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Books on the topic 'South African higher education transformation'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

1939-, Bunting Ian, Centre for Higher Education Transformation, and Council on Higher Education (South Africa), eds. Higher education transformation: Assessing performance in South Africa. Centre for Higher Education Transformation, 2000.

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2

Bunting, Lisa, Nico Cloete, and Ian Bunting. Transformation indicators applied to two South African higher education institutions. CHET, 2002.

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3

Scott, Chaunda L., and Eunice N. Ivala, eds. Transformation of Higher Education Institutions in Post-Apartheid South Africa. Routledge, 2019. http://dx.doi.org/10.4324/9781351014236.

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4

Being at home: Race, institutional culture and transformation at South African higher education institutions. University of KwaZulu-Natal Press, 2015.

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5

Education Policy Unit (Bellville, South Africa). Draft policy proposals for the reconstruction and transformation of post-secondary education in South Africa. The Unit, 1994.

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6

author, Merrett Christopher, ed. The struggle for the soul of a South African university: The University of KwaZulu-Natal : academic freedom, corporatisation and transformation. Nithaya Chetty and Christopher Merrett], 2014.

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7

Maringe, Felix, and Emmanuel Ojo, eds. Sustainable Transformation in African Higher Education. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-902-7.

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8

Mabokela, Reitumetse Obakeng. Voices of conflict: Desegregating South African universities. Falmer Press, 2000.

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9

Dreijmanis, John. The role of the South African government in tertiary education. South African Institute of Race Relations, 1988.

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10

Howell, Colleen. Higher education monitor: South African higher education responses to students with disabilities : equity of access and opportunity? Council on Higher Education, 2005.

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11

G, Subotzky, ed. The skewed revolution: Trends in South African higher education, 1988-1998. Education Policy Unit, University of the Western Cape, 2001.

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12

Kruss, Glenda. Adult education and transformation: The case of African indigenous churches in South Africa. The Author], 1992.

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13

Human Sciences Research Council. Education, Science and Skills Development Research Programme., ed. Postgraduate student retention and success: A South African case study. HSRC Press, 2007.

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14

Micou, Ann McKinstry. Linkages at the tertiary level between U.S. & South African institutions: A directory & a handbook. Institute of International Education, 1989.

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15

Micou, Ann McKinstry. Linkages at the tertiary level between U.S. & South African institutions: A directory & a handbook. Institute of International Education, 1989.

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16

Micou, Ann McKinstry. Linkages at the tertiary level between U.S. & South African institutions: A directory & a handbook. Institute of International Education, 1989.

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17

University of the Free State. Centre for Higher Education Studies and Development, ed. Performance management of academic staff in South African higher education: A developmental research project. Centre for Higher Education Studies and Development, University of the Free State, 2004.

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18

Council, Human Sciences Research, ed. Community, self and identity: Educating South African university students for citizenship. HSRC Press, 2012.

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19

Muller, Johan. Universities, society, and the state: South African universities, 1986-1987. University of the Witwatersrand, Education Policy Unit, 1988.

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20

The restructuring of South African higher education: Rocky roads from policy formulation to institutional mergers, 2001-2005. Unisa Press, 2010.

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21

Council on Higher Education (South Africa). Higher Education Quality Committee. Towards a framework for quality promotion and capacity development in South African higher education: Research report for the QPCD framework : discussion document. Council on Higher Education, 2005.

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22

Centre for Higher Education Transformation, ed. Black academics on the move: How Black South African aca͠demics account for moving between institutions or leaving the academic profession. CHET, 2002.

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23

Kgobe, Madumetja Paul. Transformation of the South African schooling system: A report from the first year of Education 2000 Plus, a longitudinal study to monitor education policy implementation and change. Centre for Education Policy Development, Evaluation and Management, 2000.

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24

Angina, Parekh, Network of Executive Directors of Academic Consortia, and Centre for Higher Education Transformation, eds. Uncommon wisdom: Making co-operation work for South African higher education : a report commissioned by the Network of Executive Directors of Academic Consortia. Centre for Higher Education Transformation, 2001.

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25

Nico, Cloete, and Centre for Higher Education Transformation., eds. Transformation in higher education: Global pressures and local realities in South Africa. Juta, 2002.

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26

Centre for Higher Education Transformation (Corporate Author), Nico Cloete (Editor), Richard Fehnel (Editor), Trish Gibbon (Editor), Peter Maassen (Editor), and Teboho Moja (Editor), eds. Transformation in Higher Education: Global Pressures and Local Realities in South Africa. Juta & Co Ltd, 2002.

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27

Ashwin, Paul, and Jennifer M. Case. Higher Education Pathways: South African Undergraduate Education and the Public Good. African Minds, 2018. http://dx.doi.org/10.47622/9781928331902.

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In what ways does access to undergraduate education have a transformative impact on people and societies? What conditions are required for this impact to occur? What are the pathways from an undergraduate education to the public good, including inclusive economic development? These questions have particular resonance in the South African higher education context, which is attempting to tackle the challenges of widening access and improving completion rates in in a system in which the segregations of the apartheid years are still apparent. Higher education is recognised in core legislation as having a distinctive and crucial role in building post-apartheid society. Undergraduate education is seen as central to addressing skills shortages in South Africa. It is also seen to yield significant social returns, including a consistent positive impact on societal institutions and the development of a range of capabilities that have public, as well as private, benefits. This book offers comprehensive contemporary evidence that allows for a fresh engagement with these pressing issues.

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28

Boughey, Chrissie, and Sioux McKenna, eds. Understanding Higher Education: Alternative Perspectives. African Minds, 2021. http://dx.doi.org/10.47622/9781928502210.

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Drawing on the South African case, this book looks at shifts in higher education around the world in the last two decades. In South Africa, calls for transformation have been heard in the university since the last days of apartheid. Similar claims for quality higher education to be made available to all have been made across the African continent. In spite of this, inequalities remain and many would argue that these have been exacerbated during the Covid pandemic. Understanding Higher Education: Alternative Perspectives responds to these calls by arguing for a social account of teaching and learning by contesting dominant understandings of students as ‘decontextualised learners’ premised on the idea that the university is a meritocracy. This book tackles the issue of teaching and learning by looking both within and beyond the classroom. It looks at how higher education policies emerged from the notion of the knowledge economy in the newly democratic South Africa, and how national qualification frameworks and other processes brought the country more closely into conversation with the global order. The effects of this on staffing and curriculum structures are considered alongside a proposition for alternative ways of understanding the role of higher education in society.

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29

Cloete, Nico, Johann Mouton, and Charles M. Sheppard. Doctoral Education in South Africa. African Minds, 2015. http://dx.doi.org/10.47622/9781928331001.

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Worldwide, in Africa and in South Africa, the importance of the doctorate has increased disproportionately in relation to its share of the overall graduate output over the past decade. This heightened attention has not only been concerned with the traditional role of the PhD, namely the provision of future academics; rather, it has focused on the increasingly important role that higher education - and, particularly, high-level skills - is perceived to play in national development and the knowledge economy. This book is unique in the area of research into doctoral studies because it draws on a large number of studies conducted by the Centre of Higher Education Trust (CHET) and the Centre for Research on Evaluation, Science and Technology (CREST), as well as on studies from the rest of Africa and the world. In addition to the historical studies, new quantitative and qualitative research was undertaken to produce the evidence base for the analyses presented in the book.The findings presented in Doctoral Education in South Africa pose anew at least six tough policy questions that the country has struggled with since 1994, and continues to struggle with, if it wishes to gear up the system to meet the target of 5 000 new doctorates a year by 2030. Discourses framed around the single imperatives of growth, efficiency, transformation or quality will not, however, generate the kind of policy discourses required to resolve these tough policy questions effectively. What is needed is a change in approach that accommodates multiple imperatives and allows for these to be addressed simultaneously.

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30

Eynon, Diane E. Women, Economic Development, and Higher Education: Tools in the Reconstruction and Transformation of Post-Apartheid South Africa. Palgrave Macmillan, 2018.

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31

Women, Economic Development, and Higher Education: Tools in the Reconstruction and Transformation of Post-Apartheid South Africa. Palgrave Macmillan, 2017.

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32

Fataar, Aslam, and Elmarie Costandius, eds. Evoking Transformation. African Sun Media, 2021. http://dx.doi.org/10.52779/9781991201096.

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This book is a significant contribution to higher education globally in doing transformation and doing change in institutional culture. It is a powerful reference point and resource for transformation offices/social justice units in South Africa and globally as we continue to engage with the hard science of change. The book provides insight into the specific choices made by Stellenbosch University in relation to its location and healing institutionally harmed communities.

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33

Luescher, Thierry M., Denyse Webbstock, and Ntokozo Bhengu. Reflections of South African Student Leaders: 1994 to 2017. African Minds, 2020. http://dx.doi.org/10.47622/9781928502104.

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Reflections of South African Student Leaders 1994-2017 brings together the reflections of twelve former SRC leaders from across the landscape of South African universities. Reviews of the previous volume, 1981-2014 suggested that it contributed significantly to a better understanding of the stringent demands of visionary and transformative leadership required by university leaders in the fastchanging and increasingly complex public higher education sector. This volume is based on comprehensive interviews with former student leaders, each of whom provided a personal account in their own words of their experience in the position of student leadership. The interviewees are from different backgrounds and of diverse political persuasions. The book is important for current and future leaders of higher education institutions as it provides insights into the thinking, aspirations, desires, fears and modus operandi of student leaders. Such insight can contribute to developing and implementing appropriate strategies for achieving meaningful and constructive engagement with current and future student leaders.

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34

Halvorsen, Tor, Hilde Ibsen, and Vyvienne RP M’kumbuzi. Knowledge for a Sustainable World: A Southern African-Nordic contribution. African Minds, 2015. http://dx.doi.org/10.47622/9781928331049.

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The search for answers to the issue of global sustainability has become increasingly urgent. In the context of higher education, many universities and academics are seeking new insights that can shift our dependence on ways of living that rely on the exploitation of so many and the degradation of so much of our planet. This is the vision that drives SANORD and many of the researchers and institutions within its network. Although much of the research is on a relatively small scale, the vision is steadily gaining momentum, forging dynamic collaborations and pathways to new knowledge. The contributors to this book cover a variety of subject areas and offer fresh insights about chronically under-researched parts of the world. Others document and critically reflect on innovative approaches to cross-continental teaching and research collaborations. This book will be of interest to anyone involved in the transformation of higher education or the practicalities of cross-continental and cross-disciplinary academic collaboration. The Southern African-Nordic Centre (SANORD) is a network of higher education institutions from Denmark, Finland, Iceland, Norway, Sweden, Botswana, Namibia, Malawi, South Africa, Zambia and Zimbabwe. Universities in the southern African and Nordic regions that are not yet members are encouraged to join.

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35

Luescher-Mamashela, Thierry M. The University in Africa and Democratic Citizenship. African Minds, 2012. http://dx.doi.org/10.47622/9781920355678.

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Whether and how higher education in Africa contributes to democratisation beyond producing the professionals that are necessary for developing and sustaining a modern political system, remains an unresolved question. This report, then, represents an attempt to address the question of whether there are university specific mechanisms or pathways by which higher education contributes to the development of democratic attitudes and behaviours among students, and how these mechanisms operate and relate to politics both on and off campus. The research contained in this report shows that the potential of a university to act as training ground for democratic citizenship is best realised by supporting students' exercise of democratic leadership on campus. This, in turn, develops and fosters democratic leadership in civil society. Thus, the university's response to student political activity, student representation in university governance and other aspects of extra-curricular student life needs to be examined for ways in which African universities can instil and support democratic values and practices. Encouraging and facilitating student leadership in various forms of on-campus political activity and in a range of student organisations emerges as one of the most promising ways in which African universities can act as training grounds for democratic citizenship. The project on which this report is based forms part of a larger study on Higher Education and Democracy in Africa, undertaken by the Higher Education Research and Advocacy Network in Africa (HERANA). HERANA is coordinated by the Centre for Higher Education Transformation in South Africa.

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36

Halvorsen, Tor, Hilde Ibsen, Henri-Count Evans, and Sharon Penderis. Knowledge for Justice: Critical Perspectives from Southern African-Nordic Research Partnerships. African Minds, 2017. http://dx.doi.org/10.47622/9781928331636.

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With the adoption of the United Nations Sustainable Development Goals (SDGs) and the Paris Agreement, the purpose of development is being redefined in both social and environmental terms. Despite pushback from conservative forces, change is accelerating in many sectors. To drive this transformation in ways that bring about social, environmental and economic justice at a local, national, regional and global levels, new knowledge and strong cross-regional networks capable of foregrounding different realities, needs and agendas will be essential. In fact, the power of knowledge matters today in ways that humanity has probably never experienced before, placing an emphasis on the roles of research, academics and universities. In this collection, an international diverse collection of scholars from the southern African and Nordic regions critically review the SDGs in relation to their own areas of expertise, while placing the process of knowledge production in the spotlight. In Part I, the contributors provide a sober assessment of the obstacles that neo-liberal hegemony presents to substantive transformation. In Part Two, lessons learned from North-South research collaborations and academic exchanges are assessed in terms of their potential to offer real alternatives. In Part III, a set of case studies supply clear and nuanced analyses of the scale of the challenges faced in ensuring that no one is left behind. This accessible and absorbing collection will be of interest to anyone interested in North-South research networks and in the contemporary debates on the role of knowledge production. The Southern African-Nordic Centre (SANORD) is a network of higher education institutions that stretches across Denmark, Finland, Iceland, Norway, Sweden, Botswana, Namibia, Malawi, South Africa, Zambia and Zimbabwe. Universities in the southern African and Nordic regions that are not yet members are encouraged to join.

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37

Blitzer, Eli, and Nonnie Botha, eds. Curriculum Inquiry in South African Higher Education. SUN PRESS, 2010. http://dx.doi.org/10.18820/9781920338671.

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38

P, Loubser C., ed. Environmental education: Some South African perspectives. Van Schaik, 2005.

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39

Cloete, Nico, Tracy Bailey, and Peter Maassen. Universities and Economic Development in Africa. African Minds, 2011. http://dx.doi.org/10.47622/9781920355807.

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Universities and economic development in Africa: Pact, academic core and coordination draws together evidence and synthesises the findings from eight African case studies. The three key findings presented in this report are as follows: 1. There is a lack of clarity and agreement (pact) about a development model and the role of higher education in development, at both national and institutional levels. There is, however, an increasing awareness, particularly at government level, of the importance of universities in the global context of the knowledge economy. 2. Research production at the eight African universities is not strong enough to enable them to build on their traditional undergraduate teaching roles and make a sustained contribution to development via new knowledge production. A number of universities have manageable student-staff ratios and adequately qualifi ed staff, but inadequate funds for staff to engage in research. In addition, the incentive regimes do not support knowledge production. 3. In none of the countries in the sample is there a coordinated effort between government, external stakeholders and the university to systematically strengthen the contribution that the university can make to development. While at each of the universities there are exemplary development projects that connect strongly to external stakeholders and strengthen the academic core, the challenge is how to increase the number of these projects. The project on which this report is based forms part of a larger study on Higher Education and Economic Development in Africa, undertaken by the Higher Education Research and Advocacy Network in Africa (HERANA). HERANA is coordinated by the Centre for Higher Education Transformation in South Africa.

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40

Nico, Cloete, and Partnership for Higher Education in Africa., eds. National policy & a regional response in South African higher education. James Currey, 2004.

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41

Nico, Cloete, and Partnership for Higher Education in Africa., eds. National policy & a regional response in South African higher education. James Currey, 2004.

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42

Michael, Young, Gamble Jeanne, and Human Sciences Research Council. Education, Science and Skills Development Research Programme., eds. Knowledge, curriculum and qualifications for South African further education. HSRC Press, 2006.

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43

(Editor), Michael Young, and Jeanne Gamble (Editor), eds. Knowledge, Curriculum and Qualifications in South African Further Education. Human Sciences Research Council, 2007.

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44

Mabokela, Reitumetse Obakeng. Voices of Conflict: Desegregating South African Universities. Taylor & Francis Group, 2016.

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45

Higher Education South Africa (Organization), ed. Spirit of inquiry: Knowledge creation in South African higher education. Higher Education South Africa, 2006.

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46

H, Strydom A., Lategan, Laetus O. K., 1965-, Muller A, and University of the Orange Free State. Unit for Research into Higher Education., eds. Quality assurance in South African higher education: National and international perspectives. Unit for Research into Higher Education, University of the Orange Free State, 1996.

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47

Botha, Jan, and Nicole J. Muller, eds. Institutional Research in South African Higher Education - Intersecting Contexts and Practices. SUN MeDIA, 2016. http://dx.doi.org/10.18820/9781928357186.

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48

Badat, Saleem. Black Student Politics: Higher Education and Apartheid from SASO to SANSCO, 1968-1990 (Routledgefalmer Dissertation Series in Higher Education). RoutledgeFalmer, 2002.

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49

South African Institute for Distance Education., ed. Opportunities for innovation in higher education: Workshop and conference of vice-chancellors and rectors in South African higher education. SAIDE, 1993.

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50

1937-, Smout Michael, and South African Universities' Vice Chancellors' Association., eds. The decade ahead: Challenges for quality assurance in South African higher education. South African Universities' Vice-Chancellors' Association, 2005.

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