Do Institutional Audits Stifle the Academic Enterprise or Enhance Accountability?

Autor/inn/en	Monnapula-Mapesela, M. L. E.; Moraka, T. S.
Titel	Do Institutional Audits Stifle the Academic Enterprise or Enhance Accountability?
Quelle	In: South African Journal of Higher Education, 22 (2008) 2, S.375-390 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1011-3487
Schlagwörter	Higher Education; Democracy; Quality Control; Foreign Countries; Accountability; Audits (Verification); Educational Change; Democratic Values; Educational Policy; College Faculty; Teacher Attitudes; Politics of Education; Educational History; South Africa + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Demokratie; Qualitätskontrolle; Ausland; Verantwortung; Bildungsreform; Politics of education; Bildungspolitik; Fakultät; Lehrerverhalten; Educational policy; History of education; Bildungsgeschichte; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The birth of democracy in South Africa resulted in the mammoth task of transforming the higher education sector. Policies, structures, procedures and processes underwent a review that hoped to align the system with the needs of the wider population of the country. Among other strategies that are used for this process are quality assurance processes such as institutional audits. This article hopes to highlight the rationale and the benefits inherent in institutional audits as quality assurance mechanisms in South African higher education. It investigates the perceptions of academics of a specific part of the process; i.e. preparing for the implementation of audits, and further contests the idea that institutional audits in higher education stifle academic performance. (As Provided).
Anmerkungen	Unisa Press. Preller Street, P.O. Box 392, Muckleneuk, Pretoria 0003, South Africa. Tel: +27-24-298960; Fax: +27-24-293449; e-mail: sajhe@vodamail.co.za; Web site: http://www.sajhe.org.za
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10