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Policy and practice disjunctures: quality teaching and learning in Zimbabwean higher education.
- Source :
-
Studies in Higher Education . Jun2020, Vol. 45 Issue 6, p1249-1260. 12p. - Publication Year :
- 2020
-
Abstract
- Although several studies have examined how quality teaching and learning is defined and operationalised in the global North, there is a paucity of such studies in developing country contexts. Using Zimbabwe as a case study, the research applies Sen's idea of deliberative democracy to a multi-stakeholder evaluation of policy formulation and practices in university teaching and learning. The study reveals a disjuncture between policy and practice, which has implications for the learning processes and valued outcomes of higher education. The paper proposes the broadening of the current technical-rational approaches to quality, to incorporate other stakeholder perspectives in informing a contextually relevant understanding of quality and its practices. Thus, beyond skills and knowledge acquisition, teaching and learning would foster other valued capabilities as quality learning outcomes. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 03075079
- Volume :
- 45
- Issue :
- 6
- Database :
- Academic Search Index
- Journal :
- Studies in Higher Education
- Publication Type :
- Academic Journal
- Accession number :
- 144304554
- Full Text :
- https://doi.org/10.1080/03075079.2019.1596075