Abstract
Globally, quality teaching remains a key concern within higher education. The changing landscape and increasing demands have magnified the multi-faceted and complex nature of teaching and learning. The pressure to keep up with technological advancements, meet societal and labour needs, while maintaining high levels and standards of scholarship has compelled higher education to reflect on its purpose, priorities and practices. Educational policy has been identified as a driver for change. However, traditional technicist and positivist approaches to theorizing teaching and learning in educational policy have been criticized as inadequate complexities of the current educational landscape. Consequently, social and constructivist approaches to educational policy are increasingly recognised as providing important methodological tools for deeper insight into policy, processes and practices for positive educational outcomes...
D.Phil. (Education)