Quality Teaching and Learning in Australian and South African Universities: Comparing policies and practices

Fourie, Magda; Alt, Heinrich; Westhuizen, L. van der; Holtzhausen, S.M.

doi:10.1080/713657455

Cited by 8 publications

(3 citation statements)

References 7 publications

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“…While no specific government policies appear to exist regarding the implementation of ISO 9000, in the late 1980s and continuing through the 1990s, committees and policies began to appear around the globe that supported market-driven, more efficient, quality measures in education. For example, the Committee for Quality Assurance in Higher Education and the policy Higher Education: quality and diversity in the 1990s in Australia and the Quality Promotion Unit in South Africa (Vidovich et al, 2000). In England, the Joint Planning Group for Quality Assurance in Higher Education was established (Roffe, 1998) and, according to Welch (1998), encouraging educational institutions to serve the economy more efficiently and take account of the economic requirements of the country was made clear in the 1987 UK White Paper.…”

Section: Iso 9000 In Educationmentioning

confidence: 99%

The strengths and weaknesses of ISO 9000 in vocational education

Bevans-Gonzales

Nair

2004

Journal of Vocational Education & Training

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ISO 9000 is a set of quality standards that assists an organisation to identify, correct and prevent errors, and to promote continual improvement. Educational institutions worldwide are implementing ISO 9000 as they face increasing external pressure to maintain accountability for funding. Similar to other countries, in the United States vocational education providers are implementing ISO 9000. Although ISO has been successful in manufacturing and service industries, the application to education is relatively new and not without its problems. This study used focus group methods to investigate ISO 9000 implementation at nine career and technical centers in Pennsylvania. The findings indicated that there are strengths of ISO 9000 in vocational education such as an improvement in leadership. However, a number of weaknesses of ISO 9000 were also reported, e.g. the time-consuming implementation process. The findings are intended to assist career and technical educators during the implementation of ISO 9000.

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Section: Iso 9000 In Educationmentioning

confidence: 99%

The strengths and weaknesses of ISO 9000 in vocational education

Bevans-Gonzales

Nair

2004

Journal of Vocational Education & Training

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“…In the early 1990s, in response to Commonwealth Government initiatives relating to the quality of university education, the University had a need to design a suitable system to ensure the quality of all its educational programmes. We will not delve too far here into what might be meant by educational quality (Vidovich, Fourie et al 2000;Gilroy, Long et al 2001), except to say that it was seen to relate to ensuring that course documentation reflected practice and assisted in the improvement of practice. In late 1993 Bowden was given the task of going around the University to speak about the need to introduce some sort of EQA system, and to discuss how this might be done.…”

Section: How the University Adopted Its System Of Programme Quality Amentioning

confidence: 99%

Improving distance education through Programme Quality Assurance

Davey

Tatnall

2003

Quality Education @ a Distance

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This paper describes the experiences of a major Australian university in the implementation of a system of Programme Quality Assurance (PQA), to shed light on improving the quality of global distance education programs. The system described makes use of quality cycles to enhance the quality of all university programmes. The study, which involved a series of interviews with several of the stakeholders in this system, found that some mistakes had been made in initial systems implementation that resulted in a number of academic staff distrusting the system. It illustrated, however, that use of this system was acknowledged by most stakeholders as an important contributor to improving quality in distance education, rather than just measuring it.

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“…We will not delve too far here into what might have been meant by educational quality by those developing the system (Vidovich, Fourie, van der Westhuizen, Alt and Holtzhausen 2000;Gilroy, Long, Rangecroft and Tricker 2001), except to say that it was seen to relate to ensuring that course documentation reflected practice and assisted in the improvement of practice.…”

Section: E-training At the Universitymentioning

confidence: 99%

A Better E-Train

Davey

Tatnall

2005

E-Training Practices for Professional Organizations

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Abstract:lhls paper describes a system of Program Quality Assurance that has acted to improve the quality of e-training programs in an Australian university. It is based on the use of quality cycles, and was devised to enhance the quality of all of the university's programs. lhls paper is based on research involving interviews with stakeholders in this system and, amongst other things, uncovered some mistakes that had been made in the initial systems implementation that resulted in a number of academic staff distrusting the system. The paper suggests that better training could have reduced these problems. It argues that the use of this system, despite these implementation problems, has been seen by most stakeholders as an important contributor to improving the quality of e-training systems, rather than just measuring them.

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Quality Teaching and Learning in Australian and South African Universities: Comparing policies and practices

Cited by 8 publications

References 7 publications

The strengths and weaknesses of ISO 9000 in vocational education

The strengths and weaknesses of ISO 9000 in vocational education

Improving distance education through Programme Quality Assurance

A Better E-Train

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