Contrasting Faculty Quality Views and Practices over a Five‐year Interval

Jacobs, Gerrie J.; Toit, Anci Du

doi:10.1080/13538320601051077

Cited by 7 publications

(3 citation statements)

References 8 publications

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“…Quality assurance fails to be a part of the everyday activity of academics because they perceive no real link between the quality of their academic work (teaching and research) and the performance embodied in quality assurance processes. Ownership of quality assurance is a concern here (Jacobs and Du Toit, 2006). Without this, so some commentators suggest, academic staff are likely to resist quality assurance processes within universities (Anderson, 2006;Newton, 2002).…”

Section: Trust and Quality Assurancementioning

confidence: 96%

Quality Assurance in Higher Education

Williams¹,

Harvey²

2015

The Palgrave International Handbook of Higher Education Policy and Governance

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Section: Trust and Quality Assurancementioning

confidence: 96%

Quality Assurance in Higher Education

Williams¹,

Harvey²

2015

The Palgrave International Handbook of Higher Education Policy and Governance

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“…In a South African study, Jacobs and Du Toit (2006) explored changes, five years later, in the views of six faculty quality committees at a university. The study examined the extent to which these committees perceived: quality improvement as an indicator of faculty effectiveness; and faculties as the owners of quality.…”

Section: Introductionmentioning

confidence: 99%

Fifteen Years ofQuality in Higher Education(Part Two)

Harvey

Williams

2010

Quality in Higher Education

119

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This is the second part of the review of the papers published in Quality in Higher Education from its inception in 1995 to the present day. This part of the review focuses on internal quality assurance, improvements in learning and teaching and assessments of the impact of quality assurance. In doing so, the review also examines papers about quality enhancement instruments such as student feedback surveys, which have played an increasingly prominent role in quality processes since the early 1990s. The review suggests that quality assurance has resulted in clearer documentation and transparency although external processes could be better aligned to everyday academic activity. Quality assurance has become an international concern and procedures have become increasingly standardised across national boundaries. Significantly, the consumerist approach to higher education quality that is driven by governments and senior management, has not met with enthusiasm from contributors to the journal and there appears to be a strong commitment to autonomy and academic freedom. However, papers indicate that academia is prone to inertia and compliant indifference. Ultimately, the review suggests that it is still not clear that, even after 15 years, quality assurance systems have really enhanced higher education.

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“…An exhaustive description of the inquiry, its planning and implementation, the properties of the participants, the data collection instrument and mixed method of analysis, enhance transferability. A dense description of the methodology employed via the constant comparative method (Jacobs & Du Toit, 2006) promoted dependability and rigour. The credibility of the research was augmented through a proper interrogation and triangulation of the findings by both researchers, while the original questionnaires were maintained for possible follow-up purposes.…”

Section: Ethical Considerationsmentioning

confidence: 99%

Accounting students' experience of an improved strategy of feedback on assessment

Stegmann

Malan

2016

J. econ. financ. sci.

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Higher education institutions in South Africa are experiencing the effects of massification and diversification of the student body, necessitating students to take more responsibility for the management of their own learning. The education of chartered accountants in South Africa reflects this reality. Feedback on assignments and formative assessments is regarded as a key mechanism to facilitate students' development as independent learners. The practical logistics of providing one-onone feedback to an ever-increasing number of students necessitate a concerted change in feedback practice. The goal of this article is to report on the experience of undergraduate accounting students regarding the revised and more detailed system of feedback on assignments and formative assessments that was introduced by the authors. The researchers are of the opinion that the questionnaire cannot be tested at other universities, unless the total approach to feedback is instituted and supported. The research is underpinned by the theoretical framework of self-directed learning. Pragmatism and a mixed methods methodology is the relevant research paradigm underlying this inquiry and the concurrent triangulation approach is considered appropriate to this investigation. The study found that students were of the opinion that the new form of feedback on assessment enabled them to identify typical mistakes, recognise their individual strengths and weaknesses, gain from constructive criticism and conduct regular self-assessment. The quantitative inquiry clearly showed that students were overwhelmingly satisfied and impressed with the features of the revised strategy of feedback. However, the peer-assessment feature of the strategy was not received as positively, as students expressed anxiety in assessing their peers. The study has proven that a concerted change in focus could assist in student self-assessment and self-directedness. KeywordsFeedback on student assessment, accounting assessment, accounting education, formative assessment, peer assessment _______________________________ *Prof N Stegmann is an associate professor in the Department of Accountancy, University of Johannesburg, South Africa [nerines@uj.ac.za]. #Ms M Malan is a senior lecturer in the

show abstract

Contrasting Faculty Quality Views and Practices over a Five‐year Interval

Cited by 7 publications

References 8 publications

Quality Assurance in Higher Education

Quality Assurance in Higher Education

Fifteen Years ofQuality in Higher Education(Part Two)

Accounting students' experience of an improved strategy of feedback on assessment

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