Institutional Trial Quality Audit of the University of South Africa (UNISA)
View/
UnisaTrialAudit.pdf (667.5Kb)
Date
2007Abstract
What follows is a report on the findings of the Trial Audit Panel (TAP) after studying a range of documentation before and during the audit and discussing issues with a wide range of Unisa staff during our visit to the University in June 2007. We have had some difficulty with terminology and with the conceptual nature of the report. Originally, we set out to try to replicate the Higher Education Quality Committee (HEQC) audit procedures and this was successful to some extent. However, we were also asked, because of the significant number of panel members with open and distance learning (ODL) experience, to provide some advice and suggestions to Unisa. Our original intention was to produce two Report; one in the format and language of HEQC executive summary Report and one providing more specific advice and suggestions. In the end, it proved difficult to disentangle the two approaches, so what follows is a report comprising both aspects. This led to some terminology problems especially with the use of the word 'commendation'. We wish to make it clear that when we highlight commendations we are reflecting on areas where Unisa meets the HEQC expected outputs and not necessarily commendations for significant strengths and innovations. Where we do feel there are such strengths and innovations we have starred the commendation. There are 29 Commendations and some 53 Recommendations. We are aware that there is a significant variation in the detail of Recommendations, with some being very specific, e.g., the recommendation that all students should have a Unisa e-mail address, and others much broader, e.g., the use of myUnisa system for significant pedagogical input. Therefore, in this summary, we have clustered together some of the main issues we identified. Our clusters are as follows: Mission, planning and management Transformation - ODL and ICT issues - Communication between teachers and learners - Human Resource issues - Quality Assurance
Collections
- Reports [177]
Metadata
Show full item recordRelated Items
Showing items related by title, author, creator and subject.
-
Open and Distance Learning Quality Assurance in Commonwealth Universities: A Report and Recommendations for QA and Accreditation Agencies and Higher Education Institutions
(Commonwealth of Learning (COL), 2016-02)The issue of quality in open and distance learning (ODL) remains a major concern. Inadequate quality assurance (QA) measures, policies and systems render the credibility of ODL provision questionable. The Commonwealth of ... -
Enhanced Quality and Success in Sri Lankan non-University Institutions through intermediary and Innovative approaches involving hybridised ODL Methodologies
(2010-11)The author has been involved since 1979 in teaching Chemistry at the B Sc degree level to students in two nonconventional programmes . He has also been involved for 44 years of his academic career in teaching Chemistry to ... -
Quality Control Measures at Institute of Distance Education, University of Swaziland, Swaziland
(Commonwealth of Learning (COL) and Open University Malaysia (OUM), 2016-11)The system of distance education is a ray of hope for mass education among people of Swaziland. It would attract a large number of students for different programmes in future, and, may fulfil the country’s requirements of ... -
COL Review of Flexible Learning at the University of the South Pacific
(Commonwealth of Learning (COL), 2015-11)The University of the South Pacific (USP) requested the Commonwealth of Learning (COL) to lead an international panel to review the efficiency and effectiveness of its flexible learning (FL) education programmes. The ... -
National Qualifications Framework in South Africa: A Critical Review
(Commonwealth of Learning, Vancouver, 2014-10-29)Transcript and presentation slides of a Public Lecture at the University of Hong Kong School of Professional and Continuing Education, (HKU SPACE), 29 October 2014. Presented by Professor Asha Kanwar and co-written with ...
