Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
An activity theory analysis of how management of a private higher education institution interpret and engage with re-accreditation
The aim of this study was to provide an in-depth understanding of how a single private provider conducted an application for re-accreditation in line with the recently revised accreditation framework set out by the Council on Higher Education. This framework aims to promote an integrated approach to...
Saved in:
| Main Author: | |
|---|---|
| Other Authors: | |
| Format: | Thesis |
| Language: | English |
| Published: |
School of Education
2021
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
| _version_ | 1867613225428713472 |
|---|---|
| access_status_str | Open Access |
| author | Reid, Rhiannon Sara |
| author2 | Cliff, Alan |
| author_browse | Cliff, Alan Reid, Rhiannon Sara |
| author_facet | Cliff, Alan Reid, Rhiannon Sara |
| author_sort | Reid, Rhiannon Sara |
| collection | Thesis |
| description | The aim of this study was to provide an in-depth understanding of how a single private provider conducted an application for re-accreditation in line with the recently revised accreditation framework set out by the Council on Higher Education. This framework aims to promote an integrated approach to accreditation and increased autonomy for higher education institutions with regard to the reaccreditation of programmes. The research unpacked how accreditation was understood and applied within the context of the institution, placing emphasis on understanding the elements that promoted or inhibited quality as well as the tensions and contradictions that arose within this process. The driving question addressed by this research was: How does management within a South African private higher education institution engage with the re-accreditation process? Literature revealed that there is limited research on understanding quality assurance in private higher education in South Africa, and specifically on accreditation. Cultural-historical activity theory (CHAT) was considered the most effective lens to interpret the findings of this study, as research indicates that it is for teasing out the historical and cultural contradictions within as well as between people, tools and the environment within complex educational systems. Multiple data-gathering techniques, including semi-structured in-depth interviews, participant observations and documentation reviews, were conducted. The findings of this study illuminate the critical role of management and their respective interpretations of quality in the shaping of the application for re-accreditation, that balanced quality development and accountability requirements. The study highlighted contradictions and issues that inhibited meaningful engagement with accreditation as well as the enhancement of programme and institutional quality. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/33905 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:32:45.765Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/33905 An activity theory analysis of how management of a private higher education institution interpret and engage with re-accreditation Reid, Rhiannon Sara Cliff, Alan Higher Education Policy Internal Quality Assurance External Quality Assurance Private Higher Education Accreditation Development Accountability Cultural Historical Activity Theory Illuminative Evaluation. The aim of this study was to provide an in-depth understanding of how a single private provider conducted an application for re-accreditation in line with the recently revised accreditation framework set out by the Council on Higher Education. This framework aims to promote an integrated approach to accreditation and increased autonomy for higher education institutions with regard to the reaccreditation of programmes. The research unpacked how accreditation was understood and applied within the context of the institution, placing emphasis on understanding the elements that promoted or inhibited quality as well as the tensions and contradictions that arose within this process. The driving question addressed by this research was: How does management within a South African private higher education institution engage with the re-accreditation process? Literature revealed that there is limited research on understanding quality assurance in private higher education in South Africa, and specifically on accreditation. Cultural-historical activity theory (CHAT) was considered the most effective lens to interpret the findings of this study, as research indicates that it is for teasing out the historical and cultural contradictions within as well as between people, tools and the environment within complex educational systems. Multiple data-gathering techniques, including semi-structured in-depth interviews, participant observations and documentation reviews, were conducted. The findings of this study illuminate the critical role of management and their respective interpretations of quality in the shaping of the application for re-accreditation, that balanced quality development and accountability requirements. The study highlighted contradictions and issues that inhibited meaningful engagement with accreditation as well as the enhancement of programme and institutional quality. 2021-09-15T10:25:28Z 2021-09-15T10:25:28Z 2021 2021-09-15T08:25:09Z Master Thesis Masters MEd http://hdl.handle.net/11427/33905 eng application/pdf School of Education Faculty of Humanities |
| spellingShingle | Higher Education Policy Internal Quality Assurance External Quality Assurance Private Higher Education Accreditation Development Accountability Cultural Historical Activity Theory Illuminative Evaluation. Reid, Rhiannon Sara An activity theory analysis of how management of a private higher education institution interpret and engage with re-accreditation |
| thesis_degree_str | Master's |
| title | An activity theory analysis of how management of a private higher education institution interpret and engage with re-accreditation |
| title_full | An activity theory analysis of how management of a private higher education institution interpret and engage with re-accreditation |
| title_fullStr | An activity theory analysis of how management of a private higher education institution interpret and engage with re-accreditation |
| title_full_unstemmed | An activity theory analysis of how management of a private higher education institution interpret and engage with re-accreditation |
| title_short | An activity theory analysis of how management of a private higher education institution interpret and engage with re-accreditation |
| title_sort | activity theory analysis of how management of a private higher education institution interpret and engage with re accreditation |
| topic | Higher Education Policy Internal Quality Assurance External Quality Assurance Private Higher Education Accreditation Development Accountability Cultural Historical Activity Theory Illuminative Evaluation. |
| url | http://hdl.handle.net/11427/33905 |
| work_keys_str_mv | AT reidrhiannonsara anactivitytheoryanalysisofhowmanagementofaprivatehighereducationinstitutioninterpretandengagewithreaccreditation AT reidrhiannonsara activitytheoryanalysisofhowmanagementofaprivatehighereducationinstitutioninterpretandengagewithreaccreditation |