The re-invention of the Integrated Quality Management System towards continuous quality improvement: a case study of four primary schools in the Buffalo City Metropolitan area
- Authors: Pylman, Johannes Nicholas
- Date: 2013
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/1410 , vital:26553
- Description: Integrated Quality Management System (IQMS) consists of three policies, namely; the Developmental Appraisal System; Whole School Evaluation and Performance Management System, designed to foster a culture of continuous improvement in schools. However research has cast doubt on the integration of the three policies. It has been argued that the implementation of the three policies is fragmented, with diverse goals, multiple purposes, values that are at variance, and conflicting expectations, causing tension between personal needs and improvement needs. The aim of this study is to understand how IQMS practices and systems promote continuous improvement. This was a case study of four primary schools located in different contexts in East London District. In-depth interviews were conducted on a total of 12 participants across all the schools. There were three main findings. First, IQMS is understood and practised as an external intervention. It appears not to have been internalised as a quality management system. Second, the participants were ambivalent about the IQMS practices as enablers and as barriers of continuous improvement. A fair amount of educators did not view IQMS as daunting as some had portrayed it. Third, There were blurred lines between what participants recognised as systems and the actual practices in the implementation of the three IQMS policies . There was no evidence of systemic thinking on the part of practitioners. As far as the IQMS systems and practices are concerned, no direct mention of evaluation variables or paradigms can be found, making it somehow complex for educators to distinguish between identifiable systems and practices. Finally, the external and internal quality assurance practices seemed to have been subsumed under managerial imperatives of compliance and accountability. Educators revealed that they merely undertake the process as they are compelled to do so as an expectation or requirement by the Department of Education. Given the above findings it can be concluded that and if continuous improvement is to be achieved through the IQMS strategy, there is a need to re-invent it such that , embedded in its systems and structures is a culture of continuous improvement. The reconfiguration of IQMS should look for mechanisms for integrating the three policies. The study recommends, for practice there should be a balance between professional development of educators and managerial imperatives that demand compliance and accountability. Further study must be undertaken to unravel the three IQMS policies.
- Full Text:
- Date Issued: 2013
- Authors: Pylman, Johannes Nicholas
- Date: 2013
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/1410 , vital:26553
- Description: Integrated Quality Management System (IQMS) consists of three policies, namely; the Developmental Appraisal System; Whole School Evaluation and Performance Management System, designed to foster a culture of continuous improvement in schools. However research has cast doubt on the integration of the three policies. It has been argued that the implementation of the three policies is fragmented, with diverse goals, multiple purposes, values that are at variance, and conflicting expectations, causing tension between personal needs and improvement needs. The aim of this study is to understand how IQMS practices and systems promote continuous improvement. This was a case study of four primary schools located in different contexts in East London District. In-depth interviews were conducted on a total of 12 participants across all the schools. There were three main findings. First, IQMS is understood and practised as an external intervention. It appears not to have been internalised as a quality management system. Second, the participants were ambivalent about the IQMS practices as enablers and as barriers of continuous improvement. A fair amount of educators did not view IQMS as daunting as some had portrayed it. Third, There were blurred lines between what participants recognised as systems and the actual practices in the implementation of the three IQMS policies . There was no evidence of systemic thinking on the part of practitioners. As far as the IQMS systems and practices are concerned, no direct mention of evaluation variables or paradigms can be found, making it somehow complex for educators to distinguish between identifiable systems and practices. Finally, the external and internal quality assurance practices seemed to have been subsumed under managerial imperatives of compliance and accountability. Educators revealed that they merely undertake the process as they are compelled to do so as an expectation or requirement by the Department of Education. Given the above findings it can be concluded that and if continuous improvement is to be achieved through the IQMS strategy, there is a need to re-invent it such that , embedded in its systems and structures is a culture of continuous improvement. The reconfiguration of IQMS should look for mechanisms for integrating the three policies. The study recommends, for practice there should be a balance between professional development of educators and managerial imperatives that demand compliance and accountability. Further study must be undertaken to unravel the three IQMS policies.
- Full Text:
- Date Issued: 2013
The use of Blackboard as a tool for the teaching and assessment of large classes in mathematics education: a case study of second year level Bachelor of Education students in one university in South Africa
- Authors: Riley, Alanna
- Date: 2013
- Subjects: Blackboards , Blackboard drawing , Mathematics -- Study and teaching , College students , Educational change , Information technology , Teaching -- Aids and devices , College teaching , Assessment , Blended learning
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16182 , http://hdl.handle.net/10353/d1006237 , Blackboards , Blackboard drawing , Mathematics -- Study and teaching , College students , Educational change , Information technology , Teaching -- Aids and devices , College teaching , Assessment , Blended learning
- Description: This study locates the Blackboard Learning Management System as a Technology Enhanced Learning tool within the bounds of the discipline of eLearning and aimed to interrogate the use of Blackboard for the purposes of teaching, learning and assessment in large classes. It is evident from the literature reviewed that changes in both Higher Education in the South Africa with regards to policy and legislation in addition to international shifts towards increased access and participation in a fast paced, ever-evolving knowledge-based economy, providing the context for this work. The theoretical framework for this study is not unidimensional due to the fact that the educational field of eLearning as an area of specialisation draws on a multitude of theories in terms of their utility value for instructional design of courses utilising Information and Communications Technology as a mode of delivery. This study was conducted within the bounds of an interpretivist paradigm as the researcher sought to focus on the use of Blackboard and the experiences of the lecturers and students involved in the implementation thereof. The research design for this study took the form of a case study and a multiple case method was employed. The researcher collected data through personal interviews conducted with participating lecturers, while student data was collected by means of a qualitative survey which was conducted through the Blackboard Learning Management System. The data was analyzed by means of a thematic analysis, consistent with the interpretive paradigm chosen for this study. The findings of this study revealed that Blackboard was utilised effectively in order to facilitate communication, access to course resources and promoted more efficient assessment processes. The implementation was however not without challenges many of which were systemic and focused on the lack of resources available to the students. The implications of using Blackboard for teaching and assessment of large classes include the use of the Learning Management System as part of a multimodal method of course delivery in an effort to reach the multitude of registered students both conceptually as well as electronically. The recommendations arising from this study include consideration on the part of the faculty for a unified approach in the use of Blackboard for communication as well as deployment of resources. Additionally, this study may form the foundation of further studies in this field, with a focus on the active engagement and training of lecturers in order to integrate traditional teaching methods with blended learning opportunities.
- Full Text:
- Date Issued: 2013
- Authors: Riley, Alanna
- Date: 2013
- Subjects: Blackboards , Blackboard drawing , Mathematics -- Study and teaching , College students , Educational change , Information technology , Teaching -- Aids and devices , College teaching , Assessment , Blended learning
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16182 , http://hdl.handle.net/10353/d1006237 , Blackboards , Blackboard drawing , Mathematics -- Study and teaching , College students , Educational change , Information technology , Teaching -- Aids and devices , College teaching , Assessment , Blended learning
- Description: This study locates the Blackboard Learning Management System as a Technology Enhanced Learning tool within the bounds of the discipline of eLearning and aimed to interrogate the use of Blackboard for the purposes of teaching, learning and assessment in large classes. It is evident from the literature reviewed that changes in both Higher Education in the South Africa with regards to policy and legislation in addition to international shifts towards increased access and participation in a fast paced, ever-evolving knowledge-based economy, providing the context for this work. The theoretical framework for this study is not unidimensional due to the fact that the educational field of eLearning as an area of specialisation draws on a multitude of theories in terms of their utility value for instructional design of courses utilising Information and Communications Technology as a mode of delivery. This study was conducted within the bounds of an interpretivist paradigm as the researcher sought to focus on the use of Blackboard and the experiences of the lecturers and students involved in the implementation thereof. The research design for this study took the form of a case study and a multiple case method was employed. The researcher collected data through personal interviews conducted with participating lecturers, while student data was collected by means of a qualitative survey which was conducted through the Blackboard Learning Management System. The data was analyzed by means of a thematic analysis, consistent with the interpretive paradigm chosen for this study. The findings of this study revealed that Blackboard was utilised effectively in order to facilitate communication, access to course resources and promoted more efficient assessment processes. The implementation was however not without challenges many of which were systemic and focused on the lack of resources available to the students. The implications of using Blackboard for teaching and assessment of large classes include the use of the Learning Management System as part of a multimodal method of course delivery in an effort to reach the multitude of registered students both conceptually as well as electronically. The recommendations arising from this study include consideration on the part of the faculty for a unified approach in the use of Blackboard for communication as well as deployment of resources. Additionally, this study may form the foundation of further studies in this field, with a focus on the active engagement and training of lecturers in order to integrate traditional teaching methods with blended learning opportunities.
- Full Text:
- Date Issued: 2013
The experiences of the development support group DSG in the integrated quality management system IQMS in Butterworth District, Eastern Cape
- Ndandani- Msindwana, Judith Nonkululeko
- Authors: Ndandani- Msindwana, Judith Nonkululeko
- Date: 2012
- Subjects: School management and organization -- South Africa -- Eastern Cape , Work capacity evaluation -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16173 , http://hdl.handle.net/10353/467 , School management and organization -- South Africa -- Eastern Cape , Work capacity evaluation -- South Africa -- Eastern Cape
- Description: This study investigated the experiences of the Development Support Group (DGS) when implementing the IQMS (Integrated Quality Management System) in Butterworth District of the Eastern Cape. The aim of the study was to explore the experiences of the DSG when implementing the IQMS in an attempt to determine whether the DSG can cope with the task of being part of evaluation in education, and how the negative experiences could be improved. In order to get the experiences of the DSG when implementing the IQMS, the researcher embarked on this phenomenological study. Data were collected by means of one-on-one semi-structured interviews and the perusal of the IQMS document, Resolution 8 of 2003. Responses from the participants were tape-recorded and eventually transcribed, analyzed and interpreted. The main feature revealed by the study is gross lack of confidence, feeling of insecurity and ambivalence on the part of the DSG. On the basis of the findings, recommendations that will assist the DSG (and other IQMS implementers) to improve IQMS implementation, have been made. This study also serves as the voice of the DSG for they have also made suggestions to improve on the negative experiences they have highlighted. The conclusions arrived at in this study are specific to the DSG of the sampled schools. The conclusions reflect and explain the challenges faced by the DSG in Butterworth district. But the findings give a reflective explanatory depth to the experiences the DSG when implementing the IQMS.
- Full Text:
- Date Issued: 2012
- Authors: Ndandani- Msindwana, Judith Nonkululeko
- Date: 2012
- Subjects: School management and organization -- South Africa -- Eastern Cape , Work capacity evaluation -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16173 , http://hdl.handle.net/10353/467 , School management and organization -- South Africa -- Eastern Cape , Work capacity evaluation -- South Africa -- Eastern Cape
- Description: This study investigated the experiences of the Development Support Group (DGS) when implementing the IQMS (Integrated Quality Management System) in Butterworth District of the Eastern Cape. The aim of the study was to explore the experiences of the DSG when implementing the IQMS in an attempt to determine whether the DSG can cope with the task of being part of evaluation in education, and how the negative experiences could be improved. In order to get the experiences of the DSG when implementing the IQMS, the researcher embarked on this phenomenological study. Data were collected by means of one-on-one semi-structured interviews and the perusal of the IQMS document, Resolution 8 of 2003. Responses from the participants were tape-recorded and eventually transcribed, analyzed and interpreted. The main feature revealed by the study is gross lack of confidence, feeling of insecurity and ambivalence on the part of the DSG. On the basis of the findings, recommendations that will assist the DSG (and other IQMS implementers) to improve IQMS implementation, have been made. This study also serves as the voice of the DSG for they have also made suggestions to improve on the negative experiences they have highlighted. The conclusions arrived at in this study are specific to the DSG of the sampled schools. The conclusions reflect and explain the challenges faced by the DSG in Butterworth district. But the findings give a reflective explanatory depth to the experiences the DSG when implementing the IQMS.
- Full Text:
- Date Issued: 2012
- «
- ‹
- 1
- ›
- »