Deconstructing quality in South African higher education

Abstract

Purpose

This study aims to examine six South African universities with a particular focus on the quality of teaching and learning.

Design/methodology/approach

A qualitative case study approach was adopted and data were mainly generated by means of open-ended questionnaires. The questionnaire was circulated to approximately 1,800 students and 746 completed it. The data were categorized and analysed thematically, using both national and international benchmarks for quality teaching and learning.

Findings

The findings reveal that teaching and learning in South African universities is marred by a plethora of challenges. Lecturers lack basic skills and essential resources to effectively facilitate teaching and learning. Furthermore, quality benchmarks set by the Council on Higher Education are only met on paper and little or nothing is done to translate this into practice.

Originality/value

The study proposes among others that clearer policies on funding are recommended to ensure proper allocation of resources, staff development and institutional comeliness. Finally, to enhance transformation, universities should prioritize teaching and learning and take steps to ensure that those teaching in the classroom are qualified to do so.

Citation

Fomunyam, K.G. (2018), "Deconstructing quality in South African higher education", Quality Assurance in Education, Vol. 26 No. 1, pp. 44-59. https://doi.org/10.1108/QAE-11-2016-0072