Teaching and learning strategies as mechanisms to advance change at university level: A case study

Abstract

The use of a teaching and learning strategy has been cited both internationally and in South Africa as a valuable lever to effect transformation with regard to teaching and learning. Stellenbosch University has had a teaching and learning strategy since 2002. This article reports on an evaluative study conducted on the basis of the implementation of this strategy. The study was designed to provide an insight into the success factors that influence the implementation of a teaching and learning strategy, and to consider whether this is an appropriate vehicle to encourage change at the institution. Data sources included interviews with key role players and reports and minutes of relevant meetings. Key factors affecting the strategy are shown to include: comprehensiveness of the strategy, extent and nature of devolution to faculty and departmental level; resourcing; perceptions of purpose of a strategy; coherence with institutional policies and with the South African policy environment; 'ecological fit'; leadership and support of key role players.