Post on 31-Jan-2023
Quantitative and Q
ualitative
effects of Qualit
y Assurance
reviews of academi
c and support
units at a South A
frican
Higher Education I
nstitution
Rajen Padayachi –
6 August 2014
Overview• Introduction• Definition of quality assurance • Prevalent QA systems • Research design and methodology• Results: Support units and academic units • Qualitative aspects • Discussion • Conclusion
Introduction
• Over the last twenty years that QA processes introduced – very little evidence of impact of QA.
• Banta (2010) only 6% of 146 profiles evaluated – contained evidence that student learning had improved.
• Presently public perceptions - greater scrutiny and sceptical about government attitudes.
• Quality reviews – informs public – provides accessible information.
Definition of quality in HE
• Variety of definitions abound – as institutions have broad autonomy.
• Implies relative measure against a common standard.
• In Higher Education, such a common standard does not exist.
• Quality in HE – refers to “fitness for purpose”.
Prevalent QA System
• During last 20 years – management of academic QA based on key performance indicators.
• University decision making – evidence based and business intelligence tools that is data driven.
• Challenges : 1) Falling pass rates/ graduation rates.
• 2) Students entering from inferior secondary schooling.
• In SA – CHE - 19 Criteria extensively reviewed.
• Currently QA foci moved into classroom with teaching and learning focus – Quality Enhancement Project.
RESEARCH DESIGN & METHODOLOGY
• Mixed method approach • Combination of Qualitative approach – questionnaire designed to ascertain feedback from Program heads that had their programme reviewed.
• Quantitative approach – on obtaining academic indicators before and after review – student enrolment/ pass rates data etc.
• Reviews of Accounting, Mathematics and Pharmacy Academic programmes and Management Studies Support unit @ UKZN were analysed as case study research.
Results : School of Management Studies • School of Management studies support unit reviewed in 2009:
• Significant upswing in graduation rate of 19% (2009- 4003 grads) since review to 22% (2013 - 4983 grads)
0
200
400
600
800
1000
1200
1400
2000200120022003200420052006200720082009201020112012
Number of graduates
Results : Accounting academic programme • Accounting programme was reviewed in 2012.• Significant improvement in pass rate from 2012(61,5%) to 2013 (66,8%).
00.10.20.30.40.50.60.70.80.9
2004 2005 2006 2007 2008 2009 2010 2011 2012 2013
Pass rate (passed/enrolled)
Results : Pharmacy programme
• Pharmacy programme was reviewed in 2009.• Pharmacy programme pass rate significantly increased from 96,5% (2009) – peaked to 99,1% (2012) – slightly declined to 98,9% (2013)
0.86
0.88
0.9
0.92
0.94
0.96
0.98
1
1.02
2004 2005 2006 2007 2008 2009 2010 2011 2012 2013
Pass rate (passed/enrolled)
Results: Mathematics Programme • Mathematics programme reviewed in 2008.
• Mathematics pass rate declined from 75,6% (2008) to 69% (2013) even though increasing in 2011 (71,9%).
00.10.20.30.40.50.60.70.80.9
2004 2005 2006 2007 2008 2009 2010 2011 2012 2013
Pass rate (passed/enrolled)
Year
• Accounting programme - “ process was sound”.
• Mathematics programme – “ review can be beneficial to a programme”
• Pharmacy programme – “university has good policies for assuring quality of academic programmes ”
Qualitative reflection on QA process
Perspectives from Programme Heads: Quality of review process • Pharmacy Programme Head: “Very good”
• Accounting Programme: “Good”
• Mathematics Programme: “Satisfactory”
• This indicates that a level of consistency needs to be applied in the review of institutional programmes.
Recommendations on improving QA Process
• Make review process all inclusive of all the role players in the academic programmes.
• Extend the period of writing and editing the peer review report.
• Improve the turn around time of the review process.
Factors requiring attention after review process • Curriculum framework• Design of its component parts• Teaching approaches• Assessment• Student support• Infrastructure• Staffing
Summative conclusion
• Summatively, QA reviews have shown a positive effect on pass rates and graduation rates in :
• Accounting Academic Programme• Management Studies Support Programme• Pharmacy Academic Programme