Abstract
The National demands on quality and concentration by Higher Education Institutions to meet these demands compromise the provision of quality teaching, thereby hindering the quality of learning. Also, many systems of external quality assurance are cumbersome, bureaucratic and time-consuming for academics and their effect in improving quality is generally not yet conclusively demonstrated. Compliance with external requirements on quality initiatives results to lack of time towards staff development, and in some cases making it difficult for staff development. This paper reports on challenges faced by one Higher Education Institution in promoting the quality of teaching and learning through academic staff development. This is a case study of a multi-campus higher education institution in the Eastern Cape, South Africa. Qualitative interpretive paradigm informed the investigation. Semi-structured interview was conducted with the Teaching Development Consultant coordinating staff development to generate data. Findings revealed that although staff development can enhance quality teaching and learning there are challenges to achieving quality. These challenges are presented in this paper. In conclusion, some recommendations on how quality in teaching and learning can be promoted and maintained through academic staff development are suggested. DOI: 10.5901/mjss.2014.v5n25p272
Highlights
While universities enjoy rewards for research, both in terms of finance and status, there seem to be no equivalent for teaching and yet universities are required to pay greater attention to improving teaching and enhancing student learning
In South Africa quality standards in higher education are ensured by a number of quality assurance bodies which include, amongst others, the Higher Education Quality Committee (HEQC), the Engineering Council of South Africa (ECSA), the Health Professionals Council of South Africa (HPCSA) and the South African Institute for Chartered Accountants (SAICA)
The findings revealed that there were challenges in fostering quality teaching and learning through academic staff development in the multi-campus higher education institution under study
Summary
While universities enjoy rewards for research, both in terms of finance and status, there seem to be no equivalent for teaching and yet universities are required to pay greater attention to improving teaching and enhancing student learning. They need to become more accountable to external bodies for the quality of teaching and learning at their institutions. Institutions are, destined to be busy spending over time complying with external accountability requirements with little or time left to innovate in teaching, learning, offering quality teaching and enhancing quality learning. In order to offer quality teaching and enhance quality learning there should be well developed academic staff
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
