The Role of Institutional Culture in Shaping Quality Assurance in Higher Education | Chapter 2 | Quality Assurance Practices for Transformative Higher Education in Southern Africa

This chapter examines the relationship between institutional culture and quality assurance (QA) in higher education, analysing how culture affects the effectiveness of QA practices and the overall performance of educational institutions. Broadly defined, institutional culture encompasses the shared values, beliefs, and practices that influence individual behaviour within an institution. A robust quality culture fosters continuous improvement and promotes the effective involvement of all stakeholders in QA processes. The chapter elucidates the concept of institutional culture and its significance in stakeholder engagement, leadership effectiveness, and the execution of QA systems. It discusses various aspects, from external accountability measures and their influence on academic governance to how QA processes reshape institutional operations by establishing quality and performance metrics. Centralising decision-making in this context often hampers innovation and curtails academic staff autonomy, leading to resistance to change that is rooted in established cultural norms. Key obstacles to the successful implementation of QA initiatives include staff resistance and student disengagement. The chapter also introduces the concept of institutional isomorphism, wherein institutions adopt similar QA practices due to external pressures, potentially resulting in a homogenization of approaches that may not be relevant to each institution's unique cultural context. Nonetheless, institutions can leverage their cultural strengths to enhance QA practices, cultivate a collaborative environment that encourages the sharing of best practices, and inspire innovative methods for quality enhancement. The chapter underscores the importance of leadership and stakeholder involvement in adopting and institutionalising QA measures, anchoring these discussions in change management theories. Ultimately, a strong culture of quality is essential for the successful implementation of QA systems, enhancing the effectiveness and reputation that higher education institutions seek in competitive landscapes. By actively leveraging their cultural strengths, institutions can create QA processes that not only meet external standards but also resonate deeply with their mission and community, ultimately leading to a more effective and meaningful quality assurance framework.

 

Author (s) Details

 

Chitera Joshua
Department of Curriculum & Educational Management Studies, Bindura University of Science Education, Zimbabwe.

 

Please see the book here:- https://doi.org/10.9734/bpi/mono/978-93-49729-81-0/CH2

Opinions of Key Stakeholders on Support for Pregnant School Learners in North West Province | Chapter 2 | An Overview of Literature, Language and Education Research Vol. 10

Aim: The aim of the study is to explore the opinions of key stakeholders such as school learners, parents, and community nurses regarding learner pregnancy support in schools. The study was conducted at a municipality in North West province, South Africa.

Background: Many girls in schools across the globe are at risk of becoming pregnant before they complete their secondary education. It is considered taboo in many communities for a school-aged girl to become pregnant while still a learner. Pregnant learners are often subjected to challenges such as discrimination by other learners and teachers, lack of academic support, and access to medical help while in school. Coupled with pregnancy-related adversities, pregnant learners require continuous support because they are at risk of dropping out of school.

Methodology: An exploratory, descriptive, qualitative study was conducted using in-depth interviews with learners and community nurses and focus group interviews for parents. The population was sampled purposively, and the sample size was 52 participants, determined by data saturation. 17 interviews were conducted for learners, 4 focus group interviews with 25 participants were conducted for parents, and 10 in-depth interviews were conducted for community nurses. Data were analyzed using thematic analysis.

Results: Four themes were identified: essential parents’ support, support from local community clinics, nurses’ school visits, and lack of support from other stakeholders. Parents were identified as the inevitable main source of support for pregnant learners. Moreover, nurses in community clinics were not engaging learners in schools; however, youth-friendly services were available at the community clinics. Parents, nurses, teachers, social workers, and the Departments of Health and Education were identified as major stakeholders.

Conclusion: The effectiveness of the learner pregnancy policy has gaps, which might be attributed to the difficulty in involving all essential stakeholders. Stakeholders should all play an important role in supporting pregnant learners. Despite the need for a collaborative effort, community nurses should play a prominent role in school-based sexual and reproductive education, support, and other learner pregnancy prevention activities in clinics and schools.

Recommendations: Parents must identify and guide sexually active learners and direct them to the clinic for sexual and reproductive health services like contraception and family planning. It is expected of community nurses to support pregnant learners facing pregnancy-related difficulties and offer pertinent coping mechanisms.

 

Author (s) Details

Tshiamo N Ramalepa
Department of Nursing Science, School of Healthcare Sciences, Sefako Makgatho Health Sciences University, Pretoria, South Africa.

 

Lucky Letswalo
Department of Nursing Science, School of Healthcare Sciences, Sefako Makgatho Health Sciences University, Pretoria, South Africa

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v10/4010

Bridging the Gap between Public and Stakeholder Interests in Sustainable Energy Policy: A Meta-Analysis Study | Chapter 7 | Current Topics on Business, Economics and Finance Vol. 6

 The aim concerning this study is to explore the interests and ideas of stakeholders and the society on policies and technologies that advance energy sustainability. To accomplish this aim, we have set three achievable objectives. The first objective search out investigate stakeholders' belief on new policies and technologies that advance sustainable energy. The second objective search out comprehend reason the public may balk to embrace new technologies and procedures that promote strength sustainability. The third objective is to decide feasible approaches to serve the interests of shareholders while mitigating the important impact of unsustainable energy beginnings and obtaining public acceptance. In this meta-reasoning investigation, we selected 23 studies that join our rigorous addition and exclusion criteria. We resolved the extracted data utilizing HOMA and MARA. Our findings signify that stakeholders are primarily concerned in assuring energy independence and promoting energy from undepletable source solutions to address the environmental impact of nonrenewable fuel sources. On the other hand, the public is sensitive to procedural lawfulness, distribution justice, installation, and trust. Our study emphasizes the importance of aligning the interests of stakeholders and all to develop feasible and agreeable policies to drive tenable development.

Author(s) Details:

Heshan Sameera Kankanam Pathiranage,
Department of Economics and Management, Chengdu Sport University, P.O. Box-610093, Tiyuan Rd, Wuhou District, Chengdu, Sichuan, China.

Please see the link here: https://stm.bookpi.org/CTBEF-V6/article/view/10641

Study on Constraints to Effective Governance by the Parent Component of the SGBs in Rural South Africa | Chapter 3 | Modern Perspectives in Language, Literature and Education Vol. 10

The South African Schools Act, No.84 of 1996, mandates the formation of School Governing Bodies, which allow stakeholders such as parents, educators, and students to actively engage in school administration decisions. A host of challenges have hampered school governance in rural South Africa, rendering it ineffectual and, in some circumstances, unsuccessful. The purpose of this article was to look into the challenges of school governance experienced by the parent component of SGBs in rural South Africa. To accomplish this goal, SGB chairpersons from various rural locations in South Africa were surveyed. These perceptions centred on the difficulties that parents in SGBs had in carrying out their governance tasks as outlined in the SASA. A qualitative research approach was employed, which comprised convenience sampling and interviews, by involving chairpersons of School Governing Bodies in particular selected high schools in the Sisonke district of KwaZulu-Natal. The empirical study found that School Governing Bodies in rural South Africa encounter obstacles relating to the parent component's literacy level, lack of comprehension of their roles and responsibilities, and financial muscle, all of which obstruct parents' simple movement between school and home.

Author(S) Details

Vangeli Wiseman Gamede
University of KwaZulu-Natal, Private Bag X1, Scottsville Room 33 Commerce Building, Pietermaritzburg, 3201, South Africa.

View Book:- https://stm.bookpi.org/MPLLE-V10/article/view/4309