Analysing an audit cycle
A Critical Realist Account
Bibliographic Data
| ID | 4871604 |
|---|---|
| Authors | Chrissie Boughey (0000-0003-4240-5439, Rhodes University, corresponding author), Sioux Mckenna (0000-0002-1202-5999, Rhodes University) |
| Year | 2017 |
| Volume | 42 |
| Issue | 6 |
| Pages | 963-975 |
| Publication date | 2017-06-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2015.1072148 |
| OpenAlex | W2180302287 |
| Language | EN |
| Citations received | 16 |
| References cited | 34 |
This paper reports on the use of a framework developed from Bhaskar's critical realism and Archer's social realism to analyse teaching- and learning-related data produced as a result of the first cycle of institutional audits in the South African higher education system. The use of the framework allows us to see what this cycle of audits did achieve, namely some change in structural systems related to teaching and learning alongside the appointment of key agents. It also allows us to see how the stagnation of sets of ideas about teaching and learning in the domain of culture may mean that an assurance of the quality of learning experiences for all students remained elusive
Audit · Business · Critical thinking · Economic growth · Economics · Epistemology · Higher education · Learning cycle · Mathematics education · Operations management · Pedagogy · Quality assurance · Realism · Sociology · Critical Realism in Sociology · Educational Theory and Curriculum Studies · Global Educational Policies and Reforms · Philosophy · Psychology · Accounting
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Contextually responsive and knowledge-focused teaching
Contextually responsive and knowledge-focused teaching
Offsetting deficit conceptualisations
Curricular change for social justice
Academic literacy and the decontextualised learner
Developing as an Academic Leader in a University of Technology in South Africa
Interrogating the power dynamics in international projects
Interrogating the power dynamics in international projects
Prácticas letradas académicas más allá del déficit
Idada
‘I just feel very dispensable’
Barriers to student active learning in higher education
What, Why, How and by Whom? Reflections on the Hashtag Movements, the Politics of Knowledge Production and Academic Literacy Pedagogies in South African Higher Education
What’s in a conference theme? Some reflections on critical realist research and its emergence in Africa over a period of 20+ years
Understanding student writing from lecturers’ perspectives
From Constructivism to Realism in the Sociology of the Curriculum
Literacy in Theory and Practice
Social Literacies
An Introduction to Functional Grammar
Knowledge and Knowers
Realist Social Theory
The Possibility of Naturalism
Introduction
Critical Discourse Analysis
Educational Development in South Africa
Organizational rhetoric in the prospectuses of elite private schools
Conceptualizing curriculum differentiation in higher education
Pedagogy, Identity and the Construction of a Theory of Symbolic Control
Languages of Legitimation
Constructing Images of Ourselves? A Critical Investigation into ‘Approaches to Learning’ Research in Higher Education
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A Realist Theory of Science
Audit Cultures
Culture and agency
Forms of knowledge and curriculum coherence
What have we been thinking of? A critical overview of 40 years of student learning research in higher education
The assessment of complex tasks
Audit Culture and Anthropology
| Unique citing works | 16 |
|---|---|
| Citations per year | 1,6 |
| Citation span | 2016 - 2024 (9) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 6 |