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