A meta-Analysis of Teaching and Learning

7.2An overall comment

Looking across recommendation and commendations in all five cases, it can be seen that audit panels have tended to identify:

• 
  The tensions between central management/steering structures and other structures traditionally granted academic autonomy.
  
• 
  The privileging of research in the institution’s identity and the lack of consideration of what this means for teaching and learning other than for teaching and learning to be accorded less importance and a lower status of research.
  
• 
  Voluntaristic approaches to the implementation of mechanisms intended to assure quality in teaching and learning – a phenomenon related to the tensions between central management and other structures.
  
• 
  The potential value of work done by centres/units focusing on teaching and learning.
  

As the individual analyses indicate recommendations are then focused on structural changes which are dependent on change in the domain of culture. One significant problem, however, appears to be the failure to perceive what in one report are termed ‘educational processes’ as elements of culture. Given that the Audit Reports also make direct reference to culture in some cases, this is an area which could merit further attention.

7.3A way forward?

Depending on the reception of the analysis in this Report, it would be possible to use the framework used to i) analyse other categories of institutions and then to ii) develop a framework which would guide audit panels in future audits which might be focused more directly on teaching and learning. This would be exiting work which the Centre for Higher Education Research, Teaching and Learning at Rhodes University would be keen to be involved with.

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1 In this context it is important to note that the theme of the Joint Conference of the South African Association for Research and Development in Higher Education and the Higher Education Learning and Teaching Association of Southern Africa held in December, 2008 was Higher Education as a Social Space.

2 Gee deliberately capitalises the term ‘Discourse’ to distinguish it from the use of the word ‘discourse’ (small ‘d’) which relates to the stretches of language typically analysed by linguists. It is also intended to signal Gee’s specialised use of the word which can be used in many different ways.