A Value Clarification on Quality within Nursing Colleges in Gauteng

Quality assurance in higher education has been legislated. It is therefore necessary to develop a quality audit system for Nursing Colleges in Gauteng. The process o f developing such a system is complex and needs to foster ownership by all the stakeholders. The first step in this process is to conduct a value clarification on quality. The purpose of this article is to explore and describe a value clarification on quality within the Nursing Colleges in Gauteng. An explanatory and descriptive qualitative research design was utilised. The results are grouped into structure, process and outcome values. Comparisons between the views of the different role-players are also presented. It is recommended that these results be utilised as the basis of a conceptual framework for the quality audit system for Nursing Colleges in Gauteng, as well as the development of quality indicators for Nursing Education Institutions in South Africa.


Introduction
Quality assurance is legislated in the Higher Education Act (South Africa, 1997).Therefore the management within a nurs ing college is responsible for evaluating the quality of services rendered.Externally the accreditation agent is also responsi ble for determining the quality of nursing education at nursing colleges.It is therefore necessary to develop a quality audit system for Nursing Colleges in South Africa.The study de scribed in this article forms the first phase of a research project to develop a quality audit system for nursing colleges in Gauteng.Performance indicators will also be developed based on the values identified in this phase of the research.The performance indicators will in turn, be assembled into a quality audit tool.The first step in the development of a quality audit system is to conduct a value clarification on quality within the context of nursing colleges.
A value is " ... the worth, desirability, or utility of a thing, or the qualities on which these depend (Thompson, 1995(Thompson, :1549)).Popenoe (1977:571) has similar ideas and defines a value as Aan idea about what is good, right, wise or beneficial".McNally (in Hein & Nicholson 1994:107) defines values as being beliefs that are important to us, or an enduring belief that a specific mode of conduct or state of existence is personally or socially preferable.She goes on to characterize a true value by the following criteria: it is prized and cherished, it is part of a pattern, freely chosen from among alternatives only after re flection and is positively affirmed and acted upon.Social values are an integral part of every functional institution from family to large corporate business.Donabedian (1973:1) remarks that a characteristic o f social values in a reasonably stable society is that they are largely implicit and that their influence on behaviour may easily escape notice.Nursing Colleges in Gauteng are currently in a difficult position as they are undergoing such profound change that institutionional values are not necessarily implicit and are certainly no longer explicit.M ost colleges have mission statements and have, in the past engaged in some value clarification, but non of the colleges have retained their same roles of staffing base.This leads to doubt with regard to whether stated values are suffi ciently pervasive upon which to base quality educational sys tem.People's values change with ex-perience and maturity.An educational institution or any other company, for that m at ter, operates in complex circumstances and, as M cNally (In Hein & Nicholson, 1994:1090) puts it as follows: "Usually in volve more than simple determination of right or wrong, good or bad, true or false.The conditions in which values work typically involve conflicting demands -a weighing and balanc ing -and finally an action that reflects a multitude of factors.Although everyone's value system in some degree is unique, an individual's values usually are grounded in the core values of the culture."A com pany's vision o f goals and values are central to the way in which it conducts business, or, as Lawson (In Walters, 1997:9) puts it, they express its spirit, life and soul.
Values of personal responsibility for achievement, have to some extent been eroded by the egalitarian approach to politics, and fueled by the labour movement, which emphasizes equality of opportunity and rights of the masses rather than individual effort.It has, therefore, become most important to establish a set o f values for the colleges and was an essential part of the research study.Without shared values, there will be no clear direction for the colleges.Values and value systems serve as standards which assist us to take positions on issues and form the basis upon which we can evaluate our own and other peo p le's behaviour.
Values are common to many organizations, irrespective of their type and purpose.M anufacturing organizations put great emphasis now on customer service, and are, therefore, embrac ing values that were previously characteristic of service or ganizations such as reliability, value for money, accessibility, courtesy, integrity, recognition and reward, training and devel opment.Victor Frankl as quoted in Covey (1994:74) simplifies the task of defining values by grouping them into three groups viz.Experiential values, or that which happens to us; creative values, or that which we bring into existence and attitudinal values, or our response in difficult circumstances.Stephen Covey (1994:24) refers to values as being maps in our heads of the way things should be as opposed to maps of the way things are, which Covey refers to as realities.This was the starting point of the research study -to establish the way the custom ers believe the nursing colleges should be, rather than what they are currently and to ensure that the peo ple w orking and studying at the colleges were consulted, thus encouraging ownership and relevance of the audit system to be developed.The phenom ena being studied in this research were the values of the people associated with the nursing col lege in relation to quality nursing education.These values will be utilized as part of the conceptual framework for the develop ment o f a quality audit system in Nursing Colleges.The ques tion therefore arises as to how the role players (internal and external outcomes) view quality within the context of nursing colleges in Gauteng.The purpose of this research is to con duct a value clarification on quality within the context of nurs-and important as a guide to conduct or state of existence.
Nursing College refers to a higher education institution which offers nursing programmes at basic and post-basic level in accordance to the statutory requirem ents laid down by the South African Nursing Council, funded by the Gauteng Pro vincial Administration.
Quality refers to the characteristics of excellence within the context of nursing colleges in Gauteng.

Research design
A qualitative research strategy was used which was explora tory and descriptive in nature.A qualitative design was cho sen in order to develop insight and understanding into the values held by the internal and external customers of the nurs-   A value is a freely chosen, cherished belief of what is desirable ing colleges in Gauteng and to derive meaning from the partici pants' perspective.De Vos (1998;242) states that in qualitative research, the researcher captures and discovers meaning once he becomes immersed in the data which was a necessary part of this research as it was essential to understand the data in the context of the restructuring nursing colleges.A value clari fication is explored and described within the context of nursing colleges in Gauteng.The results are presented in quantitative format also, to add meaning and easier comparison between role-players.

Population and sampling
The population for this research were the internal and external customers o f the four nursing colleges funded by the Gauteng Provincial A dm inistration which will remain in Gauteng after the restructuring process is complete.The research study is being conducted within a business excellence framework.In terms of business excellence, the customer is the final arbiter of product and service quality, and it is customary to separate customers into internal and external customers.The term cus tomer can be defined as " ... anyone to whom a product or service is provided."(West-Bumham, 1997:41).When applied to service organizations such as educational institutions, it is more difficult.Green (1995:16) debates this issue saying: "Who is the custom er in higher education?It is the service user (the students) or is it those who pay for the service (the govem-affected by it."External customers were those who were associated with the college but were not directly em ployed by the college or studying at the college.The following inclusion criteria are set: • an ability to communicate in writing in English or Afrikaans; • had sufficient exposure to a nursing college (a mini mum of one year) to internalize an opinion regard ing quality in a nursing college; • have given consent to inclusion.
Internal customers had to be either enrolled at one o f the nursing colleges (students) or employed by one of the nursing colleges in Gauteng.The latter group was divided into managers who occupied the rank of assistant director or above, or were acting in this rank, administrative staff and nurse lecturers.External customers were divided into the following groups: The eight employees included : Academic hospitals: 3 Speciality hospitals: 1 Regional services: 2 Private sector : 2 ment, the em ployers)?Is the student the consumer, the prod uct or both?...While it may be relatively easy to identify the physical needs o f students in higher education in terms of access to adequate library provision and adequate student accommodation, the heart of the education service is the rela tionship between the lecturer and the student in the teaching and learning process.Unlike the manufacturing industry, the producers and custom ers (lecturers and students) are both part of the production process." As a result of the difficulty in separating students and lectur ers from the "production process" the staff of the colleges were grouped as internal customers in line with Lewis and Smith's (1994:320) definition of a stakeholder, that is " ... an individual or departm ent who either has an effect on the process or is Funders of the colleges, who, in this case are the man agers/directors in the Gauteng Health Department.In order to be included in the sample, they had to have a decision-making role with regard to the allocation of funds to the colleges.
Potential employers of the graduates of the college.In order to be included, they had to be managers who have a direct role in recruiting and/or employing nurses in their institutions.A mix of private and public in stitutions were chosen to ensure representivity.
Health care consumers were also recognized as exter nal customers.The purpose of this study group was very broadly defined as members of the community on the assumption that all members of the community have, or may in the future, require the services o f the products (graduates) o f the nursing colleges.

Sam pling method
The sam pling method in relation to the internal and external custom ers is described.

Internal customers
The students in this study were sampled by means o f stratified ingfully.A post basic group was selected at the fourth college as this college will be offering post basic courses only.All racial groups were included in this sample.The one cultural group not included in the first cluster was white English speak ing students.As a result purposive sampling of a group of these students were selected from a fifth college targeted for closure but still training third and fourth year students.Once the responses were received, random sampling of the units (see results) was done to ensure a manageable number of units, which was sufficient to ensure a likelihood of saturation being   sampling.The strata identified were firstly students registered at the four nursing colleges which will remain after restructur ing and with whom the audit system will be developed.The other clusters identified were cultural groups, year of study and basic or post-basic courses.With regard to the first stra tum, one group of students from each of the four colleges, who were attending college blocks at the time of data collection, was selected.O f the students registered at the colleges, one second year, one third year and one fourth year group o f basic students was selected, each from a different college, who were available to the researcher at the time.First year students were not selected as they would not have had sufficient exposure to the nursing college to participate mean-C urationis achieved, was analysed.The following sample was selected:

RESULTS R
• College A -Fourth year student nurses (Afrikaans speaking white students and two coloured students).
• College B -Second year student nurses (black and white Afrikaans speaking).
• College C -B lack students.
• College D -only white English speaking student's re -sponses used.
• College E -Mixed racial group of post basic studentsmainly black.Six responses were randomly selected from the total o f each college's responses -a total of 30 responses in all.This proved sufficient to reach saturation for this stratum (see table one).

External customers
The nurse lecturers and administrative staff were selected by means of purposive sampling by the manager o f each of the selected institutions to ensure that all cultural groups were included in the sample.By engaging the managers to conduct the purposive sampling, researcher subjectivity was reduced.The m anager's responses were solicited directly by the re searcher.All members o f the management committee o f the Gauteng Nursing Colleges, present at a management com m it tee meeting were included in the sample.This included 19 managers -both nurse managers and registrars.All responses were analysed.
The funders were selected by means o f purposive sampling.The line managers responsible for nursing education were se lected from Chief Director to Deputy Director level.In addition the C hief Directors of Finance and Strategic M anagem ent re spectively were selected as they have a profound influence on funding decisions related to the nursing colleges.A total of 5 funders were therefore included.The employers were sampled by a colleague of the researcher to avoid subjectivity by means of stratified sampling.Strata included academic hospitals, re gional and district health facilities, private clinics and special ity hospitals.Eleven employers agreed to participate but only eight returned their questionnaires.A summary of the planned

Data collection
Data for this research was collected in the form of naive sketches (spontaneous freely written views/perceptions on the phenom ena), in the case of the funders an interview was conducted, as the co-operation and consent of the student participants and the managers personally and in person, and telephonically from the employers.The managers did this on the researcher's be half .The decision to interview the funders rather than ask for a com pleted questionnaire was done to save the funders time and also to ensure that their views of all the selected partici pants were obtained, in view of the small size of the sample for this group.The same questions were posed to the funders, but their responses were tape recorded and a verbatim tran script was made.Data from the community was collected by transcribing the values expressed in the aims, objectives, goals, vision, purpose, and/or principles, as they appeared in each document.

Data analysis
Data was analyzed by means o f a content analysis according esses" them e (allocated the letter P), the L "Leadership" cat egory (allocated L) and the "policy development" sub-category (allocated the letter P).

Trustworthiness
G uba's model (Lincoln and Guba, 1985) to ensure trustworthi ness was applied.The principles described in this model are truth value, applicability, consistency and neutrality.The fol lowing measures were applied: • The researcher has had prolonged engagement in nurs ing education, i.e. a total of 16 years of direct involve ment in nursing colleges in Gauteng and therefore understands the structure and dynamics of the nurs ing colleges and the nursing education community.

•
The naive sketches were deliberately sought from a variety of groupings of involved persons to ensure The eight steps was carried out on each separate set of re sponses, i.e. the students', the m anagers', tutors' and the ad ministrative staffs' responses.Results from each coding exer cise were compared and similar categories from the different sets of data were clustered and renamed to form common, ho mogenous categories.The entire set of responses was then re-coded using the final set o f categories to ensure that the coding system was appropriate and relevant.Each naive sketch was allocated a num ber for identification purposes.Student responses were designated S followed by an individual number, M anagers M, Tutors (lecturers) T and administrative staff A.
Themes, categories and sub-categories were developed.The codes used reflected these.For example, a value coded "PLP" indicates it belongs to the "Proc-representivity and informed participation.
The results of the internal customers were compared with those of the external customers as a means of ensuring applicability.
Two external coders were used to verify the analysis and development of the categorization system and to ensure neutrality.An audit trail was left for confirmability.

Results of the study
The results are presented with reference to the sample realisa tion and the findings on the value clarification (structure, proc ess and results).Lastly the responses between the internal and external customers are compared with one another and graphically presented.

Sample realization
The planned sample included only the four nursing colleges which will rem ain after restructuring, however, it was neces sary to include a fifth college in order to include the white English speaking cultural group to ensure representivity o f all cultures.During the analysis of the lecturers' responses, an insufficient number of the lecturers at two of the colleges had submitted substantial contributions.As both colleges were in the Pretoria area, and the staff from those two colleges were in recess at the tim e of analysis, an additional Pretoria College was included for this purpose.The realization of the sample is displayed in table three.
Structure described " ... all the resources needed to provide a service o f the desired standard and included all aspects o f the In addition, three of the categories were subdivided into sub categories as shown in table four.

Description of categories
The following categories were developed: structure values, process and result/outcome values.

Structure values
The following structure-related values were identified: human resources, material/physical resources, technology, theoreti cal learning facilities, practical learning facilities and strategy (see table four and the coding system applied).

Hum an resources
The term human resources refer to the staff that is required to provide the services of the college.In developing this cat egory, the aspects that were cited as important in a quality college related to the level of staff motivation, their compe tency, which included qualifications for the job.their personal qualities and the provision of staff.physical environm ent in which (education) takes place, the resources available in terms of the num ber and degree of skill o f the staff, the equipm ent available."(Ball 1991:20).It also includes laws that govern the functioning o f the institution.M uller (1996:228) explains structure as " ... what is required for the perform ance of an a c tio n ... the support system.It refers to the physical environm ent or organizational set-up."Process describes step by step how an action ... should be performed (Muller 1996:229).Ball (1991:20) explains it as Aincluding all the interactions within a service, the sequence of events, their tim e-scale and the technical and interpersonal quality o f the service, or, all events, interactions and interventions between a service and its clients.Results or outcomes refer to changes in the institution that can be attributed to the structure and/or the processes.A total o f fourteen categories were developed.

Physical resources
This category includes all materials and structures that a col lege requires in order to function.Respondents referred mainly to the types o f resources required including a library, tel ephones, transport and a tea-room, the management of those resources, and the physical environment including aesthetics and security.

Technology
This refers to mechanical and/or electrical equipm ent that can be used to improve efficiency in the college.Respondents also referred to types here, for example, computers, shredders, teaching aids, photocopy machines and faxes.Accessibility to the technology was important both in terms of gaining physi cal access and ease of use, but also having the knowledge to utilize the equipment.M any respondents also referred to the necessity o f utilizing technology to improve efficiency in the college.

Theoretical leaning resources
Learning resources that were useful in assisting theoretical learning were included in this category.Almost all of the re spondents for this category referred to the library as an impor tant learning resource, and specifically the types, amount, re cency, accessibility and appropriateness o f the books that

Process values
The following process-related values relate to leadership, edu cational programme, relationships and research.Sub-catego ries were identified in the first three (see table four).

Leadership
Leadership is taken to mean the influence of subordinates by superiors in order to persuade them to pursue the goals of the organization actively and effectively (Gerber, 1990:272).Sub categories were identified in relation to policy development,

Practical learning resources
• Learning resources that were useful in assisting prac tical or skills acquisition were included in this cat egory.The clinical skills laboratory, the hospitals and the other clinical sites and the clinical depart ment (an academic department) were mentioned.Lit tle detail was given and answers were, on the whole quite vague.

Strategy
The term strategy is used here to indicate the formulation, im plementation and evaluation o f actions that will enable the college to achieve its objectives.(Fox, 1991 as quoted in Van der Waldt, 1997:282).It is included as part of structure as the college could not function without these guidelines.Some commented on the way strategy should be developed, but most of the respondents referred to the necessity of including prin ciples of transformation in the strategy.Aspects such as ra cial equality, tolerance and fairness were mentioned.Quality was cited to be a necessary outcom e of the strategic plan.
human resource management, m anagement ethics, education programme, organization, content, presentation, evaluation, extra-curricula activities, relationships, internal customers, ex ternal customers and research.

• Policy development
The responses that were classified under this category referred mainly to the development of policy or what the respondents would like to be policy, rather than referring to existing policy.The colleges are currently in the process o f being restructured and therefore are undergoing profound change in terms of policy which probably explains the responses.As a result policy developm ent was placed as a process rather than struc ture o f which, once finalized, it will eventually become part.
The three main aspects identified were governance including the processes and the structures of governance which should exist, institutional culture which included transformation is sues, discipline, language medium, and control mechanisms.
Access was the third issue referred to and related to access of the staff and students to various facilities and other staff m em bers as well as access of new recruits i.e. selection.
• Human resource management Human resource management is taken to mean the purposeful actions aimed at optimally providing, using, remunerating, de veloping and maintaining trained motivated personnel who will meet the goals of the organization.The aspects identified by the respondents were placement and utilization of staff, inter personal and labour relations and staff development.The in terpersonal and labour relations sub-categories included fair ness, m otivation, trust, teamwork, working hours, and sup port.Staff developm ent included access or availability to op portunities for developm ent, orientation, the content of staff developm ent programmes and evaluation/assessment.

• M anagem ent ethics
This term refers to Athe motivational means which direct the behaviour and conduct of personnel (van der Waldt, 1997:40).
Three aspects were identified in this category, viz.account ability, values and conduct.

Educational programme
The education programme referred to the curriculum in its broad est sense, or aspects o f teaching and learning.The following sub-categories emerged: organization, content, presentation, evaluation and extra-curricular activities.• O rganization In this category, respondents discussed how the organization of the programme such as the way lecture periods were struc tured, would influence the quality of the college.Respondents emphasized the principle that the organization of the pro gramme should enhance learning opportunities.Ways of do ing this were to ensure that consideration was given to timing of study blocks to ensure they correlated with practica and allowed sufficient time to study for examinations.A balance between self-study and contact with lecturers was important.
And the optimum utilization o f the available time.

C ontent
With regard to the content of the curriculum, or what is taught at the college, the important aspects were that it should be relevant to the learner and the community she will serve, and it should be outcomes based.
• Presentation Presentation refers to the way in which lecturers present the subject matter in the curriculum.Adequate preparation on the part of the lecturers, language medium, student centeredness, utilization of lecturers from outside the college in addition to college lecturers, flexibility, variety and creativity were all sug gested as being important.Utilization and appropriateness of prescribed books was also mentioned by several respondents.One rem arked that lecturers should aim at teaching for excel lence rather than competency.

• Evaluation
Evaluation o f the curriculum and the students was mentioned.
Examination regulations, standards o f evaluation, and effl-

n n
_____________________________ _____ _ ciency of the evaluation system were mentioned.
• Extra-curricula activities This category refers to activities that are not included in the formal curriculum.They may take place within or outside the college but involve the staff and stu dents o f the college.They are considered to be im portant to reduce stress and to im prove creativity.The word relationship here means a connection or association between people having dealings with one another.The following sub-categories emerged: in ternal customers and external customers.
• Internal customers

•
For the purpose of this study, internal custom ers of the nursing colleges are considered to be the staff (management, administrative and lecturing staff) and the students.Involvement of all groups of internal customers in the deci sion-making and information sharing in the college.The importance of relationships with a student counselor/lecturer or mentor both with regard to personal and academic support was mentioned several times.Accepted codes of behaviour, or precepts, with regard to com munication such as confidentiality, mutual re spect, being non-judgmental, availability and helpfulness were all mentioned with regard to relationships.The need to improve trans-cultural understanding was also noted. •

External customers
External custom ers are the people and groups of people who are associated to the college but are not part of its infrastruc ture.This definition was not given to respondents who re ferred to hospital staff, parents, previous graduates of the col lege, and members of the community.All these were included in this category.M ost responses in the category were vague indicating simply that relationships with the above-mentioned persons should be improved or be good, assuming this would assist in creating a quality college but not indicating specifi cally how the college would benefit.
general terms is important for a quality college.

Results/outcome values
The values related to results are grouped into com m unity outreach, products of the college, organizational development and recognition in the community (see table four).

Community outreach
Com m unity outreach refers to the college staff and students

Organizational development
This term refers to a systematic, planned effort to bring about change in the institution® (mercer, 1991(mercer, :7 in van der Waldt, 1997:288):288).Included in this category were units referring to values (particularly with regard to transformation), communi cation, quality control, conflict management and teamwork, all of which are used to bring about or fuel change in the or ganization.

Recognition in the community
This category refers to acknowledgm ent of people and groups outside the college that it is a quality college.The sub-catego-

Comparison of responses
The results of the internal and external customers are com pared with one another and graphically presented.egory or sub-category, the actual number of respondents who gave one or more example of a particular category is shown in the column sf or sample frequency.In order to interpret these findings more easily, the results have been computed into per centages to allow for comparison to ensure the relative size of each group is the same.As this is a qualitative study, the sample was not designed to be statistically valid and are pro vided only to assist interpretation.These results appear in table six and graphically per category/sub-category.Only the sample frequency is shown (see figures one to seven).

Graphical representation of relative im portance of values to internal custom ers
Human resources are considered important by all strata, but particularly by the lecturers.The relative shortage of staff at present due to a m oratorium on the filling of posts could have influenced the responses, although many respondents em pha sized that the competency o f the staff is important Education is a labour intensive industry, and particularly in the nursing col leges where educational technology is in its infancy.The allo cation of 90% of the college budgets to personnel may be appropriate when considering the value placed on human re sources by the respondents.As the adm inistrative staff is responsible for the material and physical resources of the col lege, it is understandable that many of their responses were concentrated on this aspect.There is a growing realization of the importance of technology among the lecturers and admin istrative staff, but not am ong the students.It was apparent that in the colleges where they have not yet had access to tion and m anagement of the college this is understandable.It is interesting that many more lecturers than managers m en tioned this aspect.The managers are in a position to act on this aspect but the lecturers feel the effect o f the quality of the human resource management.Again the lecturers are students consider m anagement ethics more important than the manag ers.The responses within this category are an enigma.The fact that it is highly important to the students is understand able as they are immersed in the educational programme and it is their reason for being associated with the college.The lec turers, however, gave it virtually no significance, despite being employed to design, organize and present the educational pro grammes.It is possible that they assume a quality curriculum is implicit in a quality college.Relationships within the college were important to all respond ents, particularly the students and lecturers.Education is an inter-personal process so this is of little surprise.W hat is of concern, is the relative lack of responses regarding relation ships with the external customers.This links closely to the small number of responses for practical learning facilities.Re search was a small category, and should probably receive more attention in the colleges.There is a great deal of consensus regarding the importance of the products (graduates) o f the colleges and also for the relatively new aspect o f organiza tional development.The latter is probably explained by the educational technology, they did not consider it significant, whereas in the college where a well-equipped computer based learning centre exists, the students did consider it important.It is of interest, and some concern that the practical learning fa cilities were not often cited by the internal customers, espe cially as the clinical training is of critical importance in nursing and the available facilities are currently under great pressure.
As relatively more managers than the other respondents con sider practical facilities important, there may be hope that this aspect will receive attention.
Human resource m anagem ent was important to all strata ex cept the students.As they are not involved in the organiza-fact that the colleges are currently in a process of transformation and therefore most aware of this aspect.The students place little importance on community outreach which is of concern.
The following graphs demonstrate the relative importance of the values in each category/sub-category to one another.Fig ure eight illustrates the sample frequency o f responses.It can be clearly seen that human resources, both in terms of struc ture and managem ent thereof, relationships with internal cus tomers in the college, products of the college and organiza tional development are the most densely described categories followed closely by material resources.Figure nine which il lustrates the results according to category frequency shows similar trends.The only significant changes are to products which is less densely described per category than per sample, and theoretical learning facilities which assumes comparatively less importance in the category frequency.

External customers
The external customers cited all the values cited by the internal customers.The relative frequency was, however, very differ ent, due to the respondents' frame of reference.Figures eight to eleven reflect the sample frequency of the external custom ers.The funders and the employers were asked the same ques tion as the internal customers.As a result their answers were specific to the nursing colleges, whereas the community val ues were extracted from documents.Strategy, policy develop ment and organizational developm ent were significant values.
As the docum ents analyzed were transformational policy pa pers this was not surprising as the aim o f the white papers is to develop strategy.The funders and em ployers, however, also found this significant.Relationships were identified by eleven of the twenty external customers.There was a good deal of consensus betw een the funders and the employers that hu man resources, m anagem ent ethics, content of the curriculum and community outreach were important.Due to the fact that the com m unity values were obtained in a different manner to those of the other external customers, their responses were not specific to quality in a nursing college, and although they were comfortably categorized within the system the values were more generic in nature and only six o f the twenty one categories/ sub-categories w ere identified (see table seven

Conclusions
The follow ing conclusions are relevant: • The main values related to quality in a nursing col -lege in Gauteng are structure, process and resultsbased.

•
The main values of structure are human resources, material/physical resources, technology, theoretical learning facilities, practical learning facilities and strat -egy-• The main process values are leadership, educational program m e and relationships and research.

•
The results which have an impact on quality in a nurs -ing college are community outreach, products of the college, organizational development and recognition in the community.

•
The internal and external customers use the same val -ues to view quality but proportion different weight -ing to these values.

•
The internal customers focus mainly on human re source management, internal relationships, organiza -tional development, human resources, products, ma -terial resources, technology theoretical learning fa -cilities and policy, in this order, while the external customers focus mainly on strategy, organizational development, policy, relationships, human resource management, human resources, m anagement ethics, products and content of the curriculum.
• Ownership of the quality audit system can be assured through representation of internal and external cus -tomers in the development process.

Recommendations
It is recom m ended that the results of this study are used as the basis for the following: • The devlopment of a quality audit system for nursing colleges in Gauteng.
• To develop the conceptual framework for the quality audit system, with an integrated literature control.

•
The formulation of standards and perform ance indi -cators for the quality audit system for nursing col -leges in Gauteng.

TerminologyA
Value clarification refers to an analysis of the beliefs of roleplayers with regard to quality in a nursing college in Gauteng.
3.1.C o m m u n ity o u tre a c h RC 3.2.P ro d u c ts o f th e c o lle g e RP 3.3.O rg a n iz a tio n a l d e v e lo p m e n t RD 3.4.R e co g n itio n in the c o m m u n ity RR

Figure
Figure 1 : A comparison of structure values

Figure
Figure 2: A comparison of leadership values

Figure
Figure 3: A comparison of educational programme

Figure
Figure 4: Relationships and research

Figure 6 :
Figure 6: Comparison of average sample frequency per category

FigureResearch
Figure 7 : Comparison of category frequency

Figure
Figure 10 : Educational programme, relationships and results-values of external customers ).With regard to strategy, the two aspects identified were trans formation and quality.Transform ation included redress, af firmative action openness of transparency, change m anage ment, m anagem ent of diversity, em pow erm ent and flexibility.Quality included standards of education, professionalism, value for money, adequacy, standards, cost-effectively, good plan ning, improved delivery and co-ordination.Strategy issues were covered in six of the seven documents.The Nursing Act which was the only document analyzed which was compiled before 1994 was the only one which did not specifically deal with this issue.All three of the leadership sub-categories, vis.human re source management, policy development and management eth ics were found in the documents.Human resource management included staff development and labour relations.The latter were closely related to relationship issues such as cultural tolerance, sensitivity, promotion of liaison, consultation and representivity.Policy development issues included accessibility and govern ance.The latter mentioned academic autonomy, participation in governance, decentralization and integration as important val ues.Management ethics included accountability, transparency, dedication and service ethos.Leadership was covered by all seven documents.M anagement ethics specifically were identi fied in three of the documents and policy development in six.Governance was identified in four of the documents.Relation ships were mentioned in very broad terms by nature of the docu ments where responsiveness, sensitivity and courtesy were iden tified as values.Relationships were identified in three of the documents.Organizational development included values of com munication, quality control, conflict management and teamwork Organizational development was identified in all of the docu ments.The source o f each of the categories and sub-catego ries can be seen in table ten.

Table 1 :
Distribution of population: Internal customers

Table 2 :
The planned sample

Table 4 :
Coding system for value clarification

Table 5 :
Number of responses per category/sub-category cf= category frequency i.e the num ber of times a particular value was cited sf= Sample frequency i.e the num ber of respondents who cited a particular value sample o f this study is shown in tabletwo

.
Community/political viewpoints were extracted from white pa pers and governm ent regulations relating to higher education and public sector service delivery, education and training, pub lished since 1994.The assumption was that sufficient consul tation had occurred in the process of drawing up these docu ments.The following publications were included: published in Government Gazette, Vol.388, No. 183490, 1 October 1997).•TheSouth African Qualifications Authority Act, (Act No. 58 of 1995).

Table 6 :
Relative importance of values to internal customers expressed as percentages of the total sample The white paper on transformation of of 1998Educa  tion and Training (Notice 2188of 1998 published in  Government Gazette, Vol.399, No. 19281,25 Sep  tember 1998).The white paper on transforming Public Service D e livery (Batho Pele white paper) (Notice 1459 of 1997 well as by means of document analysis (policies, legislation, mission statement, etc) in the case of the community values.In both the naive sketches and the interviews, one open ended question was posed in the form of a statement to be completed, viz: I believe a quality nursing college is one th a t....The re searcher explained the purpose of the research and solicited Tablefiveindicates the number statements (of or category fre quency) made by internal customers classified according to each o f the identified categories and sub-categories.As some respondents cited more than one example in a particular cat-

Table 7 :
Summary of Community values Batho Pele white paper, HE -Higher Education White Paper, SAQA -SA Qualifications Authority W hite Act, PS -W hite paper on Public Service Training and Education, FE -W hite paper on Further Education, NA -Nursing Act, SD -Skills D evelop ment Bill.