Barriers and challenges private higher education institutions face in the management of quality assurance in South Africa

Stander, Elmarie; Herman, Chaya

doi:10.20853/31-5-1481

Cited by 15 publications

(27 citation statements)

References 2 publications

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“…Institutions must have workstations according to the terms of the computer in case of personal computer that was invented belonging to educational institutions (unit consisting of central proceeding) CPU, the screen, keyboard and mouse and connection to the internet that fulfills the requirements of at least in supporting the implementation of the competence with the CBT standard (Ristekdikti, 2016). Good facilities resources including the technology in learning are important for the success of final examination (Stander & Herman, 2017). Some institutions found in this research where 72 from 123 (58.5%) delivered the learning process (method, material, facilities) that were not support the success of final national competency examination and 71 from 123 (57.7%) were doing their preparation three months before the exam in good manner.…”

Section: Discussionmentioning

confidence: 82%

“…Management of curriculum, academic achievement development, learning style, capacity developments, staff roles and responsibilities, research development, academic leadership were also important skills to be hold by the managers (Stander & Herman (2017), Abdilah (2016), Herrera & Blair (2015) & Luhanga (2014). The institutional characteristics will also influence the performance of nursing students.…”

Section: Discussionmentioning

confidence: 99%

“…When the manager in those three years diploma program were increasing their educational management skills then the good accreditation will be the positive consequence they have. Accreditation achievement has close relationship with the success of the management to achieve a good performance of final examination (Cetin & Cetin (2017), Stander & Herman (2017), Herrera & Blair (2015) & Blanco (2015)). This research noticed that the higher of status accreditation is the higher of the passing grade in final examination.…”

Section: Discussionmentioning

confidence: 99%

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Preparation Strategic and Results of Nursing Exam of Nursing Diploma in Indonesia

Wardani¹,

Mahayanti²

2018

IJSN

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Purpose:The readiness and strategies of management are important factors to gain higher passing grade on nursing national competency examination. This study analyzed the strategy and readiness of the managers to success try out and national competency examination and the readiness for administering Computer Based Test on national nursing competency examination in Indonesia. Methods:This descriptive correlative research with population of 437 three years diploma in nursing institutions used quota and accidental sampling technique with 123 participants. The data were analyzed by using of frequency distribution, Spearman Rank Correlation and Multiple Regression analysis units. Results:The results identified that 52,8% had accreditation status in level B. There were increasing results of the students that became better in the real results of national competency exam than the results on try-out exam. The preparation strategic 3 months before the exam was good (57.7%) and 56.9% of the participants were not ready to deliver the national exam in Computer Based Test. There was a significant correlation between the results of the exam with accreditation status (p= .014), student body (p=.02) and 3 months preparation before the exam (p=.021). The most dominant predictor in success of the exam was the accreditation status with p value=.005. Conclusions:Managers of three years diploma nursing degree have to prepare and have a good strategy for success in nursing national competency examination especially in managing student body, achieve good accreditation status and good strategic in preparing for attaining high passing grade on national competency examination.

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Section: Discussionmentioning

confidence: 82%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Preparation Strategic and Results of Nursing Exam of Nursing Diploma in Indonesia

Wardani¹,

Mahayanti²

2018

IJSN

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“…In addition, a very small percentage of the privileged few have exhibited craft literacy, creating well-oiled machines and efficient systems. Unfortunately, most government departments, universities and public and private institutions are led by people who generally lack both craft literacy and craft competency in the different ways of approaching established problems (Stander and Herman 2017; Thabane and van-Deventer, 2018). Moyo (1988) posits that craft literacy is the innovative ability to come up with models and schemata that speak to existential realities and lived realities as a people.…”

Section: South Africa: An Injured Nationmentioning

confidence: 99%

Advancing the Exploration of Engaged Creative-Placemaking Amongst Universities and Communities for Social Cohesion in South Africa

Mutero

Govender

2019

Journal of Asian and African Studies

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This article frames a discussion on how South African universities and communities can co-create university spaces that facilitate repairing the country’s dented social, economic and political infrastructure through engaged creative-placemaking. The first section further explores the concept followed by a discussion of historical issues which have a material bearing on how universities can and should frame community engagement in South Africa. It pays close attention to how post-apartheid nation building is hindered by the remnants from the past and is dislocated to both the present and the future. The article also brings into question the type and role of leadership, in both universities and communities. The final section of the article presents a framework for engaged creative-placemaking delineating the antecedents that are needed by the key stakeholders, namely, public and private enterprises, university and the community to successfully work together in achieving a just society through creative-placemaking. Improving place liveability through engaged creative-placemaking has the potential to stimulate local economies and leads to cultural diversity, civic engagement and increased innovation.

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“…Claims of over-regulation and process complexity by Private HE Institutions (PHEIs) have also been noted in South Africa by Ellis and Steyn [49]. Stander and Herman [50] argue that this has been driven mainly by the need to protect the public against "dubious or illegal" operators. Even given this level of regulation many PHEIs still lack effective and integrated QA procedures and instruments, finding it difficult to balance the business imperative, academic integrity and services.…”

Section: Quality Assurance Frameworkmentioning

confidence: 99%

Marketised Higher Education: Implications for Corporate Social Responsibility and Social Licence to Operate

2019

J Sustain Res

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The process of global marketisation and deregulation of higher education (HE) raises issues about how this increasingly marketised sector can identify its contribution to public interest goals of the nation-state and the UN's Sustainable Development Goals (SDGs). To clarify this issue we examine the evolution of, and synergies between the concepts of corporate social responsibility (CSR), Triple Bottom Line (TBL), stakeholder engagement and social licence to operate (SLO) through the lenses of corporate status and business models of HE providers. We leverage Marginson's conceptualisation of the "state quasi-market" form of delivery as a dominant paradigm and core construct allowing insight into how HE providers deliver a mix of public and private goods, exploring the implications for stakeholder relations. We suggest that this state quasimarket environment can be further understood through Godfrey and Lewis's model that suggests stakeholders agree an appropriate ethical perspective of social good through pragmatism, incumbent upon their pluralistic engagement. We add that in this state quasi-market mix stakeholder power is both dynamic and synergistic, dependent on political and economic context, the mix co-evolving pragmatically to achieve an SLO. Stakeholder power driving the state quasi-market mix is explored across developed and developing countries to demonstrate themes that influence the SLO of private HE providers. These themes include the synergised approaches of the state and private sector to: meeting demand, access and equity goals; achieving quality standards; and, leveraging appropriate investment. We identify implications for the growth and sustainability of private providers and for shaping community perspectives around HE contribution to social and economic goals at a local, national and global level. We identify perceived skills and mindsets of HE stakeholders that can shape this state-quasi market relationship through mixes of state and private investment to facilitate critical and pragmatic engagement that meets local, national and global HE agendas. This objective reflects the intent of SDG17 that requires effective partnerships between governments, the private sector and civil society to achieve SDGs.

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Barriers and challenges private higher education institutions face in the management of quality assurance in South Africa

Cited by 15 publications

References 2 publications

Preparation Strategic and Results of Nursing Exam of Nursing Diploma in Indonesia

Preparation Strategic and Results of Nursing Exam of Nursing Diploma in Indonesia

Advancing the Exploration of Engaged Creative-Placemaking Amongst Universities and Communities for Social Cohesion in South Africa

Marketised Higher Education: Implications for Corporate Social Responsibility and Social Licence to Operate

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