Constraints and enablements on quality improvement in higher education
- Authors: Browning, Leanne Elizabeth
- Date: 2021-10-29
- Subjects: Education, Higher Aims and objectives South Africa , Education, Higher Evaluation , Quality assurance South Africa , Educational evaluation South Africa , Self-evaluation , Critical realism
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/294956 , vital:57273 , DOI 10.21504/10962/294956
- Description: This study contributes to the literature on quality improvement in higher education by examining the structural, cultural and agential constraints and enablements on a quality process at a university in South Africa. It examined four cases and developed an understanding of the complex interaction of structure, culture and agency and the mechanisms that enable or constrain quality improvement in higher education. The study drew on the literature on higher education quality for the theoretical basis for what is known contributes to the way in which quality assurance and improvement is implemented and its impact on the higher education context. Critical Realism provided the ontological framework and conceptual tools to understand and explore the complex social world within which the quality process took place. The literature on the morphogenetic approach provided the analytical framework for the data analysis and findings. The data consisted of a set of documents from a quality process that took place over a five-year period. The data analysis revealed that different departmental contexts impact on how mechanisms are activated. Each school context shapes the way in which people engage with the review process and consequently, processes and procedures are mediated in each context. This research therefore adds to the understanding of the way in which quality processes take place at a micro-level within an institutional context and informs the approach to quality improvement more broadly, nationally and internationally. The research contributes to the knowledge that will inform planning, policies and practices in quality improvement processes in higher education and the findings identify a number of factors (mechanisms) that should inform the way in which a quality process is facilitated, will enable effective self-evaluation and review processes, and consequently are more likely to lead to quality improvement. , Thesis (PhD) -- Faculty of Education, Centre for Higher Education Research, Teaching and Learning, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Browning, Leanne Elizabeth
- Date: 2021-10-29
- Subjects: Education, Higher Aims and objectives South Africa , Education, Higher Evaluation , Quality assurance South Africa , Educational evaluation South Africa , Self-evaluation , Critical realism
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/294956 , vital:57273 , DOI 10.21504/10962/294956
- Description: This study contributes to the literature on quality improvement in higher education by examining the structural, cultural and agential constraints and enablements on a quality process at a university in South Africa. It examined four cases and developed an understanding of the complex interaction of structure, culture and agency and the mechanisms that enable or constrain quality improvement in higher education. The study drew on the literature on higher education quality for the theoretical basis for what is known contributes to the way in which quality assurance and improvement is implemented and its impact on the higher education context. Critical Realism provided the ontological framework and conceptual tools to understand and explore the complex social world within which the quality process took place. The literature on the morphogenetic approach provided the analytical framework for the data analysis and findings. The data consisted of a set of documents from a quality process that took place over a five-year period. The data analysis revealed that different departmental contexts impact on how mechanisms are activated. Each school context shapes the way in which people engage with the review process and consequently, processes and procedures are mediated in each context. This research therefore adds to the understanding of the way in which quality processes take place at a micro-level within an institutional context and informs the approach to quality improvement more broadly, nationally and internationally. The research contributes to the knowledge that will inform planning, policies and practices in quality improvement processes in higher education and the findings identify a number of factors (mechanisms) that should inform the way in which a quality process is facilitated, will enable effective self-evaluation and review processes, and consequently are more likely to lead to quality improvement. , Thesis (PhD) -- Faculty of Education, Centre for Higher Education Research, Teaching and Learning, 2021
- Full Text:
- Date Issued: 2021-10-29
The bastards of Euripides: illegitimacy in the Hippolytus, the Andromache, and the Ion
- Sülter, James Nicholas Edwin
- Authors: Sülter, James Nicholas Edwin
- Date: 2021-10-29
- Subjects: Euripides , Euripides Criticism and interpretation , Euripides. Hippolytus , Euripides. Andromache , Euripides. Ion , Illegitimacy in literature , Tragedy History and criticism , Citizenship in literature
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190030 , vital:44957
- Description: The Pericles Citizenship Law of 451 made citizenship contingent on an individual man having Athenian blood on both his father and mother’s side. Men with foreign mothers were denied any rights to the key institutions that conferred Athenian belonging, such as deme and phratry membership, as well as, of course, citizenship. When, however, the Peloponnesian War began in 431, the population of Athenian citizens was quickly diminished by military conflict and plague and they sought a solution to repopulate their numbers with as little change to the original law as possible. The result was an amendment in 429 allowing citizens with no living legitimate (γνήσιοι) heirs to legitimise their bastards (νόθοι) in their place. A year after this, Euripides wrote the Hippolytus, a play that deals very closely with the issues of bastardy, bastards’ place in the polis and the oikos, and their treatment by those who are legitimate. As the war went on, he proceeded to produce two other plays containing bastard characters, the Andromache (c.425) and the Ion (c.413), in which he similarly explored the consequences of illegitimacy. In all three plays his attitude towards bastards is overwhelmingly sympathetic and the way he chooses to present their situations suggests his disagreement with the arrogance and antipathy that continued to push many of these often very worthy individuals to the fringes of society. This thesis seeks to examine Euripides’ presentation of bastards through a close reading of the relevant texts, in order to understand how the plays reacted to the contemporary circumstances of and what comments they are making. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Sülter, James Nicholas Edwin
- Date: 2021-10-29
- Subjects: Euripides , Euripides Criticism and interpretation , Euripides. Hippolytus , Euripides. Andromache , Euripides. Ion , Illegitimacy in literature , Tragedy History and criticism , Citizenship in literature
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190030 , vital:44957
- Description: The Pericles Citizenship Law of 451 made citizenship contingent on an individual man having Athenian blood on both his father and mother’s side. Men with foreign mothers were denied any rights to the key institutions that conferred Athenian belonging, such as deme and phratry membership, as well as, of course, citizenship. When, however, the Peloponnesian War began in 431, the population of Athenian citizens was quickly diminished by military conflict and plague and they sought a solution to repopulate their numbers with as little change to the original law as possible. The result was an amendment in 429 allowing citizens with no living legitimate (γνήσιοι) heirs to legitimise their bastards (νόθοι) in their place. A year after this, Euripides wrote the Hippolytus, a play that deals very closely with the issues of bastardy, bastards’ place in the polis and the oikos, and their treatment by those who are legitimate. As the war went on, he proceeded to produce two other plays containing bastard characters, the Andromache (c.425) and the Ion (c.413), in which he similarly explored the consequences of illegitimacy. In all three plays his attitude towards bastards is overwhelmingly sympathetic and the way he chooses to present their situations suggests his disagreement with the arrogance and antipathy that continued to push many of these often very worthy individuals to the fringes of society. This thesis seeks to examine Euripides’ presentation of bastards through a close reading of the relevant texts, in order to understand how the plays reacted to the contemporary circumstances of and what comments they are making. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2021
- Full Text:
- Date Issued: 2021-10-29
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