemsContinuous quality improvementQuality improvement plan implementation practicesDissertation (M.A. (Higher Education Studies))--University of the Free State, 2019DissertationUniversity of the Free State