Dlodlo, Khanyisa2025-05-282024Dlodlo, Khanyisa. (2024). An investigation of quality assurance practices and teaching in a higher learning institution in Johannesburg South Africa [Masters dissertation, University of the Witwatersrand, Johannesburg]. WIReDSpace. https://hdl.handle.net/10539/45002https://hdl.handle.net/10539/45002A research report Submitted in fulfillment of the requirements for a Master of Education, In the Faculty of Humanities , Wits School of Education, University of the Witwatersrand, Johannesburg, 2024Higher education institutions (HEIs) in developing countries are increasingly focusing on quality assurance, as indicated by their development of relevant policies, structures, and procedures. This study aims to examine the quality control measures within HEIs and assess lecturers' knowledge of these measures. Institutional and national policy documents related to quality were analyzed to understand the regulatory framework for lecturers. Categories of Quality Practices in Teaching, such as assessment, curriculum, and teaching strategies, were established for data analysis. Using an interpretative paradigm and qualitative techniques, the study involved interviews with three lecturers and a quality assurance (QA) manager. This approach helped gain insights into how quality measures are implemented and how lecturers utilize them to improve teaching. The study categorized and compared lecturers' practices with institutional and national policy documents to evaluate their alignment. Findings revealed that lecturers have limited knowledge about the institution's QA measures. Their practices often do not align with the institution’s QA policies, partly due to their lack of awareness of these policies. Although the institution has QA measures, many are adopted from national documents, but there is insufficient emphasis on these measures at both institutional and national levels. The study recommends that lecturers should be involved in the creation, review, and evaluation of QA policies to enhance their engagement and understanding. Additionally, peer and student evaluations should be mandatory and conducted more frequently than the current three-year cycle. Finally, having teaching qualifications as a requirement for employment is suggested to improve QA in teaching.en© 2024 University of the Witwatersrand, Johannesburg. All rights reserved. The copyright in this work vests in the University of the Witwatersrand, Johannesburg. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of University of the Witwatersrand, Johannesburg.UCTDHigher educationteaching practicesteaching in higher educationquality AssurancelecturersSouth Africaquality teachingDissertationUniversity of the Witwatersrand, JohannesburgSDG-4: Quality education