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Managing Quality Assurance in Private Higher Education

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Managing Quality Assurance in Private Higher Education Managing quality assurance in private higher education institutions in South Africa By ELMARIE STANDER 99330955 Full dissertation submitted in partial fulfilment of the requirements for the degree Master of Education (MEd) DEPARTMENT OF EDUCATION MANAGEMENT, LAW AND POLICY FACULTY OF EDUCATION at the UNIVERSITY OF PRETORIA SUPERVISOR: PROFESSOR CHAYA HERMAN i © University of Pretoria Declaration of originality I, Elmarie Stander, declare that the work contained in this dissertation is my own original work, and that I have not previously in its entirety or in part submitted it at any university for a degree. All sources have been identified and acknowledged by means of complete references. _____________________________ __________________ Signature Date ii © University of Pretoria Ethical Clearance Certificate and Statement The author, whose name appears on the title page of this thesis, has obtained, for the research described in this work, the applicable research ethics approval. The author declares that he/she has observed the ethical standards required in terms of the University of Pretoria‟s code of ethics for researchers and the Policy guidelines for responsible research. _____________________________ __________________ Signature Date iii © University of Pretoria Summary MANAGING QUALITY ASSURANCE IN PRIVATE HIGHER EDUCATION INSTITUTIONS IN SOUTH AFRICA With globalisation and the rise of the knowledge economy, there has been an increase in demand for higher education worldwide, which has resulted in the proliferation of private higher education institutions (PHEIs). Within this context, issues of quality and quality assurance processes, guided by national policies and frameworks, have become increasingly important. In South Africa, programme accreditation is one form of external quality assurance. Literature reveals several gaps in the understanding of the management of quality assurance in the private higher education sector, and the topic of programme accreditation in relation to PHEIs in South Africa has received scant attention. The research question for this study was: How do PHEIs manage quality assurance as they engage in the process of programme accreditation in South Africa? Exploratory, qualitative research methodology was deemed the most appropriate for this study and twelve semi-structured interviews were conducted with quality assurance managers at ten PHEIs in Gauteng. The conceptual framework, adapted from Zaki and Zaki Rashidi (2013), lists eight parameters relevant to the management of quality assurance within PHEIs in South Africa. The findings of this study indicate a general lack of sound governance and management structures at PHEIs, an absence of institutional capacity, and academic leadership that is often deficient. The availability of relevant higher education resources within PHEIs remains a challenge. Concerning external quality assurance, the complexity of quality assurance and higher education legislation and various process-based challenges are some of the most common barriers for South African PHEIs. Recommendations are presented. (249 words) KEY WORDS: quality in higher education; barriers and challenges; private higher education institutions (PHEIs); higher education policy and legislation; programme accreditation; quality assurance; standards iv © University of Pretoria Acknowledgements I wish to express my appreciation to the following persons/organisations that made this dissertation possible: a) Professor Chaya Herman, my supervisor at the University of Pretoria (Department of Education Management, Law and Policy Studies), for her guidance, expertise, training, patience and support throughout this entire process. I really appreciate everything she has done. b) Special thanks to Dr Marianne Engelbrecht at the Council on Higher Education for her guidance and full support of my research. I really appreciate everything she has done, not only for sharing her expertise, but also for her encouragement throughout. She is also a dear friend. c) The Council on Higher Education (CHE) for its support, guidance and understanding throughout this process. d) Professor Jan Nieuwenhuis at the University of Pretoria for his assistance and support; and for sharing his knowledge, not only in research, but in the fields of quality assurance and the private higher education sector; and e) My family, my husband, Hendrik Stander and two daughters, Ximen and Noa Stander, to whom I dedicate this work. I wish to thank them for their support, love and understanding. Thanks also to my mother, Elna Conradie, and my sister Elaine Bosman and her family. They are all very special to me. v © University of Pretoria Table of contents Declaration of originality ii Ethical Clearance Certificate and Statement iii Summary iv Acknowledgements v List of tables xi List of figures xii List of acronyms and abbreviations xiii CHAPTER 1 INTRODUCTION 1 1.1. INTRODUCTION 1 1.2. PRIVATE HIGHER EDUCATION IN SOUTH AFRICA 3 1.3. RESEARCH PROBLEM 4 1.4. RESEARCH QUESTION AND SUB-QUESTIONS 5 1.5. RESEARCH OBJECTIVES 6 1.6. CONCEPTUAL FRAMEWORK 6 1.7. RESEARCH METHODOLOGY 7 1.8. RATIONALE 7 1.9. THE SIGNIFICANCE OF THE STUDY 8 1.10. OUTLINE OF CHAPTERS 8 CHAPTER 2 LITERATURE REVIEW 11 2.1. INTRODUCTION 11 2.2. DEFINING QUALITY AND QUALITY ASSURANCE 11 2.2.1. Quality 11 2.2.2. Quality assurance 15 2.2.3. Management of quality assurance 21 2.3. QUALITY ASSURANCE IN HIGHER EDUCATION – A GLOBAL VIEW OF DEVELOPING COUNTRIES 24 2.3.1. Concerns developing countries face regarding quality assurance in higher education 24 2.3.2. International accreditation models 25 2.4. QUALITY ASSURANCE IN HIGHER EDUCATION – A SOUTH AFRICAN VIEW 27 2.4.1. Quality assurance in higher education in South Africa 27 vi © University of Pretoria 2.4.2. The link between external quality assurance approaches (such as programme accreditation) and the management of internal quality assurance – a South African view 29 2.5. THE HISTORY AND LEGACIES OF PRIVATE HIGHER EDUCATION IN SOUTH AFRICA 30 2.6. GOVERNANCE AND MANAGEMENT OF QUALITY ASSURANCE PROCESSES IN HIGHER EDUCATION IN SOUTH AFRICA 35 2.6.1. Governance of quality assurance 35 2.6.2. Management of quality assurance processes 36 2.7. BARRIERS AND CHALLENGES PRIVATE HIGHER EDUCATION INSTITUTIONS FACE RELATING TO THE MANAGEMENT OF QUALITY ASSURANCE – A LITERATURE REVIEW 37 2.8. GAPS IN RESEARCH AND THE AVAILABLE DATA ON PRIVATE HIGHER EDUCATION INSTITUTIONS IN SOUTH AFRICA 41 2.9. CONCLUSION 43 CHAPTER 3 POLICY CONTEXT OF PROGRAMME ACCREDITATION 45 3.1. INTRODUCTION 45 3.2. THE REGULATORY ENVIRONMENT – AN OVERVIEW 45 3.3. PROGRAMME ACCREDITATION: A SOUTH AFRICAN VIEW 49 3.3.1. The role of the CHE and programme accreditation 49 3.3.2. The programme accreditation process 51 3.3.3. Criteria and minimum standards 56 3.4. THE DIFFERENCES IN PROCESSES FOR PROGRAMME ACCREDITATION FOR PRIVATE HIGHER EDUCATION INSTITUTIONS AND PUBLIC UNIVERSITIES (HIGHER EDUCATION INSTITUTIONS) 58 3.5. CONCLUSION 59 CHAPTER 4 CONCEPTUAL FRAMEWORK 61 4.1. INTRODUCTION 61 4.2. CONCEPTUAL FRAMEWORK OF QUALITY ASSURANCE MANAGEMENT 62 4.2.1. Global dimension 63 4.2.2. National dimension 64 4.2.3. Eight parameters for effective functioning and management of quality assurance in private higher education institutions in South Africa 65 vii © University of Pretoria 4.2.3.1. Institutional design (or institutional organisation or organisational structure) 65 4.2.3.2. Faculty knowledge, skills and abilities 66 4.2.3.3. Leadership and ownership 67 4.2.3.4. Institutional policies and practices 67 4.2.3.5. Resources 68 4.2.3.6. Programme design 68 4.2.3.7. Student profile and the role of the student in the quality assurance process 69 4.2.3.8. Stakeholder relationships 70 4.3. THE APPLICATION OF THE CONCEPTUAL FRAMEWORK 71 4.4. CONCLUSION 71 CHAPTER 5 METHODOLOGY 73 5.1. INTRODUCTION 73 5.2. RESEARCH PARADIGM 73 5.3. RESEARCH APPROACH 74 5.4. SAMPLING 74 5.5. RESEARCH INSTRUMENT 79 5.6. RESEARCH PROCESS 79 5.7. DATA ANALYSIS 81 5.8. VALIDITY 82 5.9. RESEARCH ETHICS 83 5.10. LIMITATIONS OF THE STUDY 84 5.11. CONCLUSION 84 CHAPTER 6 ANALYSIS AND INTERPRETATION 85 6.1. INTRODUCTION 85 6.2. PARTICIPANTS‟ UNDERSTANDING AND PERCEPTIONS OF BOTH QUALITY AND QUALITY ASSURANCE IN HIGHER EDUCATION 86 6.3. PARTICIPANTS‟ VIEWS AND PERCEPTIONS ON THE REQUIREMENTS OF THE SOUTH AFRICAN QUALITY ASSURANCE LEGISLATIVE ENVIRONMENT IN HIGHER EDUCATION 93 6.4. PARTICIPANTS‟ VIEWS ON THE MANAGEMENT OF QUALITY ASSURANCE WITHIN THE INSTITUTIONS 99 6.5. INSTITUTIONAL BARRIERS AND CHALLENGES LINKED TO QUALITY ASSURANCE AND ITS PROCESSES 103 viii © University of Pretoria 6.5.1. Institutional design (or institutional organisation or organisational structure) 103 6.5.2. Faculty knowledge, skills and abilities 107 6.5.3. Leadership and ownership 108 6.5.4. Institutional policies and practices 109 6.5.5. Resources 110 6.5.6. Student profile and the role of the student 112 6.5.7. Programme design 112 6.5.8. Stakeholder relationships 114 6.6. CONCLUSION 117 CHAPTER 7 DISCUSSION ON FINDINGS 119 7.1. INTRODUCTION 119 7.2. UNDERSTANDING AND PERCEPTIONS OF PRIVATE HIGHER EDUCATION INSTITUTIONS (PHEI) OF BOTH QUALITY AND QUALITY ASSURANCE IN HIGHER EDUCATION IN SOUTH AFRICA 119 7.3. VIEWS AND PERCEPTIONS ON THE REQUIREMENTS OF THE SOUTH AFRICAN QUALITY ASSURANCE LEGISLATIVE ENVIRONMENT IN HIGHER EDUCATION 123 7.4. MANAGEMENT OF QUALITY ASSURANCE IN PRIVATE HIGHER EDUCATION INSTITUTIONS IN SOUTH AFRICA 125 7.5. INSTITUTIONAL BARRIERS AND CHALLENGES PRIVATE HIGHER EDUCATION INSTITUTIONS (PHEIS)
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