Quality as human development: a case study of teaching and learning in Zimbabwean universities

[摘要] English: The study contributes to work in conceptualising quality in higher education teaching and learning. Most studies focusing on quality have been from a human capital standpoint, with little examination of quality from a human development perspective, and even less focusing on the Zimbabwean context. This analytical focus on human development through the capabilities approach therefore diverges from the current emphasis on human capital. The thesis examines factors influencing the definition and conceptualisation of quality of teaching and learning in a developing country context, highlighting gaps that a human development perspective can add. Assuming that their presence are indicative of quality, I use two ideal-theoretical human development indicators namely, critical being and the capability for work. These I argue, are aspirational capabilities in the Zimbabwean context and important in higher education because of their fostering of public-good graduates concerned with human wellbeing beyond the instrumental value of education. Data for this study was collected in three phases through policy document review, observations and in-depth interviews with purposively sampled participants. Phase one comprised document review and three interviews with participants from Zimbabwe's higher education quality assurance body, Zimbabwe Council for Higher Education. Phase two involved telephone interviews with quality assurance representatives from eight universities. Phase three was an in-depth examination of two case studies through interviews with the university representative, two deans, four lecturers and two focus group discussions with students from each 'best case department as identified by the university representative. Data was analysed thematically. Findings from the study highlight the complex interactions of contextual factors and national policy which inform and affect practice. Overall, and understandably considering the socio-political and economic climate, Zimbabwean higher education is largely influenced by human capital concerns, although there are instances of concern with human development. There is also a disjuncture between quality as policy and quality as practice with macro and meso policy makers conceptualising quality as an evaluative tool and lecturers largely interpreting it as the teaching and learning process. The results facilitate a discussion on the potential of a stronger human development influence on ideas of quality in different higher education contexts. While critical being stood as an indicator for quality, due to the prevailing socio-political economy in Zimbabwe, there was a need to revise the capability for work. Providing a global Southern interpretation of quality, the thesis argues that the conceptualisation and operationalization of quality needs to be broadened to foster human development in order to fully appreciate the role of higher education in development.

[发布机构] University of the Free State