Background & context of Durban University of Technology (DUT) Quality promotion & assurance ...
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Transcript of Background & context of Durban University of Technology (DUT) Quality promotion & assurance ...
![Page 1: Background & context of Durban University of Technology (DUT) Quality promotion & assurance Quality enhancement Countdown & blow-up factors](https://reader035.fdocuments.us/reader035/viewer/2022070411/56649cee5503460f949bc6b5/html5/thumbnails/1.jpg)
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Background & context of Durban University
of Technology (DUT)
Quality promotion & assurance
Quality enhancement
Countdown & blow-up factors
Collaborative relationships
The quest for the Holy grail…
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A merger of two technikons
influence of history
unintended consequences
impact of merger
prevailing institutional culture
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Establishment of the CQPA & approach
adopted
what’s in a name?
our approach: resonance with ‘festinare
lente’ (Hodgkinson & Brown, 2003)
Retro- and prospective QA
Model for QPA
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Retrospective and prospective quality
assurance (Biggs, 2001)
retrospective – looking back on
achievements & making judgments
accordingly
prospective – focus on teaching &
learning, congruent with developmental,
facilitative and transformative approaches
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PlanPlan
ActAct
Resource Allocation
Strategic PlanEnrolment PlanAcademic Plan
Inst. Audit Improvement Plan
External
ReviewReview
Internal
ImproveImprove
STUDENTSTUDENT
A model for quality promotion and assurance
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‘quality as transformation is central to the development of educationally-oriented models’ (Srikanthan & Dalrymple, 2007)
‘education managers and academics still do not understand that QA is something you do, not wrangle about, that to have a positive effect it needs to be motivated by the desire of the whole organisation, including support staff and students to create the best student learning experiences, the best research within the available resources’ (Doherty, 2008)
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Quality teaching transforms students’ perceptions of their world, and the way they go about applying the knowledge to real world problems; it also transforms teachers’ conceptions of their role as teacher and the culture of the institution itself (Biggs 2001)
Dissolve the barriers between academic, administrative and support staff through discussion and sharing of information and through joint ownership of problems and solutions (Hodgkinson & Brown 2003)
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Is a single definition of QE possible?
DUT: definition in the strategic goals (2009) build on established foundations for QA lead to transformative change grounded in a systems-level, collaborative
approach to understanding and improving the quality of the entire student experience
HEA definition (2008) process of taking deliberate steps at
institutional level to improve the quality of learning opportunities
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Countdown: plan into action
Clarity of direction Leadership & support Linkages &
collaborative relationships
Foundation for QP & A Maturity in internal &
external environment for QA
Blow-up: efforts eroded or destroyed
Complexity of prevailing cultures
QA legacy Resistance to change –
comfort zone of current intellectual habits & routines
Cave mentality
Collaborative? Relationships
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QE
Collaborative Collaborative relationshipsrelationships
Quality improvement of LTA practices
Reviews; accreditation; feedback processes
Curriculum design; pedagogy
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The biggest challenge of all:
How to win the hearts and minds of the ordinary
academic, how to shift the perception of quality
assurance from one of external policing or central control
to one of internalised, individual, professional academic
responsibility, bringing with it the wish, intention and
means to do even better by one’s students.
Will this take another ten years? – at least.
Holy grails do sometimes take a while to find (Williams
2008).
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