2026-09-18T16:55:47Zhttps://univendspace.univen.ac.za/server/oai/requestoai:univendspace.univen.ac.za:11602/18922024-09-10T14:43:25Zcom_11602_2111col_11602_2112
Sebola, M. P. (Chief Editor)
Molokwane, T. (Quest Editor)
Modiba, N. S.
2022-02-21T18:18:31Z
2022-02-21T18:18:31Z
2021
Modiba, N. S. 2021. Management of Education Quality: A Case of Two Historically Disadvantaged Universities. Proceedings of the International Conference on Public Administration and Development Alternatives (IPADA). 290-296.<http://hdl.handle.net/11602/1892>.
978-0-620-92730-7 (print)
978-0-620-92751-2 (e-book)
http://hdl.handle.net/11602/1892
Modiba N S. Management of Education Quality: A Case of Two Historically Disadvantaged Universities. 2021; http://hdl.handle.net/11602/1892.
Modiba, N. S. (2021). Management of Education Quality: A Case of Two Historically Disadvantaged Universities. http://hdl.handle.net/11602/1892
Modiba, N. S. "Management of Education Quality: A Case of Two Historically Disadvantaged Universities." (2021) http://hdl.handle.net/11602/1892
TY - Article
AU - Modiba, N. S.
AB - The paper critiques how lack of quality university education persists to aggravate the treble challenges
of unemployment, poverty and inequality in myriad societal members. Quality university education is
expected to assist in the social ills of the nation. This is a qualitative case study paper which is conceptual and
empirical in nature. Interviewing techniques and document review were used to collect data from the 12 lecturers
attached to the Historically Disadvantaged Universities (HDUs). Such data were analysed through thematic
content analysis and constant comparative methods. Research findings revealed that firstly, an enabling learning
environment is essential to offering quality university education that eradicates social-ills. Secondly, failure
to expose students to meteoric rise at the pre-tertiary sector, compromises the envisaged quality university
education. Thirdly, the closure of the former teacher-training colleges overburdens universities. Fourthly, badly
coordinated curriculum changes at the pre-tertiary sector, compromises quality at universities. Fifthly, the
absence of the culture of quality and excellence at universities, worsens the situation. Lastly, under-prepared
pre-tertiary learners contribute to lack of quality tertiary education at the HDUs. The researcher recommends
for the HDUs to embrace decolonisation project to enable them to reverse lack of quality university education.
DA - 2021
DB - ResearchSpace
DP - Univen
KW - Disadvantaged
KW - Environment
KW - Historical
KW - Management
KW - Quality
LK - https://univendspace.univen.ac.za
PY - 2021
SM - 978-0-620-92730-7 (print)
SM - 978-0-620-92751-2 (e-book)
T1 - Management of Education Quality: A Case of Two Historically Disadvantaged Universities
TI - Management of Education Quality: A Case of Two Historically Disadvantaged Universities
UR - http://hdl.handle.net/11602/1892
ER -
Journal articles published in the 6th International Conference on Public Administration and Development Alternatives (IPADA), 06-08 October 2021, Virtual Conference.
The paper critiques how lack of quality university education persists to aggravate the treble challenges
of unemployment, poverty and inequality in myriad societal members. Quality university education is
expected to assist in the social ills of the nation. This is a qualitative case study paper which is conceptual and
empirical in nature. Interviewing techniques and document review were used to collect data from the 12 lecturers
attached to the Historically Disadvantaged Universities (HDUs). Such data were analysed through thematic
content analysis and constant comparative methods. Research findings revealed that firstly, an enabling learning
environment is essential to offering quality university education that eradicates social-ills. Secondly, failure
to expose students to meteoric rise at the pre-tertiary sector, compromises the envisaged quality university
education. Thirdly, the closure of the former teacher-training colleges overburdens universities. Fourthly, badly
coordinated curriculum changes at the pre-tertiary sector, compromises quality at universities. Fifthly, the
absence of the culture of quality and excellence at universities, worsens the situation. Lastly, under-prepared
pre-tertiary learners contribute to lack of quality tertiary education at the HDUs. The researcher recommends
for the HDUs to embrace decolonisation project to enable them to reverse lack of quality university education.
1 online resource (6 pages)
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International Conference on Public Administration and Development Alternatives (IPADA)
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Disadvantaged
UCTD
Environment
Historical
Management
Quality
Management of Education Quality: A Case of Two Historically Disadvantaged Universities
Article
open.access