Clever Ndebele

Towards Achieving Quality Distance Education, Challenges and Opportunities: The Case of the Zimbabwe Open University

Abstract In the knowledge based global economy of coming decades, quality distance education will be a cornerstone of broad based economic growth and social empowerment. Without strategies to improve the quality of education, Zimbabwe may not be able to take advantage of the technological developments. High quality education is the most important investment for making progress towards achieving the country’s Millennium Development Goals (MDG) for 2015. It is against this background that the current study set out to establish the major challenges faced by the Zimbabwe Open University in its effort to provide quality distance educational programmes to its learners. The qualitative study used employees of the Zimbabwe Open University (ZOU) based at its ten regional centers and the National Center members of staff. Cases were chosen from the Zimbabwe Open University staff, former students, and students-representative committee members. A total of ninety-six respondents were selected for the study. The study established that the lack of resources and quality management mechanisms at regional centers were among the major factors affecting the provision of quality education. The study recommended that among other issues there is need to provide for well coordinated capacity-building programmes for both ZOU leadership and staff on quality assurance, development and enhancement.

Deconstructing the Narratives of Educational Developers on the Enabling and Constraining Conditions in Their Growth, Development and Roles as Educational Staff Development Facilitators at a South African University

Abstract This study was inspired by the author’s participation in a National Research Foundation (NRF) project involving eight South African universities, investigating the enabling and constraining conditions with regard to the professional development of academics in their role as teachers in higher education. Deviating from the NRF project which focused on academics, this study deconstructs the narratives of academic development practitioners on the cultural, structural and agential conditions which enable and/or constrain their own professional development, growth and roles as educational staff development facilitators at a South African University. Designed within the qualitative research approach, a case study design was used. Ten educational developers constituted the sample for the study. Individual interviews were held with the educational developers using a semi-structured interview schedule. Using the Archerian social realist theoretical framework qualitative data was analysed by first transcribing interview tapes and coding the transcribed data. Content analysis was then used to analyse data thematically. The study found that lack of laid down appointment criteria and huge workloads were the major constraining conditions; senior management support and seasoned expertise in the Centre were major enablers for the growth and development of educational developers. Based on the findings, the study concludes that educational developers are overworked and have loosely defined roles and recommends the crafting of a code of conduct for educational development and the development of an academy for educational developers.

Interrogating Factors Affecting Students' Epistemological Access in a South African University

Abstract The study sought to establish lecturers’ views on factors affecting students’ performance in one School in a South African University. This qualitative study utilised a case study design in which twenty-three purposefully selected practising lecturers participated in the study. Data were collected through individual interviews with participating lecturers in one School in a rural-based university in South Africa. Interview proceedings were audio-taped, transcribed and analysed. The results were cross-checked with the participants. Data were analysed through content analysis where emerging themes were noted. The study found that there were numerous positive factors that affected students’ academic performance that included the existence of some lecturers with teaching qualifications and some who had attended professional development courses in teaching, assessment and moderation, the use of varied ways of presenting module content and effective handling of assessment and feedback. There were also negative factors such as general students’ under-preparedness, inability to use available resources, the unavailability of teaching and learning space, laboratories as well as students challenges in academic writing and study skills. The study concludes that positive factors should be tapped to improve student academic performance while negative factors need redress. Recommendations were made in the light of key findings of the study.

Development and Implementation of a Mentoring Programme at a Historically Disadvantaged South African University

Abstract Mentoring is an intentional instructional improvement strategy which, in most cases is mutual. It is one of the strategies used to support and develop new academics in their work. This study sought to explore the factors that affected the development and implementation of a staff peer-mentoring programme for junior and senior academics at an institution of higher learning in South Africa. The study focused on a peer mentoring project funded by an outside body where junior academic members of staff desiring assistance in developing their research capacity in order to complete higher degrees and increase research output teamed up with experienced members of staff as mentees. This was a mixed methods research where both qualitative and quantitative data was collected through questionnaires with semi structured and open-ended questions. The findings of the study showed an impact of mentoring on preparing the next generation of researchers. The greatest impact could be seen in the completion of further degrees, presenting papers at conferences and refining the papers for publication The study recommends greater funding for the mentoring role, workload relief for mentors and training staff to become effective mentors as this would provide an effective but cheaper form of staff development,

Exploring the Assessment Terrain in Higher Education: Possibilities and Threats: A Concept Paper

Abstract The process of teaching and learning involves the assessment of students in order to monitor the extent to which the intended outcomes and objectives are achieved. Assessment ascertains the extent to which educational learning outcomes are achieved and how students master the concepts taught. In this pape r the researchers interrogate the issue of assessment. The researchers begin by exploring literature on assessment as it relates to higher education. Key concepts and principles of assessment are discussed and a distinction between assessment of learning and assessment for learning is clarified. This is followed by a contextual discussion on the national assessment policy frameworks in the South African higher education system including how these influence decisions on assessment practices in the universities. The researchers conclude that academics and educational developers should embrace a broad understanding of the issues of curriculum development and implementation and policies governing assessment so that various approaches and strategies in assessment for the good of educational programmes and student attainment. The researchers further conclude by conceptualising an ideal role for the educational or curriculum developer in promoting principled assessment practices within the university.

Approach towards the Professional Development of Academics as Espoused in Institutional Policy Documents at a South African University

Abstract How do institutional policy documents espouse the approach towards the professional development of academics in their role as teachers at one South African University? In order to answer the above question, the researcher conducted a document analysis of the case study institution’s documents relating to the teaching and learning agenda focusing specifically on the development of academics as teachers. Using the Archerian social realist theoretical framework, the paper analyses the cultural, structural and agential mechanisms in relation to the professional development of academics as espoused in institutional policy documents at a University. The findings from the document analysis suggest that while an espoused culture exists, structure and agency do exert an influence on the extent to which this espoused culture is translated into reality. The documents show the need to strengthen agency that will work in the domain of culture to effect a paradigm shift in terms of seeing the development of academics as teachers as an integral aspect of an academic’s career. In addition the documents suggest a strengthening of the structures responsible for supporting the professional development of academics. The study recommends strengthening of synergy among the various structures and agents that deal with staff development to avoid duplication and the re-inventing of the wheel.

Interrogating the Skill of Introducing A Lecture: Towards an Interactive Lecture Method of Instruction

Abstract Higher education institutions face a lot of criticism from many stakeholders. One of the criticisms is directed towards the approaches to teaching and learning. The effectiveness of the lecture method has been questioned because of its inherent weaknesses as informed by the transmission pedagogical approaches, yet it continues to be used in universities. The lecture method is the most common method of instruction often considered handy in transmitting knowledge to a large number of students but critical reflection shows that this approach has serious limitations in teaching students to be critical thinkers, knowledge generators and social beings. In this paper, the researchers interrogate the skill of introducing lectures within the context of transforming the lecture method to a more interactive and student-centred one. The presentation is underpinned by the constructivist theoretical framework. In the paper the researchers critically discuss ways in which lecturers may effectively introduce their lectures. The purpose of introducing lectures is explored and various approaches to lecture introduction discussed. The strengths of the various ways of introducing lectures are evaluated in the way they transform the lecture method into a more interactive one. The conclusion drawn is that effective teaching requires skills and expertise in pedagogy and andragogy and university teachers are encouraged to take up courses that enhance their knowledge and skills in teaching to make them better teachers.

Bridging the Partition between Quality Assurance Units and Educational Development Centres at University: Leverage Points for Quality Development and Enhancement

Abstract In efforts to develop, assure and enhance quality teaching and learning in universities two structures have emerged in higher education in South Africa namely Quality Assurance (QA) Units and Educational Development Centres (EDCs). The role clarity of these structures in this mandate are however sometimes not explicit resulting in tensions between the two. Using a social realist analytical framework this paper proposes strategies for enhancing synergy between educational development and quality assurance at one South African university named the University of Higher Learning to protect its identity. The paper argues that several leverage points between the two can be used to develop an understanding of their complementary roles, for example, ensuring that educational development expertise is integrated into quality-related work by structuring it into for example programme development, review, accreditation and institutional audit processes and leveraging on the second round of institutional audits with its focus on teaching and learning. The study recommends an integrated model in which quality assurance and educational development work together in developing and implementing both the teaching and learning and the quality assurance agenda in the university.

Using Feedback from Students to Remedy a Pedagogy of the Historically Disadvantaged: A Case Study of Law Teaching

Abstract This study focused on specific methodologies employed in teaching law at a South African university. The research used the descriptive survey design and a semi-structured open-ended questionnaire for data collection. Through the questionnaire, 110 students out of a possible 150 who turned up for the lecture that day were asked to critique teaching methods employed by lecturers For data analysis, emerging themes were identified from the student responses through content analysis and textual analysis. The conclusion of the study points at the abuse of the lecture method and a deliberate ploy by some lecturers to suppress debate and interaction in the interest of completing the syllabus. The paper recommends that law teachers undergo professional training in teaching law and that the law undergraduate (LLB) curriculum be trimmed into a more manageable curriculum capable of being taught interactively.

New Staff Perceptions on an Academic Staff Induction Programme at a South African University: Lessons for Educational Development

Abstract This study reports on the perceptions of new academic staff on a new staff induction programme at a South African university. Using the descriptive survey design an evaluation instrument with semi-structured and open-ended questions was administered to participants to collect data. For data analysis, emerging themes were identified from the data using content analysis. The study concludes that the induction programme is of great value to the University and its teaching staff, because it serves to inform new staff on good teaching practice and connects the new staff to the needed resources to navigate administrative, financial, human resources and support service responsibilities. The study recommends the issuing of a staff manual upon new staff arrival before induction takes place, the appointment of mentors to work with new staff in their departments and a networking and reflective forum for new staff to share experiences and practice .