Dr Johann HugoPrestige Academy

CHE QEP Workshop for PHEIs 17-18 Sept 2015Cape Town

Quality in Private Higher Quality in Private Higher Education: Education: Wake up or shake Wake up or shake up?!up?!

Quality

#1.The Balancing Act#1.The Balancing Act

Business Teaching & Learning

Potential gap

Conditions for Student Success:Alignment of institutional goals, intervention strategies and planning.Coordination across different institutional structures (CHE 2014:14)

Strategic priorities:•Curriculum design •Student selection and admission •Teaching-learning methodologies •Generic skills, eg academic literacy •Management of teaching and learning Environ-•Assessment practice ment

(Scott et al 2007:42-67)

#2. Improving Teaching and #2. Improving Teaching and LearningLearning

External Push and Pull factors

Internal

The PHET EnvironmentThe PHET Environment

Business strategyBusiness strategy

Customer & Market focus

Customer & Market focus

Policies &

Processes

Policies &

Processes

EnablersEnablers Output & ResultsOutput & Results

Continuous Review and ImprovementContinuous Review and Improvement

Service & ProductsService & Products

Customer

satisfaction

Customer

satisfaction

Infrastructure Processes

Methodologies Assessment

ICTs

Materials Support

services

Library Student engagement

Initiative Curriculum Policies Planning Preparation Organisation Management Psychosocial Funding Leadership

The Learning EnvironmentThe Learning Environment

Make students desire to know or experience more

Multiple ways of engagement and learning

expression Promote active learning

Utilise all available resources

Be creative, adopt and adapt

Match different learning styles as much as possible.

Environment conducive to Environment conducive to learninglearning

CAT is a major challengeAvoid the vocational trap – narrowly defined

technical training that limits employment opportunities

Specify graduate attributesTransferable knowledge and skills make

articulation easier

#3. Equip Students #3. Equip Students for Life and for Life and ArticulationArticulation

Refl

ecti

ve P

racti

ce

Levels of Intellectual DevelopmentLevels of Intellectual Development

Contextual knowingContextual knowing

Independent knowingIndependent knowing

Transitional knowingTransitional knowing

Absolute knowing Absolute knowing

“The most challenging part was the communication barrier due to cultural differences. We had to consider all factors to ensure we weren’t offensive, disrespectful and misinterpreted.” (GvdW)

“I was excited to see a smile on his face after we gave him the sleeping bag. I expected him to be really cross with us but he proved me wrong.” (GB)

“The criteria applied in this case were cost-effectiveness of the product, environmentally friendly and using local knowledge.” (RB).

Reflection report Reflection report (Contextual (Contextual InfoDesign CD21)InfoDesign CD21)

Integrating best available external evidence from research with own practices.

#4. Evidence-based Practice#4. Evidence-based Practice

•Universities•Other PHEIs •Own champions

InstitutionalNational

Global

Apply and do better

Discussion timeDiscussion time

Categories of questions

Contact difficultyContact conditionsContact consequences

Improve practice

Areas of observation

1.Instructor2.Instructional materials

& devices3.Physical environment4.Social environment5.Policies, rules &

procedures

An Alternative: An Alternative: Developing Attitude toward LearningDeveloping Attitude toward Learning (Robert (Robert Mager 1968) Mager 1968)

Contact difficulty• Does the lecturer allow or encourage questions?• Do the students “connect” with the subject?

Contact conditions• Is he interested in students’ growth or simply to get a

salary?• Does he put students to sleep with a boring teaching style?

Contact consequences• Does he give prompt and constructive assessment

feedback?• Are students with special learning needs left alone to fight

their own battle?

Examples of questions: Examples of questions: InstructionInstruction