Perceptions of staff on collegiality and accountability in promoting quality assurance at Helderberg College

[摘要] Over the past 10 to 15 years significant changes have taken place in higher education.Higher education institutions have been influenced by globalisation, an informationexplosion, shifts in teaching approaches to facilitate learning and new approaches togovernance. Some of these factors have had implications on the decision-makingprocesses which were traditionally used in higher education. Amongst these demandsfor change, the one which has apparently presented the most challenges is the demandfor accountability to the stakeholders of higher education institutions. Thesestakeholders include the government, students, different communities and theconstituents of the labour market.In order to meet the demands for accountability, an instrument referred to as qualityassurance was introduced at all higher education institutions. Many institutionsresorted to adopting a managerial approach to manage quality assurance and tofacilitate efficiency. In using this approach, more regulation and demands forcompliance were sought. The managerial approach appeared to be more bureaucraticthan the traditional collegial ethos of universities. Lecturers experienced that theirautonomy was being undermined and their academic freedom restricted. Thereforethey often resorted to resistance.In this study the literature overview revealed that there is a strong debate as to whichapproach to quality management is most suited to higher education. A case study wasconducted at Helderberg College, which is a private higher education institution in theWestern Cape Province. The aim of this study was to explore how lecturers reacted tothe concept of quality assurance, but more specifically, which approach to qualitymanagement they preferred. The main objective was to establish what lecturers wouldregard as a suitable quality assurance framework that would contribute toaccountability and trust.Findings from the study suggest that there is no single model for quality assurancewhich would suit every institution, and Helderberg College in particular. Thepreference indicated by staff was for a collegial approach, which may includeelements of managerialism to address the demands for efficiency, whilst protecting the autonomy of the lecturers. Other elements that were identified as likely to promotetrust and accountability within a quality assurance framework, were shared vision,consultation, collaboration and involvement in decision-making processes.

[发布机构] Stellenbosch University