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)

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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)

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0.88

0.9

0.92

0.94

0.96

0.98

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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

Discussion

Thank you Any suggestions?