Methodology matters: what methods for quality improvement?

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dc.contributor.authorLuckett, Kathyen_ZA
dc.date.accessioned2014-11-29T17:42:02Z
dc.date.available2014-11-29T17:42:02Z
dc.date.issued2007en_ZA
dc.description.abstractThis article discusses methodological issues in relation to models of quality assurance for higher education. It first traces the historical development of the widely adopted pragmatic model and shows how this model has been adapted by the Higher Education Quality Committee (HEQC) for the South African context. It then sets out some basic tenets of critical realism in order to critique the pragmatic model from a critical realist perspective. Finally it proposes a theory-based approach to evaluation located in a critical realist paradigm as an approach that has the potential to effect the improvement or even transformation of educational practice as a possible outcome of quality assurance.en_ZA
dc.identifier.apacitationLuckett, K. (2007). Methodology matters: what methods for quality improvement?. <i>Perspectives in Education</i>, http://hdl.handle.net/11427/9855en_ZA
dc.identifier.chicagocitationLuckett, Kathy "Methodology matters: what methods for quality improvement?." <i>Perspectives in Education</i> (2007) http://hdl.handle.net/11427/9855en_ZA
dc.identifier.citationLuckett, K. 2007. Methodology matters: what methods for quality improvement?. Perspectives in Education.en_ZA
dc.identifier.issn258-2236en_ZA
dc.identifier.ris TY - Journal Article AU - Luckett, Kathy AB - This article discusses methodological issues in relation to models of quality assurance for higher education. It first traces the historical development of the widely adopted pragmatic model and shows how this model has been adapted by the Higher Education Quality Committee (HEQC) for the South African context. It then sets out some basic tenets of critical realism in order to critique the pragmatic model from a critical realist perspective. Finally it proposes a theory-based approach to evaluation located in a critical realist paradigm as an approach that has the potential to effect the improvement or even transformation of educational practice as a possible outcome of quality assurance. DA - 2007 DB - OpenUCT DP - University of Cape Town J1 - Perspectives in Education KW - Higher education KW - South African higher education KW - quality assurance KW - methodology KW - critical realism KW - improvement-orientated evaluation LK - https://open.uct.ac.za PB - University of Cape Town PY - 2007 SM - 258-2236 T1 - Methodology matters: what methods for quality improvement? TI - Methodology matters: what methods for quality improvement? UR - http://hdl.handle.net/11427/9855 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/9855
dc.identifier.vancouvercitationLuckett K. Methodology matters: what methods for quality improvement?. Perspectives in Education. 2007; http://hdl.handle.net/11427/9855.en_ZA
dc.language.isoengen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.publisher.departmentCILTen_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourcePerspectives in Educationen_ZA
dc.source.urihttp://reference.sabinet.co.za/webx/access/electronic_journals/persed/persed_v25_n3_a2.pdfen_ZA
dc.subjectHigher educationen_ZA
dc.subjectSouth African higher educationen_ZA
dc.subjectquality assuranceen_ZA
dc.subjectmethodologyen_ZA
dc.subjectcritical realismen_ZA
dc.subjectimprovement-orientated evaluationen_ZA
dc.titleMethodology matters: what methods for quality improvement?en_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceArticleen_ZA
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