From functional quality apparatus to meaningful enactment: UNISA as example

Abstract

Purpose The purpose of this paper is to explore the concept of a culture of high quality and show how a culture of high or exceptional quality goes beyond the functional apparatus of quality assurance, the so-called props on the stage, to the enactment and ultimately to the shared meaning-making and webs of significance for both the institution and its staff, as well as for the students and the communities they come from and will ultimately serve. Design/methodology/approach In addition to a general literature review, the paper is a conceptual exploration using a desktop study with examples from UNISA’s (University of South Africa) practice, to develop a conceptual understanding of the concept of a quality culture in higher education. The types and nature of the evidence required for the different quality loci and units of analysis are explored. Areas for improvement are indicated and linked to strategic imperatives in the South African context such as pedagogical renewal and curriculum transformation. Findings Conceptually, a quality culture can be found in four different loci, namely, in the input or functional apparatus, through the enactment to, the individual outcomes and the communal outcomes of institutional activities. The paper also shows that there are different levels of a quality culture that may be found in each of these loci, namely, compliance for accreditation, academic peer review and communities of practice and ultimately transformative meaning-making that leads to innovation and excellence. The conceptual discussion also indicates that in higher education, a regenerative clan culture would likely be the most conducive to ensuring a culture of high academic quality. The case study of UNISA indicates that all the functional quality apparatus is in place with supporting evidence, but that more attention could be paid to the meaningful enactment of a quality culture in in all of the above loci and levels. Originality/value This paper makes a conceptual contribution to developing the concept “quality culture” to include meaning making, communities of practice and ultimately communal, rather than only individual, webs of significance. The paper identifies loci and levels of quality and quality cultures and explores what may count as evidence of high quality in a distance-education setting.