Understanding how academics at The University of Cape Town have responded to the introduction of quality assurance policy as a state steering mechanism in higher education

Ledwaba, Thamsanqha

Understanding how academics at The University of Cape Town have responded to the introduction of quality assurance policy as a state steering mechanism in higher education

Master Thesis

2013

Publisher

University of Cape Town

Department

Department of Political Studies

Faculty

Faculty of Humanities

Abstract

The purpose of this study was to explore how academics at the University of Cape Town have responded to the introduction of quality assurance policy as a state steering mechanism in higher education. The study is based on the premise that the introduction of quality assurance as one of the state’s three key levers represented a significant shift for higher education in South Africa. The theory of the Evaluative State is used to cast and examine the nature and responses from academics in the context of a new South African state that has been clear and explicit about the need to steer higher education towards national social and economic objectives while still accommodating the importance of being internationally competitive. This is investigated through a qualitative analysis of data gathered through policy analysis and interviews with academics at the institution. The study found that while academics place value on the external mission of the university characterised as fitness for purpose and value for money coupled with the continuation of academic excellence, they remain at odds with quality assurance policy, arguing that it has reinforced an unwanted managerialism and accountability on academics at the institution. As an implementation gap of quality assurance policy, academics at UCT argue that too much emphasis is placed on accountability and managerial responsibilities at the expense of improvement of educational outcomes. This study also argues that this policy reform of higher education has caused academics to become more active and conscious of their professional roles within higher education. This study argues that these findings reveal that academics find themselves having to reposition, and adapt themselves as key stakeholders in higher education affected by these changes. These findings lead the study to contend that the South African evaluative state, through the use of quality assurance as a lever, has been significantly challenged at achieving the central goals of transformation, equity and development.

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