Analysing an audit cycle: a critical realist account

Boughey, Chrissie; McKenna, Sioux

Title: Analysing an audit cycle: a critical realist account
Creator: Boughey, Chrissie, McKenna, Sioux
Date: 2017
Type: text
Type: article
Identifier: http://hdl.handle.net/10962/66741
Identifier: vital:28988
Identifier: ISSN 1470-3300
Identifier: https://doi.org/10.1080/03075079.2015.1072148
Description: Pre-print
Description: This paper reports on the use of a framework developed from Bhaskar's critical realism and Archer's social realism to analyse teaching- and learning-related data produced as a result of the first cycle of institutional audits in the South African higher education system. The use of the framework allows us to see what this cycle of audits did achieve, namely some change in structural systems related to teaching and learning alongside the appointment of key agents. It also allows us to see how the stagnation of sets of ideas about teaching and learning in the domain of culture may mean that an assurance of the quality of learning experiences for all students remained elusive.
Format: 9, pdf
Publisher: Routledge
Language: English
Relation: Studies in Higher Education, Boughey, C. and McKenna, S. (2017) Analysing an audit cycle: a critical realist account. Studies in Higher Education, 42 (6) p 963-975. https://doi.org/10.1080/03075079.2015.1072148, Studies in Higher Education volume 42 number 6 963 975 2017
Rights: Routledge
Rights: Use of this resource is governed by the terms and conditions of the Studies in Higher Education Copyright Options Statement (https://tandfonline.com/action/authorSubmission?journalCode=cshe20&page=instructions)

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Boughey, Chrissie (Prof)

McKenna, Sioux (Prof)

RU Centre for Higher Education Research, Teaching and Learning (CHERTL)

RU Department of Education

SDG 04. Quality Education

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