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A Case Study of Teaching and Learning in Zimbabwean Universities

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A Case Study of Teaching and Learning in Zimbabwean Universities QUALITY AS HUMAN DEVELOPMENT: A CASE STUDY OF TEACHING AND LEARNING IN ZIMBABWEAN UNIVERSITIES By PATIENCE MUKWAMBO This thesis is submitted in accordance with the requirements for the PhD in Development Studies In the Centre for Development Support, Economic and Management Sciences Faculty at the University of the Free State, Bloemfontein Date of submission: December 2016 Supervisors: Prof. Melanie Walker- Centre for Research on Higher Education and Development (CRHED), University of the Free State Dr. Merridy Wilson-Strydom- Centre for Research on Higher Education and Development (CRHED), University of the Free State Dr. Sonja Loots- Centre for Teaching and Learning (CTL), University of the Free State Table of Contents List of Tables and Figures ...................................................................................................... vi Acronyms ................................................................................................................................ vii Declaration............................................................................................................................... ix Acknowledgements .................................................................................................................. x Abstract .................................................................................................................................... xi Opsomming ............................................................................................................................. xii Chapter one: Introduction, background and context ........................................................... 1 1.0 Introduction ...................................................................................................................... 1 1.1 Aim of the study and research questions .......................................................................... 3 1.2 The establishment and expansion of university education in Zimbabwe......................... 4 1.3 Zimbabwe’s political-economic crisis and declining state funding of university education ................................................................................................................................ 8 1.4 Higher education in Zimbabwe ...................................................................................... 11 1.5 The development of Zimbabwe’s quality assurance system .......................................... 14 Literature on quality assurance in Zimbabwe ............................................................................... 46 1.6 My background and personal experiences ..................................................................... 20 1.7 thesis outline ................................................................................................................... 21 1.8 Conclusion ...................................................................................................................... 24 Chapter two: Literature review ............................................................................................ 25 2.0 Introduction .................................................................................................................... 25 2.1 International debates on quality in higher education ..................................................... 26 Defining quality ............................................................................................................................ 27 Academics perceptions on quality assurance instruments ............................................................ 29 Quality assurance and quality enhancement ................................................................................. 31 Higher education funding.............................................................................................................. 31 Internationalisation of higher education........................................................................................ 32 2.2 Quality of teaching and learning .................................................................................... 34 2.3 Debates on quality in higher education in Africa ........................................................... 37 Higher education funding.............................................................................................................. 38 i Adoption of “best cases” ............................................................................................................... 39 Quality assurance collaboration .................................................................................................... 40 Massification/ expansion of higher education ............................................................................... 41 Government involvement in higher education .............................................................................. 43 South Africa’s conceptions of quality ........................................................................................... 46 2.4 Conclusion ...................................................................................................................... 49 Chapter three: Conceptualising quality from a human development perspective .......... 50 3.0 Introduction .................................................................................................................... 50 3.1 Conceptualising quality: Human capital and human development ................................ 51 3.1.1 Human capital approach....................................................................................................... 51 3.1.2 Human Development and Education ................................................................................... 56 3.2 The capabilities approach ............................................................................................... 59 3.3 A new conceptualisation of quality ................................................................................ 65 3.3.1 Critical being ........................................................................................................................ 69 3.3.2 Capability for work .............................................................................................................. 72 3.4 Conclusion ...................................................................................................................... 76 Chapter four: Methodology .................................................................................................. 77 4.0 Introduction .................................................................................................................... 77 4.1 Paradigmatic foundation ................................................................................................ 78 4.2 Research Approach ........................................................................................................ 80 4.3 Ethical considerations and access .................................................................................. 81 4.4 Case and participant recruitment selection ..................................................................... 85 4.4.1 Case study ............................................................................................................................ 85 4.4.2 Sampling, cases and data collection ..................................................................................... 87 4.5 Data collection................................................................................................................ 90 4.5.1 Document review ................................................................................................................. 91 4.5.2 Semi-structured interviews .................................................................................................. 91 4.5.3 Focus group discussions....................................................................................................... 93 4.5.4 Observation .......................................................................................................................... 94 4.6. Data transcription .......................................................................................................... 96 4.7 Data analysis .................................................................................................................. 96 4.8 Researcher positionality ................................................................................................. 98 4.9 Conclusion ...................................................................................................................... 99 ii Chapter five: Quality as policy and quality as practice: ZIMCHE and university perceptions ............................................................................................................................ 100 5.0 Introduction .................................................................................................................. 100 5.1 ZIMCHE’s standardisation and benchmarking ............................................................ 102 5.1.2 Stakeholder participation ................................................................................................... 106 5.1.3 Quality enhancement.......................................................................................................... 107 5.1.4 Teaching and Learning......................................................................................................
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