Exploring Quality of Learning and Teaching Experiences in Higher Education using the Theory of Constraints: Kenya and New Zealand
Exploring Quality of Learning and Teaching Experiences in Higher Education using the Theory of Constraints: Kenya and New Zealand
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使用约束理论探索高等教育的学习质量和教学经验：肯尼亚和新西兰
DOI：
10.26686/wgtn.17013452
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发表时间：
2015
期刊：
影响因子：
--
通讯作者：
S. Kimani
中科院分区：
文献类型：
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作者：
S. Kimani
本研究旨在探讨L大学的学与教体验质量，以及不良因素对L与教学目标达成的影响，以协助关键利益相关者提高L与教师的学习与教学质量。这项研究是在两所商学院进行的，一所在肯尼亚，另一所在新西兰。每所商学院都涉及三个不同的利益相关者群体：学生、讲师和高级管理人员。为了从学生那里收集数据，我们使用了焦点小组讨论，同时使用了个人访谈来收集来自讲师和高级管理人员的数据。调查结果表明，两所商学院对L&T的目标并不普遍理解，而且很少有关键根本原因导致许多不良因素影响L&T的体验质量。在肯尼亚，确定了两个关键根本原因：大学的官僚结构和有限的政府资金。在新西兰，一个关键的根本原因被发现：研究比教学更优先。他说，由于这项研究只探索了L商学院在两所商学院的质量，需要收集其他院系的更多数据，以提供更全面的结论。高等教育部门对TOC方法的使用是有限的。因此，它为进一步研究提供了一个平台。然而，这一发现对关键利益相关者具有实际意义，他们可以探索解决影响L商学院体验质量的一两个关键因素的根本原因，以此来提高L学院的质量。在理论层面上，这项工作与高等教育文献中关于L和T的研究相联系，后者指出了目标和/或学习结果的重要性，但通过提供另一种系统视角TOC来做到这一点。TOC高度重视首先理解一个系统的目标。然后，这一目标成为衡量努力的基准。这项研究特别表明，对L&T的目标缺乏明确和共同的理解和沟通对学习结果的负面影响。本研究还通过确定影响L&T在高等教育机构的体验质量的关键因素，对文献做出了贡献。它的主要贡献是找出了每所商学院特有的一两个关键根本原因。运用目标为本研究方法探索L&T的体验质量发现了许多影响L&T体验的因素，这些因素与高等教育其他质量研究中确定的因素相似。与此相关的是，本研究发现目标树模型，尤其是目标树模型和当前的现实树模型，嵌入了假设、变量和关系，这些假设、变量和关系与已有的L&T经验的HE模型是一致的。特别是，本研究使用Biggs 3P模型绘制了L&T经历不良影响的因果关系，并得出结论：TOC模型与3P模型的结合提供了对L&T系统的全面分析。此外，通过以一种看似负面的视角探索L&T的经历，这项研究暴露了许多原本不会浮出水面的“批判性”观点。此外，两个不同案例的使用突出了L&T在高等教育领域的经验的国际视角。在方法上，本研究严格应用目标为本课程的方法来探索L&T在两个不同的高等教育领域的经验。这项研究是肯尼亚和新西兰第一次使用目标为本思维过程(TOC-TP)来解决L&T的这些问题。在高等教育中使用TOC方法拓宽了以实践为主导的TOC知识体系。这项研究的结果证明了目标为本课程方法在对L&T在高等教育领域的感知质量产生有用见解方面的价值。TOC方法工具的使用已被证明有效地确定了管理层可以重点关注的极少数关键因素。此外，TOC超越了这种识别，建议侧重于这些关键根本原因，而不是将原因和结果视为无关，侧重于症状而不是根本原因，并提供一般性的劝告，要求将一切做得更好。通过在定性研究框架内使用目标为中心的工具，通过使用目标为中心的工具来捕捉/传达/传达L&T系统中因素之间的因果关系，也做出了贡献。对每个案例中的个别利益攸关方观点的分析，以及它们的组合观点和跨案例分析，都进一步得到了TP的使用。本研究将目标为本课程的系统思维方法与定性方法结合起来，证明两种方法可以相辅相成，提高研究的可信性和严谨性。
The purpose of this study is to examine the quality of learning and teaching (L&T) experiences in higher education (HE) and the effect of undesirable factors on the achievement of L&T goals with an aim of assisting key stakeholders to improve the quality of L&T. As a qualitative study, the theory of constraints (TOC) methodology is espoused as a suitable framework that guided the construction of the interview guide and the analysis of data. The research is conducted in two business schools, one in Kenya and another in New Zealand (NZ). Three different groups of stakeholders were involved in each business school: students, lecturers and senior administrators. To collect data from students, focus group discussions were used, while personal interviews were used to collect data from lecturers and senior administrators. Findings indicate that the goals of L&T are not commonly understood within the two business schools, and that there are very few critical root causes that cause many undesirable factors that impact on the quality of experiences of L&T. In Kenya, two critical root causes were identified: bureaucratic structure of the university and limited government funding. In NZ one critical root cause was identified: research is given more priority than teaching. Since the study only explored quality of L&T in two business schools, collection of more data in other faculties is required to provide more general findings. The use of TOC methodology in HE sector is limited. It therefore produces a platform for further studies. Nevertheless, the findings have practical implications to key stakeholders who could explore resolutions to one or two critical root causes of undesirable factors that impact on quality of L&T experiences specific to their business school as a way to improve quality of L&T. This study also makes theoretical and methodological contributions. At a theoretical level, the work connects with research on L&T in the HE literature which has pointed to the importance of goals and/or learning outcomes, but does so by providing an alternative systems perspective, TOC. TOC places high importance on first understanding the goal of a system. This goal then becomes the benchmark against which efforts are measured. The study has demonstrated, in particular, the negative effects of a lack of clear and common understanding and communication of the L&T goals to the learning outcomes. The study also contributes to the literature through identifying the critical factors of less than desirable effects that impact the quality of experiences of L&T in HE institutions. Its major contribution is the identification of one or two critical root causes that are specific to each business school. The use of TOC methodology in exploring quality of experiences of L&T has identified many factors that impact on L&T experiences, which are similar to those identified in other quality studies in HE. Relatedly, this study has shown that the TOC models, particularly the goal tree and the current reality tree models, embed assumptions, variables, and relationships that are in harmony/consonant with existing HE models of L&T experiences. In particular this study has used Biggs 3P model to map out the cause-effect relationships of the undesirable effects of L&T experiences and concludes that integration of the TOC models with the 3P model provides a comprehensive analysis of the L&T system. Moreover by exploring L&T experiences with a seemingly negative lens this study has exposed many ‘critical’ views that would otherwise not have surfaced. Furthermore, the use of two diverse cases brings to the fore an international perspective of the experiences of L&T in HE sector. With regard to the methodology, this study has undertaken a rigorous application of the TOC methodology to explore the experiences of L&T in two diverse HE sectors. The study is the first of its kind in Kenya and NZ to address these L&T issues using the TOC-Thinking Processes (TOC-TP). The use of the TOC methodology in HE has broadened the TOC body of knowledge which has been predominantly practice-led. The results of this study have demonstrated the value of the TOC methodology in producing useful insights about perceived quality of L&T in the HE sector. The use of TOC methodological tools has proven to be effective in identifying very few critical factors where management could focus attention. Moreover, TOC goes beyond this identification, with recommendations focused on these key root causes rather than treating causes and effects as unrelated, focusing on symptoms rather than root causes, and providing general exhortations to do everything better. Contributions are also made in the manner of usage of the TOC-TP tools within a qualitative research framework, by using the TP tools to capture/convey/communicate the cause- effect interrelationships between factors in the L&T system. The analysis of individual stakeholder views within each case, as well as their combined views, and cross-case analysis, is further aided by the use of TP. By weaving together the TOC’s system thinking approach and the qualitative approach, this study has demonstrated that the two approaches can complement each other to enhance trustworthiness and rigor of study.