A 21st Century Collaborative Policy Development and Implementation Approach: A Discourse Analysis

Autor/in	Nyoni, J.
Titel	A 21st Century Collaborative Policy Development and Implementation Approach: A Discourse Analysis
Quelle	In: Africa Education Review, 9 (2012) 2, S.289-307 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2012.721607
Schlagwörter	Discourse Analysis; Policy Formation; Program Implementation; Curriculum Development; Instructional Development; Qualitative Research; Teamwork; Cooperative Programs; Cooperative Planning; Distance Education; Resistance to Change; Interviews; Online Surveys; Electronic Publishing; Foreign Countries; Case Studies; South Africa + Suchen Sie Ihr Suchwort? Diskursanalyse; Politische Betätigung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching improvement; Unterrichtsentwicklung; Qualitative Forschung; Distance study; Distance learning; Fernunterricht; Interviewing; Interviewtechnik; Elektronisches Publizieren; Ausland; Case study; Fallstudie; Case Study; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The article used Unisa Framework for the implementation of a team approach to curriculum and learning development to explore and analyse the views and experiences of academic lecturers and curriculum and learning development experts on the conceptualisation and development of the said framework and its subsequent implementation thereof. I used a qualitative poststructuralist paradigm underpinned by the case study research design to critically analyse the processes that were followed to craft the policy. I posit that a policy that is conceptualised by an inflexible classical hierarchical organisational structure without the full collaborative participation of all the stakeholders is bound to fail in its crucial implementation processes. I used online blogging, Facebook, documents and face-to-face tape-recorded interviews to collect the data. Results indicated that the elite mass (traditional) policy-making model was used to craft the policy and as a result its operationalisation process received indifferent attention and responses by Colleges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01