Assessing the Quality of Teaching and Learning in Higher Education: Perspectives from a South African University

This research investigates the notions of quality teaching and learning at Mandela University, centering on lecturers and students as pivotal stakeholders. Using Schindler et al.’s model, the study explored how these internal groups perceive quality in higher education (HE). A qualitative, participative, and visual methodology, inspired by the Mmogo-method® and grounded in social inclusion theory, was employed. This approach fostered an interactive environment for a collective understanding of HE quality through collaboration and participation. The results revealed differing views between lecturers and students on what defines quality. Lecturers viewed it as an action-oriented process, emphasizing tangible elements such as inputs, outputs, policies, and strategic areas. In contrast, students perceived quality more subjectively, focusing on intangible aspects, particularly the attitudes within the lecturer-student relationship. The practical implications of the study suggest the potential for a comprehensive evaluation process to foster a quality-driven culture at Mandela University. It underscores the significance of collaboration, communication, cooperation, and meaningful engagement among all stakeholders during both development and implementation phases. Although the context’s influence on defining quality in HE was not markedly different, notable references included Africa’s challenges and the graduates’ commitment to their communities. Overall, this study redefines perceptions of quality in higher education, highlighting the essential role of stakeholder involvement in nurturing a quality-focused institutional culture. By embracing diverse perspectives and committing to continuous improvement in teaching and learning, it proposes enhancing the overall quality of higher education at Mandela University. Article history: Received: 2024 May 31; Revised: 2024 August 12; Accepted: 2024 August 26; Available online: 2024 August 30; Available print: 2024 August 30