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1
Roets, Rina Annette. "Information technology support for transformation in higher educational institutions in South Africa." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1002775.
Full textAbstract:
Higher Education Institutions (HEIs) have been in a state of change, and in South Africa, the term “transformation” is used to describe the changes occurring. These changes have implications for the structure, processes and focus of HEIs, and as such have implications for Information Technology (IS/ICT) support for HEIs. IS/ICT support for organisations is predicated on several factors, such as effective informational and technical support at all levels of the organisation, but especially support for the strategic goals of the organisation (alignment). For organisations in a state of rapid change other issues need to be considered, such as flexibility, and new and diverse information and communication needs. This paper investigates the use of Information Technology to support HEIs in transformation. The research examines factors that make HEIs less amenable to rationalist techniques such as mixed management styles and a “different” value chain. The difficulties for IS/ICT support of HEIs at all managerial levels is discussed, especially the issue of alignment with institutional goals. Thereafter, transformation of HEIs and the possibility of IS/ICT support in achieving the ill-defined goal of transformation is examined. The research uses management and IS/ICT theories such as the widely used and reported Porter’s value chain, Anthony’s information model, and Minzberg’s organisational model to suggest an analysis model for HEIs (Applegate, McFarlan and McKenney, 1996; Minzberg, 1979; Ward and Peppard, 2002). Furthermore, from the analysis of the literature, a model of antecedent factors for successful HEI transformation supported by IS/ICT is proposed. The research makes use of a comparative case study approach in which 3 (three) South African HEIs are investigated through the “lens” of the developed model. The major finding of the research is that the potential use of IS/ICT support for HEIs is not optimal in the three cases examined. Results of the analysis suggest that: • IS/ICT alignment with organisational goals at HEIs is low and holistic IS/ICT strategic management is lacking. The areas of Knowledge Management and Communication Management are conducted informally and Knowledge Management, especially, is not fully exploited. • The greatest area of concern is the lack of IS/ICT support for academic management, where academics are increasingly required to perform administrative and managerial tasks. • The merger/incorporation information needs have not caused major system problems, but other intangible aspects of the mergers/incorporations could be better supported by IS/ICT. The research concludes with a set of actions that should ensure a higher level of support, amongst which are the more holistic management of IS/ICT especially for Academic management needs, and particularly the use of IS/ICT in innovative ways to overcome the challenges of the “transformed” Universities: There are areas of excellence but the full possibilities afforded by technology are not exploited maximally in support of transformation. Research suggests that the reasons for this are mainly the lack of holistic strategic management of IS/ICT.
2
Van, Wyk Berte. "A conceptual analysis of transformation at three South African universities in relation to the national plan for higher education." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49812.
Full textAbstract:
Thesis (PhD)--Stellenbosch University, 2004.<br>ENGLISH ABSTRACT: This dissertation explores the notion of (higher) education transformation in relation to
logically necessary conditions which guide the concept. These logically necessary
conditions (constitutive meanings) include: equity and redress, critical inquiry,
communicative praxis, and citizenship. I explore how instances of these logically
necessary conditions manifest in institutional plans at the universities of Cape Town,
Stellenbosch, and the Western Cape. My contention is that these institutional plans seem
to be tilted towards the exclusive implementation of performance indicator measures
which might undermine deep educational transformation. In turn, deep educational
transformation requires that logically necessary conditions be framed according to an
African philosophy of educational transformation.
KEYWORDS: Higher education, education policy, transformation, conceptual analysis,
logically necessary conditions.<br>AFRIKAANSE OPSOMMING: In hierdie proefskrif word die konsep (hoër) onderwystransformasie ondersoek soos dit
logies in verhouding staan tot die voorwaardes wat die konsep rig. Hierdie logiesnoodsaaklike
voorwaardes (konstitusionele betekenisse) sluit in: gelykheid en regstelling;
kritiese ondersoek; kommunikatiewe praksis en burgerskap. Ek stelondersoek in oorlhoe
voorbeelde van hierdie logiese-noodsaaklike voorwaardes in die institusionele planne van
die universiteite Kaapstad, Stellenbosch en Wes-Kaapland manifesteer. Volgens my lyk
dit asof hierdie institusionele planne neig na die eksklusiewe implementering van
maatreëls wat optrede aandui wat in-diepte opvoedkundige transformasie mag ondermyn.
Aan die ander kant vereis in-diepte opvoedkundige transformasie dat logies-noodsaaklike
voorwaardes binne 'n Afrika filosofie van opvoedkundige transformasie vertolk moet
word.
SLEUTELBEGRIPPE: Hoër onderwys, opvoedkundige beleid, transformasie,
konseptuele analise, logies-noodsaaklike voorwaardes.
3
Waghid, Yusef. "A conceptual analysis of a reflexive democratic praxis related to higher education transformation in South Africa." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52068.
Full textAbstract:
Dissertation (PhD)--University of Stellenbosch, 2001.<br>ENGLISH ABSTRACT: The central question of this thesis is whether education policy frameworks are sufficient
to transform the higher education system in South Africa. I hold that higher education
policy initiatives promulgated in statutory documents such as the White Paper 3 on
Higher Education Transformation of 1997 and the Higher Education Act of 1997 are not
sufficient to guide educational transformation in universities. My main claim is that as
higher education role players we also need to pursue practices driven from "inside"
(Gutman 1998: 34) whereby we can develop the "strength of will" to contribute towards
initiating equal access and development and, enhancing accountability and quality at our
universities.
I hold that in order to practice higher education transformation from "inside" (Gutman
1998: 34), one can justifiably pursue a reflexive democratic praxis for the reason that it
involves a form of "doing action" with some worthwhile, rational end in mind. It has to
do with engaging in reflexive and democratic action attuned to social experience, more
specifically higher education, where possibilities may be contemplated, reflected upon,
transformed and deepened. To deepen our understanding of our actions involves asking
questions about "what we have not thought to think" (Lather 1991: 156). I argue that
philosophy of education, more specifically conceptual analysis, is an indispensable means
by which we can develop such a deeper, clearer, more informed and better reasoned
understanding about the current shifts in higher education transformation in post- apartheid South Africa. Simultaneously, I use conceptual analysis to show why and how
the idea of a reflexive democratic praxis can become a "satisfying sense of personal
meaning, purpose, and commitment" (Soltis 1998: 196) to guide our activities as
educators in the higher education realm.
The general principle, which shapes a reflexive democratic praxis, is rationality.
Rationality is shaped by logically necessary conditions such as "educational discourse",
"reflexive action" and "ethical activity to promote the moral good" in the forms of truthtelling
and sincerity, freedom of thought, clarity, non-arbitrariness, impartiality, a sense
of relevance, consistency and respect for evidence and people. My contention is that
appealing to moral notions of rationality is where the strength of a reflexive democratic
praxis lies. In this sense I further elucidate rationality which I argue can create spaces for
achieving democratic education which, in tum, holds much promise for shaping teaching
and learning through distance education, research and community service in the context
of higher education transformation in South Africa.
I use "touchstones" which evolve out of rationality, namely access, relevance and
dialogism, to show how the idea of a reflexive democratic praxis can contribute towards
shaping higher education transformation in South Africa. I provide an overview of the
South African higher education policy framework, in particular its concern with issues of
equality, development, accountability and quality, which can be linked to and guided by
"touchstones" of a reflexive democratic praxis. A reflexive democratic praxis implies a shift towards socially distributed knowledge
production which in turn shapes higher education transformation. By reflecting on
instances related to the institution where I work, I argue that a more nuanced
understanding of higher education has the potential to initiate equal access and
,
development on the one hand, and to enhance accountability and quality on the other
hand. I conclude with the idea that a reflexive democratic praxis can provide higher
education practitioners with a conceptual frame to organise their discourses in such a way
as to contribute towards transforming their activities and that of their institutions. In this
way they might contribute towards addressing the demands of equality, development,
accountability and quality in South African higher education.
KEYWORDS: Philosophy of education, conceptual analysis, reflexivity, democracy,
praxis, higher education, transformation and South Africa.<br>AFRIKAANSE OPSOMMING: Die sentrale kwessie wat hierdie proefskrif aanspreek, is die vraag of die raamwerke vir
onderwysbeleid genoegsaam is vir die transformasie van hoër onderwys in Suid-Afrika.
Ek is van mening dat die proklamasie van inisiatiewe ten opsigte van die beleid vir hoër
onderwys in statutêre dokumente soos die Witskrif 3 oor die Transformasie van Hoër
Onderwys (1997) en die Wet vir Hoër Onderwys (1997) nie genoegsaam is om
transformasie aan universiteite te rig nie. My hoofstandpunt is dat ons, die rolspelers in
hoër onderwys, ook aandag moet gee aan praktyke wat "van binne uit" gedryf word
(Gutman 1998: 34). Op so 'n manier kan ons die "wilskrag" ontwikkel wat sal bydra tot
die inisiering van gelyke toelating en ontwikkeling en die versterking van
verantwoordelikheid en kwaliteit aan ons universiteite.
Ek is van mening dat dit geregverdig is om die transformasie van hoër onderwys "van
binne uit" te bewerkstellig deur 'n refleksiewe demokratiese praktyk omdat dit 'n soort
aksie verg wat 'n betekenisvolle rasionele doel het. Dit gaan oor refleksiewe en
demokratiese aksies wat afgestem is op sosiale ondervinding, veralop die hoër onderwys,
waar verskillende moontlikhede oorweeg kan word, daaroor gereflekteer kan word en dit
dan getransformeer en verdiep kan word. Ter wille van die verdieping van ons begrip van
ons aksies moet vrae gevra word oor "what we have not thought to think" (Lather 1991:
156). My argument is dat die filosofie van die opvoeding, meer spesifiek 'n konseptuele
analise, 'n onontbeerlike manier is om 'n dieper, duideliker, meer informatiewe en beter
beredeneerde begrip te ontwikkel van die huidige klemverskuiwings in die transformasie van die hoër onderwys in 'n post-apartheid Suid-Afrika. Daarmee saam gebruik ek
konseptuele analise om aan te toon waarom en hoe die idee van 'n refleksiewe
demokratiese praktyk 'n "satisfying sense of personal mearung, purpose, and
commitment" (Soltis 1998: 196) kan word om ons aktiwiteite as opvoedkundiges in die
hoër onderwys te kan rig.
Die algemene beginsel wat aan 'n refleksiewe demokratiese praktyk sy vorm gee is 'n
rasionaliteit. Rasionaliteit word gevorm deur logies-noodsaaklike beginsels, bv
"opvoedkundige diskoers", "refleksiewe aksie" en "etiese aktiwiteite wat goeie moraliteit
bevorder" soos dit aangetref word in die praat van die waarheid, opregtheid, vryheid van
denke, helderheid, nie-arbitrêrheid, onpartydigheid, 'n sin vir relevansie, konstantheid en
respek vir bewysstukke en mense. My standpunt is dat die sterkte van 'n refleksiewe
demokratiese beleid daarin geleë is dat dit aanspraak maak op morele kwessies van
rasionaliteit. Ek verklaar rasionaliteit in hierdie sin verder deur te beweer dat dit die plek
is om demokratiese onderwys te verwerklik, wat op sy beurt groot beloftes inhou vir
onderrig en leer deur middel van afstandsonderwys, navorsing en gemeenskapsdiens in
die konteks van die transformasie van hoër onderwys in Suid-Afrika.
Ek gebruik kwaliteitsaanduiders wat ontwikkel uit rasionaliteit, naamlik toeganklikheid,
relevansie en samevattings om aan te toon hoe die idee van 'n refleksiewe demokratiese
praktyk kan bydra tot die vorming van die transformasie van hoër onderwys in Suid-
Afrika. Ek verskaf 'n oorsig oor die raamwerk vir die Suid-Afrikaanse beleid oor hoër
onderwys, In die besonder oor aspekte soos gelykheid, ontwikkeling en verantwoordbaarheid, wat gekoppel kan word aan en geng kan word deur die
kwaliteitsaanduiders van 'n refleksiewe demokratiese praktyk.
'n Refleksiewe demokratiese praktyk impliseer 'n klemverskuiwing in die rigting van
sosiaal-verspreide kennisproduksie wat vorm gee aan die transformasie van hoër
onderwys. Deur te reflekteer oor gebeure wat verband hou met die inrigting waar ek
werk, argumenteer ek dat 'n fyner genuanseerde omskrywing van hoër onderwys die
potensiaal het om aan die een kant gelyke toeganklikheid en ontwikkeling te inisieer en
aan die ander kant om verantwoordbaarheid en kwaliteit te versterk. Ek sluit af met die
gedagte dat 'n refleksiewe demokratiese praktyk die praktisyns van hoër onderwys van 'n
konseptuele raamwerk kan voorsien wat hul diskussies op so 'n manier salorganiseer dat
dit sal bydra tot die transformasie van hulle aktiwiteite en die van die inrigtings waarby
hulle betrokke is. Op so 'n manier kan 'n bydrae gelewer word tot die aanspreek van die
eise van gelykheid, ontwikkeling en verantwoordbaarheid en kwaliteit van hoër onderwys
in Suid-Afrika.
SLEUTELBEGRIPPE: Filosofie van die opvoeding. konseptuele analise, refleksiwiteit,
demokrasie, praktyk, hoër onderwys, transformasie en Suid-Afrika.
4
Wannenburg, Iona. "An exploration of transformation at an institution of higher education using Anstey's conceptual framework." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/865.
Full textAbstract:
In this study an exploration was conducted of change and transformation at an institution of higher education in South Africa using Anstey’s conceptual framework. This framework incorporated the work of major change theorists as well as the balanced scorecard of Kaplan and Norton. A quantitative and exploratory approach was used. The research question for this study was formulated as follows: How successful was the organizational transformation process at the newly established university in the period 2003 – 2007? The first objective of the study was to describe the organizational transformation process as it unfolded at the newly established university. The second objective was to evaluate the success of the organizational transformation process by using Anstey’s conceptual framework. Eight factors were identified in Anstey’s framework according to which the success of the merger was analyzed. These factors were: constructive unease; harnessed urgency; clear purpose; challenging vision with clear measurable objectives; champions at all levels; culture and community; competitive competencies; coherent strategy, and communication and consultation. A computerized survey tool was utilized to design a structured questionnaire with both fixed response and open-ended questions. Some 13 percent of the employees responded to the questionnaire. The internal consistency of the scores derived from the instrument was confirmed using Cronbach’s alpha. Descriptive statistics revealed that 62.5 percent of factor scores were neutral and 37.5 percent negative with regard to staffs’ perceptions of the merger. Inferential statistics disclosed that academic staff viewed the merger more negatively on factor 3 challenging vision with clear measurable objectives than their administrative colleagues. The total success of the merger can be summarized by the following statement of one of the participants ‘If the NMMU merger is compared to other mergers in Higher Education in South Africa then it is clear that, from a systems and procedural perspective, it was managed satisfactory. Unfortunately the ‘people’ dimension of the merger did not feature as a priority and many staff members were alienated as a result of this.’ The limitation of the study was the small sample size. This study was also contextual in nature, meaning that it focused on the transformation process as it unfolded at a specific university in South African between the years 2003 – 2007. No results generated in this study can be generalized as they only presented a shot-in-time reflecting the transformation process at a particular organization at a particular period in time. This study also confirmed the usefulness of Anstey’s conceptual framework in assessing transformation at an institution of higher education.
5
Nudelman, Craig. "Language in South Africa's higher education transformation : a study of language policies at four universities." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/13739.
Full textAbstract:
The advancement of African languages following South Africa’s transition to a constitutional democracy was important not only for societal transformation but also to enable previously disadvantaged South Africans proper access to education. In order to achieve this end policies had to be developed by government and by the institutions involved. In this dissertation I provide an analysis of the language policies developed by four South African universities1 (the University of the Witwatersrand, the University of Cape Town, Rhodes University and North- West University) in order to provide insight into, and a critique of, how the role of African languages in education and in societal transformation is interpreted and implemented. The analysis of the language policies is preceded by an overview of the link between conflict and language in South Africa and a discussion on the manner in which the post-conflict South African state has attempted use language as a key player in transformation, particularly with regard to education. The dissertation draws on data collected from the policies to qualitatively determine a number of issues relating to transformation, being: the rationale for becoming a multilingual university; their choice for their languages of instruction; how universities try to achieve academic development through language interventions; how they attempt to develop their staff and students; and how actual implementation is achieved or projected.
6
Robus, Donovan. "Discourses surrounding 'race', equity, disadvantage and transformation in times of rapid social change : higher education in post-apartheid South Africa." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1007196.
Full textAbstract:
Since the dismantling of Apartheid in South Africa in 1994, the South African socio-political and economic landscape has been characterised by rapid change. In the ten years since the 'new' democratic South Africa emerged, transformation has become a dominant discourse that has driven much action and practice in a variety of public areas. One of the areas of focus for transformation has been Higher Education whereby the Department of Education aimed to do away with disparity caused by Apartheid segregation by reducing the number of Higher Education institutions from 36 to 21. This research draws on Foucauldian theory and post-colonial theories (in particular Edward Said and Frantz Fanon), and the concept of racialisation in an analysis of the incorporation of Rhodes University's East London campus into the University of Fort Hare. Ian Parker's discourse analytic approach which suggests that discourses support institutions, reproduce power relations and have ideological effects, was utilised to analyse the talk of students and staff at the three sites affected by the incorporation (viz. Rhodes, Grahamstown, Rhodes, East London and Fort Hare) as well as newspaper articles and public statements made by the two institutions. What emerged was that in post-Apartheid South Africa, institutional and geographic space is still racialised with virtually no reference to the historical and contextual foundations from which this emerged being made. In positioning space and institutions in this racialised manner a discourse of 'white' excellence and 'black' failure emerges with the notion of competence gaining legitimacy through an appeal to academic standards. In addition to this, transformation emerges as a signifier of shifting boundaries in a post-Apartheid society where racialised institutional, spatial and social boundaries evidently still exist discursively.
7
Bonti-Ankomah, Jennifer. "Equity, Diversity and Inclusion At the University of Cape Town, South Africa: The Experience of Black Women Academics." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41169.
Full textAbstract:
This thesis examines the lived experiences of Black women academics in South African universities, focusing on a case study from the University of Cape Town (UCT). Since the end of apartheid, scholars have questioned the disconnect between the goals and objectives of transformation strategies and the continued experiences of marginalization and oppression that Black women face. This study adds to this critical analysis by seeking to understand the main challenges that Black women experience in their careers and to assess how they view the transformation agenda, more commonly known outside of South Africa as equity, diversity and inclusion (EDI) initiatives.
This thesis adopts an intersectional lens to study the experience of Black women, drawing on critical race theory and Black feminist thought. The analysis is based on semi-structured interviews with 10 Black women academics. Using the method of discourse analysis, I identify six common themes: experiences as a student, the strengths and limits of UCT’s transformation agenda, stories of everyday racism experienced as a faculty member, identity as resilience, building communities of mutual support, and the effects of other forms of discrimination (e.g. age, citizenship and sexuality).
This thesis argues that while there is evidence that the transformation agenda has been somewhat successful with respect to equity and diversity, efforts remain inadequate to reorder the deeply rooted structures of oppression and the diverse challenges faced by Black women. In particular, the third element of EDI initiatives— ‘inclusion’—remains a work-in-progress. Black women academics perceive that dominant institutional culture and norms prevent them from participating fully in spaces of higher education.
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Laubscher, Teresa. "Transformational leadership : challenges for leaders at the National Institute for Higher Education in the Northern Cape (South Africa)." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2723.
Full textAbstract:
Thesis (MPhil (Curriculum Studies))--Stellenbosch University, 2008.<br>Background to the study: The Critical Care nursing programme at the Faculty of
Health Sciences (Stellenbosch University) is a one-year programme. The practical
component consists of practical procedures and case presentations. Students have
limited time available in the clinical areas to reach competency in the practical skills.
Students tend to use the majority of the clinical teaching time available to reach
competency in these practical procedures, rather than discussing the patient and
learning the skills to integrate and understand the patient’s condition and treatment,
which they can acquire by doing case presentations. The end result of this misuse of
clinical contact time is that some of the students, by the end of their programme, still
have difficulty to integrate a patient’s diagnosis and treatment regime, although they
have managed to complete the expected practical procedures.
Summary of the work: A case study design was used. I wanted to investigate whether
one could make use of simulation and the Clinical Skills Centre (CSC) to complete the
majority of the practical procedures so that more time would be available in the clinical
areas for the students to do case presentations. The study focuses on describing how
the tutors and students involved experienced the use of simulation, as well as how it
impacted on the available teaching time in the clinical areas.
Conclusions and recommendations: Some of the most important issues that were
highlighted in the study and needs to be mentioned are the following:
· The students highly valued supervision by a Critical Care tutor when practising their
skills in the CSC.
· Students indicated that they valued the opportunity to practise some of the more
risky procedures in simulation, because it presents no risk to patients.
· Case presentations seem important to be added to the CSC’s practical sessions in
order to attempt making the practical simulated scenarios even more realistic.
· The teaching at the bedside in the clinical areas used to be done somewhat ad hoc.
With the teaching in the CSC now being much more structured, this necessitates the
teaching at the bedside to be revisited and to be structured to a certain extent.
Summary of the results: The information obtained from the Critical Care tutors and the
students indicated that these two groups were largely in agreement that simulation
seems to be valuable and can effectively be used in a Critical Care nursing programme.
9
Tanyanyiwa, Precious. "A sociological analysis of the provision of extended studies as a means of addressing transformation at a historically white university." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1012655.
Full textAbstract:
Foundation provisioning has a long history in South Africa, and is central to the transformation agenda, particularly the broadening of successful participation in higher education (HE). As access initiatives underpinned by various conceptualisations, foundation programmes evolved from peripheral, to semi-integrated and finally fully integrated curricular models in the form of current Extended Studies Programmes (ESPs). Underpinning the provision of Extended Studies is the acknowledgment that students who enter institutions are essentially ill equipped to cope with the demands of higher education studies, “leaving institutions themselves free of the responsibility of student failure” (Akoojee & Nkomo, 2007:391). This under-preparedness has been attributed to the ‘articulation gap’ between secondary and higher education, which in turn contributes to low retention and graduation rates (CHE, 2013:17). Situated within an overarching commitment to access and success, the Extended Studies Programme attempts to systematically address the ‘articulation gap’. This study evaluated the extent to which the Rhodes University Humanities Extended Studies Programme is achieving its objectives from a transformation perspective, specifically the broadening of successful participation in higher education. The majority of previous works on the evaluation of foundation programmes focused on measurable dimensions of student access and success – that is retention and graduation rates. This thesis considered both the measurable outcomes of the programme as well as the actual teaching and learning process. Given the shifts that have taken place in foundation provisioning, the evaluation of the current model of foundation provisioning necessitated their location in history. Therefore, the evaluation of the Rhodes University Humanities Extended Studies Programme was undertaken in view of the shifts, achievements, challenges and critics of its predecessor programmes. Specifically, the following dimensions were considered in the evaluation of the programme: i) assumptions underpinning the design and purpose of the programme, ii) teaching and learning practices in the programme, iii) student and staff perceptions of the programme, iv) students’ experiences of the programme, v) the validity of the programme in the broader institution, and vi) the measurable outcomes of the programme − that is retention and graduation rates of students enrolled in the programme. The triangulation of qualitative data collection techniques provided access into the different layers of institutional relations, processes and structures, which not only affect teaching and learning in the programme, but also determine students’ engagement with different academic and social aspects of the broader university. The theoretical insights of Pierre Bourdieu and Amartya Sen were integrated in order to provide analytical tools for both understanding the causes of inequalities in higher education, and evaluating institutional processes and structures that perpetuate or transform inequalities. Whilst Bourdieu’s social reproduction thesis exposed the ways in which social structures shape educational processes and outcomes, Sen’s capability approach provided tools for evaluating both institutional arrangements and individual capabilities – that is, the freedom to achieve desired educational outcomes (Sen, 1992:48).
10
Esakov, Heidi-Jane. "Reading race : the curriculum as a site of transformation." Diss., Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-11132008-181716.
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Metcalfe, Anthea Gail. "A response to employment equity policy in a South African University: A case study of an academic mentoring programme." University of the Western Cape, 2008. http://hdl.handle.net/11394/7862.
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Magister Educationis - MEd<br>This study investigates the factors that conditioned the establishment of, and responses to, a centrally coordinated, institution wide change initiative aimed at promoting equity in the academic workplace in an historically white South African university. It is examined by presenting two kinds of analyses, firstly, an institutional analysis that explores the environmental and managerial conditionalities that influenced the reception, interpretation and responses to the national policy framework. Secondly, a bottom-up analysis that explores the distinctive disciplinary contexts that conditioned the responses of the participants. The study reveals that top-down approaches to managing change have limited capacity to influence the nature and pace of change on the ground, despite the best intentions of institutional managers. The study illustrates that the distinctive disciplinary context conditioned the responses to, and outcomes of the change initiative. In this study, the authority of the academic project powerfully trumps the legitimacy and credibility of the institutional transformation initiative.
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Andrews, Hilda. "Transformation amongst staff and students at the University of Cape Town: Challenges and Prospects." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9689_1259737394.
Full textAbstract:
<p>This research is an evaluative case study of transformation in a Historically White University in South Africa. The research occurs within the context of redress against the inequality and exclusion created by the legacy of apartheid. The research is a qualitative and quantinative study. it is based on based on desk research and include a literature review. Internet search as well as an analysis of key organisational and policy context documents such as reports, projects and surveys are used. semi-structured interviews was held with a sample of staff.</p>
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Adams, Tania Bernadette. "A conceptual framework for leadership development in the South African police service based on transformative learning theory." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6842.
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Thesis (MPhil)--University of Stellenbosch, 2011.<br>ENGLISH ABSTRACT: Leadership development is an essential and valuable tool for capacitating police leaders in the South African Police Service to deal with the diverse challenges that they face in the policing environment. There seem to be a need for leadership development processes that can stimulate change, and for perspective transformation to enable police leaders to find alternative ways of dealing with the challenges experienced in their working environment. This thesis explored transformative learning as a tool to enhance the leadership development processes of police leaders. The essential elements of transformative learning are: centrality of experience; critical thinking; rational discourse; and policy praxis. Theory development were chosen as best to carefully construct the foundational argument through non-empirical literary-based sources, in which the literature itself became the database towards theoretical formulation in this non-empirical study. The alignment and integration of the elements of transformative learning were explored as a strategy to capacitate police leaders to: reflect on past experiences; think critically about ways of dealing with policing challenges based on experiences; discuss these challenges with other police leaders; and act on reflections made during leadership development processes. The study is limited to the analysis of the status of leadership development in the South African Police Service, which was the context of this study.<br>AFRIKAANSE OPSOMMING: Leierskapsontwikkeling is ‘n essensiële en waardevolle hulpmiddel om leiers in die Suid-Afrikaanse Polisiediens te bemagtig om die uiteenlopende uitdagings waarmee hulle te kampe het, beter te hanteer. Dit blyk egter dat daar ‘n behoefte is vir leierskapsontwikkelingprosesse wat intrinsieke verandering en ‘n paradigmaskuif vir polisieleiers te weeg kan bring en wat hulle in staat kan stel om die uitdagings binne hul beroepsveld meer doeltreffend te hanteer. Hierdie tesis ondersoek transformatiewe leerteorie as ‘n instrument om leierskapsontwikkeling van polisieleiers te bevorder. Die hoofelemente van transformatiewe leerteorie is: sentralisering van ondervinding; kritiese denke; rasionele diskoers en beleidsvorming. Teorie-ontwikkeling as navorsingsmetodologie was selekteer as die mees geskikste metodologie om die argument deur nie-empiriese literêre bronne te konstrueer, waarvolgens die gekose literatuur die databasis van die teoretiese formulasie rondom die argument gevorm het in hierdie nie-empiriese studie. Groepering en integrasie van bogenoemde elemente was ondersoek as ‘n strategie om polisieleiers te bemagtig om te reflekteer oor vorige ondervindinge; kritiese denkwyses oor hantering van uitdagings in beroepsveld met inagneming van vorige ondervindinge toe te pas; diskoers oor uitdagings met ander polisieleiers te hê en om aktief te reageer op refleksies tydens leierskapsontwikkelingsprosesse. Die studie is beperk tot die analise van die status van leierskap in die Suid-Afrikaanse Polisiediens as konteks waarbinne hierdie studie onderneem is.
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Robertson, Megan Aimee. "“Real men”, “Proper ladies” and mixing in-between : a qualitative study of social cohesion and discrimination in terms of race and gender within residences at Stellenbosch University." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97085.
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Thesis (MA)--Stellenbosch University, 2015.<br>ENGLISH ABSTRACT: My research is motivated by concerns with promoting „transformation‟ in Stellenbosch
University, a formerly white Afrikaans University which is still predominantly white in terms
of numbers and proportions of students attending the institution. While I argue about the
importance of taking measures to promote more „diverse‟ student populations, I am critical of
discourses which equate transformation with „improving‟ demographic profiles defined in
terms of numbers of black, white, coloured and Indian students. I argue that understandings
of transformation and diversity need to engage with the students‟ views and experiences of
the university in order to make meaningful change with regard to social cohesion and
integration, which goes beyond statistical change. My research does this by exploring how
students from particular residences, in Stellenbosch University, construct and experience
university and residence life and their own identifications. The students were interviewed in
friendship groups, selected by the students themselves, and a key concern of mine was to
facilitate conversations with them on broad themes relating to their reasons for coming to
Stellenbosch and their interests, aspirations, motivations, identifications and disidentifications
as particular students in particular residences in Stellenbosch. I was
particularly concerned to pick up on issues which the students raised in these „focus group
discussions‟ so that the students, themselves, played a key role in setting the agenda in the
discussion and they and their reflections on their experiences and constructions of themselves
and others became the topic of discussion. Rather than taking the group interview as an
„instrument‟ (as interviews, like questionnaires, are often described in methods texts in the
social sciences), I write about it as ethnographic encounter involving them and myself as
participants, and I explore insights about the nature of their friendships and relationships
derived from first-hand experience, of how they engage with their selected friends and with
me in the research group. Furthermore, by engaging with them as authorities about their lives
and identifications as particular kinds of students at Stellenbosch, and posing questions which
encouraged them to reflect on these. I argue that this kind of research can itself become a
model of good pedagogic and „transformative‟ practice.<br>AFRIKAANSE OPSOMMING: Nie beskikbaar
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Damons, Yolande L. "Has educational transformation deepened democracy in public high schools?" Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52294.
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Thesis (MPhil)--University of Stellenbosch, 2001.<br>ENGLISH ABSTRACT: The process of educational transformation in South Africa was characterised by
the creation of a coherent policy and legislative framework (e.g. Constitution;
South African Schools Act, 1996) that would form the basis for systematic
changes. My concern is if or to what extend the transformational goals of
access, redress, equality, quality, freedom and participation manifest itself in
public high schools, particularly those schools from historically disadvantaged
communities.
Engaging in an interpretive and critical analysis of data (South African Schools
Act, 1996 and diverse educator voices), I explore the conceptual and pragmatic
links between different nuances of democracy in schools. There seem to be
huge gaps between policy and practice. As the transformation of the education
system is inseparable from the total transformation of our nation, I contend that
the education landscape needs to be reviewed. A rigorous multi-facetted
approach by all role players is necessary in order to meet the complexity of
challenges to the process of transforming the education system of South Africa,
in order to bring about a deep democracy.
KEY WORDS: Education, transformation, democracy, participation, equality
and quality.<br>AFRIKAANSE OPSOMMING: Die proses van onderwys-transformasie in Suid-Afrika is gekenmerk deur die
daarstelling van 'n koherente beleids-en wetgewende raamwerk (o.a.
Konstitusie; Suid-Afrikaanse Skolewet, 1996), wat die grondslag van
sistematiese veranderinge sou vorm. My besorgdheid is of, en tot watter mate
die transformasie-doelwitte van toeganklikheid, regstelling, gelykheid, kwaliteit,
vryheid en deelname in publieke hoërskole gemanifesteer word - veral dié
skole in histories benadeelde samelewings.
Verbind tot 'n interpretatiewe- en kritiese data-analise van die Suid-Afrikaanse
Skolewet en menings van diverse onderwyslui, ondersoek ek die konseptueie
en pragmatiese skakeling tussen verskillende nuanses aangaande demokrasie
in skole. Daar blyk groot gapings tussen beleid en praktyk te wees. Omdat die
transformasie van die onderwysstelselonlosmaaklik deel vorm van die totale
transformasie van ons nasie, voer ek aan dat die opvoedkundige landskap
dringend in heroënskou geneem moet word. 'n Daadwerklike, multi-fassettige
benadering deur alle rolspelers is nodig ten einde die komplekse uitdagings ten
opsigte van die transformasie van die Suid-Afrikaanse onderwys die hoof te
bied, en sodoende 'n diep demokrasie tot stand te bring.
SLEUTELWOORDE: Onderwys, transforrnasie, demokrasie, deelname,
gelykheid en kwaliteit.
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Hay, Driekie. "Quality considerations in South African higher education." Journal for New Generation Sciences, Vol 2, Issue 2: Central University of Technology, Free State, Bloemfontein, 2004. http://hdl.handle.net/11462/459.
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Published Article<br>The implementation of quality assurance systems in higher education have never been accepted without debate nor severe critique. This can partially be ascribed to academics' strong views on academic freedom and autonomy. In this paper an admissible distinction between quality assurance and quality enhancement as two entries on a continuum is made.
A plea is made that Southern African higher education institutions should invest in establishing self-reflective practices rather than a culture of compliances. The author concludes that quality enhancement embedded in a self-evaluation approach has the potential to make a contribution towards transforming the South African higher education system in more than one way.
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Sowazi, Sibongile. "Internationalisation of South African higher education : rationales and implementation." Thesis, University of Bath, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760923.
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The primary aim of the study is to analyse the South African higher education sector’s understanding and implementation of the internationalisation of higher education, in conjunction with the identification of commonalities, variations and disparities in their activities. This entails the following supporting objectives: 1) understanding of internationalisation in the higher education institutions of South Africa selected for the study; 2) exploring the rationales and approaches undertaken in internationalisation in these particular higher education institutions; and 3) comparing the similarities and divergences of these entities’ internationalisation implementation strategies. The study employed qualitative research techniques; this was influenced by the researcher’s social constructivist stance, in combination with the qualitative investigatory methods, which were the most appropriate for the resolution of the research questions. Secondary data was collected from institutional policy documents, progress reports and websites. Primary data was collected through individual, semi-structured interviews. A comparison across three case studies yielded insights into the way internationalisation of teaching and learning is approached and implemented. All three case studies appear to regard internationalisation as a significant component of their business and activities. However, each institution adopts and interprets internationalisation in diverse manners, in conjunction with prioritising and contrasting different rationales. From the findings, some recommendations were derived for consideration by policy makers and practitioners in higher education institutions. This study has contributed to the body of knowledge by developing a practical tool that may assist in initiating and implementing international partnerships.
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Smit, Patricia Elizabeth. "Leadership in South African higher education : a multifaceted conceptualisation." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10020515/.
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This thesis explores the meaning of leadership in the context of higher education in South Africa, a society in transition. The higher education system in the country is in a process of change from being fragmented and segregated, to being a democratic one, guided by various policies. Within this facilitative environment, very little is said about leadership yet 'leadership' has been blamed in many instances where things have gone wrong. This qualitative study consisting of semi-structured interviews with middlelevel academic leaders, reveals inequalities in terms of who is leading at that level. The study also reveals an awareness of the existence of these inequities among the manager-leaders; they do, however, hold two distinct viewpoints about the causes of these inequities. A feminist and poststructuralist framework is used to analyse specific dimensions of the manager-leaders' understandings and practices of leadership. In the absence of a defined discourse of leadership, the manager-leaders are drawing on their own personal experiences of how they have been and are led and their own practices of how they lead in order to conceptualise leadership and what constitutes a leader. The study shows that the managerleaders understand leadership as a combination of leadership practice, i.e. how it is being enacted and their notions of characteristics desired in leaders. Their descriptions of leadership seem to be characterised by relational elements. In addition, the findings show that race and gender have specific implications for leadership; from a racial perspective additional roles are added to the general identified leadership practices while a gender perspective reveals several invisible leadership aspects. The thesis therefore describes leadership as an activity or process influenced by contextual elements: historical imperatives, organisational factors, and personal and group constructs, such as race and gender.
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Bosire, Samuel Mobisa. "A sustainability reporting framework for South African Higher Education Institutions." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1016126.
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Sustainability has gained prominence globally among nations, regions and organisations as a result of factors such as the effects of climate change on the environment, diminishing natural resources and rising population growth with their concomitant impact on economies and social systems. South Africa is a signatory to the United Nations Global Compact (UNGC) that promotes international principles and best practices on sustainable development. Sustainability Reporting is one such best practice. Sustainability Reporting is imperative for good governance and organisations are now expected to support sustainability issues, risks and performance in a balanced and reasonable way. The United Nations and other global bodies have been in the vanguard in promoting guidelines for sustainability reporting with the Global Reporting Initiative (GRI) being the most Prominent Sustainability reporting guideline. The South African Higher Education Institutions generate a number of reports in the course of any given academic year. As has been the case in the global corporate world, failures in governance in some South African universities point to weaknesses in their governance, especially when it comes to oversight of the operations of institutions. Considering this, it is important to critically examine strategic planning processes to understand the aspects that are important for the survival of Higher Education Institutions (HEIs) and therefore they should be regularly and closely monitored. The study begins by exploring literature relating to strategic planning, governance, sustainability reporting practices and Business Intelligence (BI) technologies in Higher Education. The primary objective of the investigation is to propose a sustainability reporting framework for Higher Education Institutions in South Africa. It is argued that with the aid of appropriate BI tools, the proposed Sustainability Reporting framework would be useful in tracking progress in the implementation of strategic plans and at the same time strengthen governance in institutions. The study identified elements of Sustainability Reporting that are important for strategic planning. To develop the proposed framework, an empirical investigation was undertaken. Four online questionnaires were completed and returned by 108 participants comprising of Registrars and Information Managers at 23 South African Higher Education Institutions as well as to Information Managers in selected International Higher Education Institutions and Managers at the Nelson Mandela Metropolitan University (NMMU). The online questionnaires were developed to elicit information to include in the proposed framework. To analyse results, both descriptive and inferential statistics such as Analysis of Variance (ANOVA) were used. Results from the surveys revealed that Higher Education Institutions globally and in South Africa are grappling with the same issues. When it comes to Sustainability Reporting, factors such as information culture and Business Intelligence maturity levels were not found to be very different among the various institutions. In the case study at NMMU, correlational analysis confirmed that variables such as Management buying and the availability of BI reports were positively related to effective strategic planning and vice versa. Similarly, a strong correlation was observed between reporting guidelines and strategic planning. Moreover, the study highlighted the critical role of management and leadership in a university in creating an environment that supports Sustainability Reporting. In conclusion, it was recommended that efforts should be directed at creating awareness and at training staff on aspects that promote sustainability. It is incumbent upon the institution to take advantage of and promote technological tools and techniques to enable the easy flow of data and information in understandable and usable formats to all its stakeholders. Finally, a Framework for Sustainability Reporting for Higher Education Institutions (FSRHEI) and guidelines for implementing Sustainability Reports are proposed.
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Louw, Willem Petrus. "Turning resources into assets : improving the service delivery and relevance of a psychology training clinic through action research." Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/26018.
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This thesis traces the inception and evolution of a combined collaborative action research project and living theory action research project. Six academic staff members attempted to improve our practice of generating locally relevant research in a university psychology clinic. This process impacted not only on the lives of the participants, but facilitated the enactment of the three tasks of universities and so influenced the lives of the student and residential communities to whom we had a responsibility. This thesis explores two research questions that formed the first part of the study, namely: “How can we improve the functioning of Itsoseng Psychology Clinic?” and “How can we increase our research output?” The second part of the study was a self-study action research project in which I examined my attempts to improve my academic practice by inquiring into my practice of facilitating the collaborative action research project as a peer support initiative. In the form of my living theory, this thesis therefore also explored my answers to the questions: “How can I facilitate a peer support research initiative?” and “How can I improve my academic practice through facilitating such an initiative?” I take a macro-level view of the relationship between a university and surrounding communities and discuss within the South African context three discernable mandates or tasks that universities fulfil: teaching, research and community engagement. I discuss the relevance of this study to psychology and specifically university psychology clinics as potential interface between the university and the surrounding community when enacting community engagement as the third academic task. I also discuss the implications of this study to action research methodology and the concept of transformation in emancipatory research. The main argument of my living theory of my academic practice is that the formation and nurturing of a regular, supportive and critical audience in the form of peer support research meetings contributed to the transformation of resources into assets when we worked towards improving the service delivery and local relevance of a university psychology clinic.<br>Thesis (PhD)--University of Pretoria, 2011.<br>Psychology<br>unrestricted
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Garnett, Andrea. "Creativity barriers in South African higher education institution / Andrea Garnett." Thesis, North-West University, 2005. http://hdl.handle.net/10394/2365.
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Naidoo, Anban. "Student funding at a South African institution of higher education." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/52272.
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Higher education is linked to economic mobility, but demand to fund access to university exceeds supply in South Africa, and elsewhere in the world. Thus, universities are pressed to ensure that in a situation of limited funds, funding is allocated in a strategic and prudent manner. However, little work has been undertaken in this field, and, as such, this study represents an attempt to fill the gap. The purpose of this research was to explore the current student funding model, to gain an understanding the current funding challenges and attempt to find ways in which funding decisions can be improved. The study is limited to one institution of higher education in South Africa, and, as such the results may not be generalizable. A mixed methods approach was used. The qualitative portion focused on establishing what were (1) the current model, (2) the criteria used, (3) the challenges encountered, (4) funding s ability to aid epistemological success and (5) stakeholder management. Interviews were conducted with senior staff involved in a range of student support directorates including Finance, Client Services, Recruitment and Information Technology. The quantitative portion focused on exploring the links between (1) the current criteria and success, (2) student funding and success, and (3) residence placement and success. This sample included all (8099) undergraduates for the 2011 cohort year and tracked them over a period of three years. Results of the study show that student funding is complex and challenging. In terms of academic criteria, the Grade Point Average was found to be the best predictor of success. However, the presence and value of funding does not guarantee success or even improve student performance, whereas the placement of a student in residence generates a statistically significant improvement in performance. Thus, student funding cannot be simply directed at individuals, as a portion must be allocated to student support initiatives such as residence; tutoring; cultural integration; mentorship and early warning systems.<br>Mini-disseration (MBA)--University of Pretoria, 2015.<br>nk2016<br>Gordon Institute of Business Science (GIBS)<br>MBA<br>Unrestricted
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Tjabane, Masebala. "Education policy and social justice in higher education : a South African case study." Thesis, Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-04242010-194940.
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Steyn, M. G., and G. D. Kamper. "Barriers to learning in South African higher education : some photovoice perspectives." Journal for New Generation Sciences, Vol 9, Issue 1: Central University of Technology, Free State, Bloemfontein, 2011. http://hdl.handle.net/11462/582.
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Published Article<br>South Africa underwent political reform in 1994 from an apartheid government to a democratic state. Former white universities, known for their high standards and academic excellence, experienced an influx of black students who previously were excluded from these institutions. This article reports on a study which investigated the extent of learning barriers that previously disadvantaged black students at a renowned higher education institution experience, and endeavours to determine the learning support they need in order to succeed academically. A qualitative approach was followed and data were gathered by means of focus group interviews and participants' photo portfolios. The data were interpreted with reference to recent perceptions on adult learning, particularly in the African context. Implications for higher education in general are indicated.
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Ruth, Damian William. "Research, education and management in South Africa." Thesis, University of Sheffield, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311814.
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Malatji, Mapula Martha. "Telematic tuition in a South African higher education institution : a case study." Thesis, University of Limpopo, 2002. http://hdl.handle.net/10386/2079.
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Van, der Westhuizen André Jeánne. "South African higher education institutions as learning organisations : a leadership process model." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53059.
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Thesis (PhD)--Stellenbosch University, 2002.<br>ENGLISH ABSTRACT:Reform is one of the most controversial elements in higher education and has therefore
attracted much attention from within the academic community and from outside. The
present higher education scene is characterised by demands for transformation and
change, not only in South Africa but in Africa and the developed countries as well. The
pressures and demands for change come from outside the field of higher education as
well as from within. Some countries have been involved in the process of change and
transformation for a period of over thirty years, while others have just embarked on the
route or still have to start the change process.
The post-apartheid era has marked an era of profound change for South African higher
education institutions with concomitant legislation to ensure the change process. If
effective and successful transformation of higher education institutions and systems can
take place in South Africa with new models of transformation and the effective
integration of cultures and openness to change at all institutional levels, these models
could be instructive not only to Africa but also to the rest of the world and to academic
life universally. However, the demands for change worldwide indicates not only
towards new legislation but also towards flexible approaches and new forms of
institutional structures and leadership to accommodate the significant, rapid and
fundamental changes taking place in higher education and the realisation that
institutions of the future will be different from those of the past and the present.
In this study the influence of organisational models are used to establish a conceptual
framework towards the development of learning organisations. The study reflects on
how these new types of organisations will influence higher education institutions as
organisations. It also considers what will be expected of higher education institutions to
become learning organisations. Learning organisations have special qualities and higher
education institutions or teaching institutions do not automatically qualify as learning
organisations. The promise of the new millennium provides the higher educationcommunity with the opportunity to take stock of their position and to find out if they
possess the necessary skills and have the enabling structures to accommodate a new
world. Becoming a learning organisation involves more than a paradigm shift for higher
education institutions. It requires a revolution, a quantum leap towards individual
recognition and growth, leadership development and empowerment and institutional
learning. The Academic 'Process Leadership' Super structure provides the space,
structure and process for higher education organisations to re-organise and re-create
itself to fit the demands of a new world.
An analysis of leadership, leadership development and institutional change in higher
education institutions brought to the fore that these institutions have not been effective
in providing programmes that develop leaders because they simply do not know what is
necessary for effective leadership development. Institutions do not have an in-depth
understanding of leadership and they have not enculturated leadership development as a
core aspect and activity in higher education institutions. There is grave concern
regarding the development of 'soft' people skills. The qualitative research investigation
into the process of change towards learning organisations in higher education
institutions indicate that there are profound problems in the areas of leadership,
leadership development, people management and satisfaction, knowledge management
and learning dynamics. These areas form the core aspects within the new structures, that
of learning organisations.
The insights gained from the process analysis of five higher education institutions
indicate that the implementation of the academic leadership model as described in the
study will provide individual leaders with the necessary leadership skills to fulfill their
roles in the recreated empowered institutions. This process of leadership development,
as indicated in the study, could enable institutions to become learning organisations.<br>AFRIKAANSE OPSOMMING:Die huidige konteks van hoer onderwys dui daarop dat verandering een van die
belangrikste, maar ook mees kontroversiele aspekte aangaande die studieveld is. Die
hoeronderwysomgewing asook hoeronderwysinstellings verkeer onder geweldige druk
van beide binne en buite die akademiese gemeenskap om te verander.
'n Analise van die huidige stand van sake en konteks van hoeronderwysinstellings dui
daarop dat verandering nie net in Suid-Afrika 'n faktor is en baie aandag geniet nie,
maar dat Afrika sowel as die ontwikkelde lande ook onder geweldige druk verkeer om
te transformeer. Sommige lande is al vir meer as dertig jaar betrokke by die proses van
verandering. Dit wil egter voorkom dat sommige van die ander lande Of nog glad nie
begin het nie 6f pas begin het met die proses van verandering en transformasie.
Die tydperk na 1994 en die oorgang na 'n nuwe demokratiese regenng m Suid-
Afrika was ook die begin van dramatiese verandering in die Suid-Afrikaanse
hoeronderwysomgewing. Die kwessie van verandering is nie net in sekere nasionale
beleidsdokumente aangespreek nie, maar ook in meegaande wetgewing. Indien
Suid-Afrikaanse hoeronderwysinstellings in staat sou wees om nuwe modelle te
kan akkommodeer en te kan verwesenlik terwyl hulle besig is met die transformasieen
veranderingsproses, kan hierdie modelle van nut en van waarde wees, nie net
vir Afrika nie, maar ook vir die ontwikkelde wereld en die internasionale
hoeronderwysgemeenskap.
Nuwe strukture en modelle kan ongelukkig nie net deur wetgewing daargestel word nie.
Instellings sal toeganklik moet wees vir moontlike nuwe vorms van leierskap,
leierskapsontwikkeling en die konsep van veranderde strukture om sodoende te kan
aanpas by die eise van 'n voortdurend veranderende wereld en die geweldige impak wat
verandering op hoeronderwysinstellings het. Hoeronderwysinstellings sal moet besef
dat instansies wat op die toekoms gerig word nie kan vashou aan ou uitgediendemodelle nie. Toekomsgerigte modelle verskil van die huidige vorms, sowel as die van
die verlede.
Die invloed van organisasiemodelle op hoeronderwysinstellings verskaf konseptuele
verwysingsraamwerke vir die ontwikkeling van nuwe begrippe en konsepte.
Die konsepte help om rigting aan te dui en te bepaal wat van instansies verwag
word om sodoende te kan verander na lerende organisasies. Dit is belangrik om
kennis te neem dat lerende organisasies spesifieke eienskappe het en dat
hoeronderwysinstellings nie sonder meer gereken en geklassifiseer kan word as lerende
organisasies nie. Hierdie nuwe vorm van organisasiestruktuur sal 'n fundamentele
invloed he op institusionele prosesse asook op die manier waarop instellings in die
toekoms bedryf sal word. In die nuwe millennium sal hierdie paradigmaskuif die
geleentheid aan hoeronderwysinstellings voorsien om nie net revolusioner te verander
nie maar ook om 'n kwantumsprong te maak na die belangrike mens- en
leervaardighede. Hierdie vaardighede is nie net noodsaaklik vir die ontwikkeling om 'n
lerende organisasie te word nie, dit maak ook die kern uit van hierdie nuwe
organlsaSles.
Die proses van akademiese leierskap en leierskapsontwikkeling, soos wat voorgestel
word in die model van die Akademiese Leierskapsproses Superstruktuur sal aan
instellings die geleentheid bied om die noodsaaklike leierskapsvaardighede te
ontwikkel. Dit sal ook die kreatiewe en innoverende omgewing skep wat dit vir hierdie
soort organisasie strukture moontlik sal maak om nuut te kan ontwikkel en sodoende in
staat sal stel om te kan herorganiseer binne 'n konteks van groter aanpasbaarheid.
Hierdie kwalitatiewe studie en navorsingsanalise ten opsigte van leierskap,
leierskapsontwikkeling en die proses van verandering en transformasie het aangedui dat
hoeronderwysinstellings in Suid-Afrika nie effektief ontwikkel ten einde lerende
organisasies te word nie. Die ondersoek dui daarop dat instellings nie die onderliggende
elemente van die begrip "leierskap" verstaan nie. Leierskap en leierskapsontwikkeling
maak tans nie deel uit van die huidige institusionele kultuur nie.
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Rankhumise, EM, FG Netswera, and TR Mavundla. "Employee retention factors for South African higher education institutions: a case study." South African Journal of Human Resource Management, 2005. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000924.
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The success of the most competitive companies throughout the world, including higher education institutions, lies
in their highly skilled employees on which these institutions spend millions to retain. Literature reveals the cost of
losing best employees to be enormous – beyond monetary quantification. Also worth noting is that the loss of one
competent employee to a competitor institution strengthens the competitor’s advantage. This case study analysed
human resources turnover data, and interviewed academic managers and employees in order to examine the possible
employee retention factors for a higher education institution in South Africa. The findings reveal different
institutional interests between institutional managers and employees. The former are concerned more about profits,
business sustenance and justification for spending, while the latter are driven by introverted interests such as
development, monetary rewards and personal fulfilment.
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Ferreira, Marie. "A framework for continuous improvement in the South African Higher Education Sector." Thesis, Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-07062004-084502.
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Nagel, Leonie Henriette. "An exploration of talent management practices in South African higher education institutions." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/30766.
Full textAbstract:
Objectives: Talent management (TM) and its practices are popular topics of discussion in
the work context. These practices, however, have never been studied in the context of
South African higher education institutions (HEIs). This study aims to identify what TM
practices are prevalent in South African HEIs, as well as the extent to which they are
applied in the institutions.
Method: A quantitative research approach, using survey research, was followed in this
study. The Job Characteristics scale, Satisfaction with Talent Management questionnaire,
and the Intention to Quit questionnaire were administered to academics in the higher
education sector across South Africa (N=146).
Results: This study provides a view on current and perceived TM practices in HEIs in
South Africa, as well as the extent to which these are applied, by looking at academics’
satisfaction with the TM practices, and their intention to resign from the HEIs. Academics
also perceive more talent demands than talent enablers in their work.
Conclusions: Despite a continuous proliferation of research on TM and its practices in the
organisational context, little research could be found relating to the TM practices in the
higher education sector in South Africa. The present research study makes an important
contribution towards increasing the current knowledge on current TM practices and their
perceived importance in South African HEIs.<br>Dissertation (MCom)--University of Pretoria, 2012.<br>Human Resource Management<br>MCom<br>Unrestricted
31
Walters, Cyrill. "Design and validation of a leadership model for South African higher education." Doctoral thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/28363.
Full textAbstract:
Although universities have not historically focused on their own organisational leadership as a subject of academic enquiry, there has been much academic substantiation of leadership knowledge as theory. My PhD dissertation was designed to explore the current typology of leadership in South African universities and to validate a conceptual model proposed in the dissertation. The model is based on complexity science and Ken Wilber’s theory of holism, and employs such key concepts as values, personal development, and mechanistic and holistic performance. The rationale for this study was the researcher’s desire to explore the qualities required of those in higher education leadership positions, in order for them to meet demands to widen access to education as well as to contribute to the social, cultural, and economic development of South Africa. The selected sample was composed of personnel occupying the senior management positions of Vice-Chancellor (VC) and/or Principal and/or Rector; Deputy Vice-Chancellor (DVC) and/or Vice-Principal; and Faculty Dean. The primary data collection methods were both quantitative and qualitative. The quantitative results of the Cassandra© survey and the qualitative findings utilizing semi-structured interviews were merged at the interpretation stage. The data were analysed, coded, and organized according to the research questions. Significant findings were that the current funding crisis was a major challenge within the sector; however, fee-free higher education for all in the current economic context is neither equitable nor likely to be affordable in the medium term. The research revealed weakness in the understanding and practice of diversity within the sector. The strengths of staff who work directly with leaders were found to be wanting, as they are not always adequately skilled to do their jobs. Innovation was not a priority for leadership and the sector did very little to provide the space for innovation. Complexity science provides a useful tool for the analysis of leadership in higher education. Finally, a cogent model of leadership for South African higher education institutions is described, synthesized and presented.
32
Viljoen, Stephen. "Applying a framework for IT governance in South African higher education institutions." Thesis, Nelson Mandela Metropolitan University, 2005. http://hdl.handle.net/10948/416.
Full textAbstract:
Background: Higher Education (HE), through HE Institutions, plays a very important role in society. There is thus a need for this sector to be well managed, especially with regards to planning, organising, and controlling. Corporate Governance has received a lot of attention in recent times, especially to engender trust on the part of the stakeholders. There are many similarities, but also significant differences in the governance of HE institutions and public companies. Information Technology (IT) plays an extremely important role in the modern organisation, creating huge opportunities, but also increasing the risk to the organisation. Therefore, effective governance of IT in HE Institutions is of great importance.
33
Selesho, Jacob M. "The historical perspectives of Quality Assurance in South African Higher Education Institution." Interim : Interdisciplinary Journal, Vol 5, Issue 1: Central University of Technology, Free State, Bloemfontein, 2006. http://hdl.handle.net/11462/417.
Full textAbstract:
Published Article<br>Quality Assurance has changed drastically in the last five years and these changes have impacted heavily on the operation of Higher Education Institutions in South Africa. The paper will review the process of quality assurance from as early as Certification of Council of Technikons Education (SERTEC) and Quality Promotion Unit (QPU) days. SERTEC and QPU did, pave the way for the Higher Education Quality Committee (HEQC) to perform its roles as assigned by the Council of Higher Education (CHE).
34
Knowles, Corinne Ruth. "Transformativity: recognising melancholic power, and renegotiating vulnerability." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1002999.
Full textAbstract:
South African universities are embedded in an unequal society. Transformation strategies and interventions in the sector attempt to address this, but arguably, the policies and practices which aim to bring about transformation are merely platforms for potential change and do not guarantee the achievement of their aspirations. This study engages with the notion of transformation in one university, looking at how an organisation for women has contributed to transformation in individuals and in the institution. It explores the idea that vulnerability is the starting point of transformation, and must be recognized and incorporated into how an organisation, institution or individual regards vulnerable groups, in order to build a more equitable society. The reframing of vulnerability is a process of acknowledging the way power works, and arguably, power’s melancholic nature and expression in society and in universities has particular challenges with regard to how vulnerable groups experience their vulnerability. If the framing of an individual as vulnerable does not also provide that individual with the conditions that shelter the vulnerability they experience, leading to a renegotiation of whom they can become, their “vulnerable” status is entrenched. The study explores ways in which an organisation for women uses its legitimized platform for renegotiating subjectivities, norms and performances, and the potential this has for transformativity.
35
Hendricks, M. (Mymoena). "School governing bodies : their significance in the democratic transformation of South African society." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51905.
Full textAbstract:
Thesis (MEd)--University of Stellenbosch, 2000.<br>ENGLISH ABSTRACT: This thesis seeks to demonstrate the potential of school
governing bodies to further the process of democratising South
African society.
Among the main features of the democratisation of South African
education, is the decentralisation of educational governance.
In this process the decision-making authority has been devolved
from central government to the local school level, thus
preparing school communities for self-government and autonomy.
The establishment of school governing bodies at all public
schools in the country brings South Africa in line with current
international trends for democratic local community
participation and control in education. When this aspect of the
education systems of three countries, the United States of
America, England and Australia, are compared with South
Africa's, it shows the extent of the latter's democratisation of
educational governance.
The background to local community participation in South African
education according to various pieces of legislation passed,
their failure to reform education, and other aspects which led
to the promulgation of the Schools Act (1996), places school
governing bodies in South Africa in proper historical context.
An examination of the Schools Act reveals its democratic nature
and identifies those aspects of school governing bodies which
have the potential of furthering the democratisation process.
The challenges that the changes in school governance bring with
them are analysed to highlight their implications and
significance for school governing bodies.
School governing bodies offer new and exciting opportunities for
enterprising and enthusiastic communities. School governors
should, therefore, be urged to seize the opportunity to
participate in school governance and in this way play their role
in furthering the democratic transformation of South African
society.<br>AFRIKAANSE OPSOMMING: Hierdie tesis poog om die potensiaal wat skoolbeheerliggame het
om die proses van die demokratisering van die Suid-Afrikaanse
samelewing te bevorder, aan te toon.
Een van die hoofeienskappe van die demokratisering van die Suid-
Afrikaanse onderwys, is die desentralisasie van onderwysbestuur.
In hierdie proses is besluitnemingsgesag afgewentel vanaf
sentrale regeringsvlak na die plaaslike skoolvlak, waardeur
skoolgemeenskappe voorberei word vir self-beheer en outonomie.
Die totstandkoming van skoolbeheerliggame by alle openbare skole
in die land, bring Suid-Afrika in lyn met huidige internasionale
tendense rakende die demokratiese plaaslike gemeenskapsdeelname
aan beheer en bestuur in die onderwys. Wanneer hierdie aspek
van die onderwysstelsels van drie lande, die Verenigde State van
Amerika, Engeland en Australië, met die van Suid-Afrika vergelyk
word, dui dit die omvang van die demokratisering van
onderwysbeheer en -bestuur in die Suid-Afrikaanse opset aan.
Die agtergrond van plaaslike gemeenskapsdeelname in die Suid-
Afrikaanse onderwys volgens verskeie stukke wetgewing, hulle
onvermoë om die onderwys te hervorm, en ander aspekte wat tot
die afkondiging van die Skole Wet (1996) gelei het, plaas
skoolbeheerliggame in die regte historiese konteks.
'n Ondersoek van die Skole Wet dui aan dat dit demokraties in
wese is, en daardie aspekte van skoolbeheerliggame wat die
potensiaal besit om die demokratiseringsproses voort te sit,
word geidentifiseer.
Die uitdagings wat die veranderinge in skoolbestuur met hulle
meebring, word geanaliseer om hulle implikasies en
betekenisvolheid vir skOOlbeheerliggame uit te lig.
Skoolbeheerliggame bied nuwe en opwindende geleenthede vir
ondernemende en geesdriftige gemeenskappe aan. Skoolbeheerliggame
moet dus aangespoor word om die geleentheid aan te gryp
om deelname aan skoolbestuur te hê en om sodoende hulle rol te
speel in die bevordering van die demokratiese transformasie van
die Suid-Afrikaanse samelewing.
36
Van, Gensen Garth Allister. "A model for branding practices in a new South African Higher Education landscape." Thesis, Bloemfontein : Central University of Technology, Free State, 2005. http://hdl.handle.net/11462/58.
Full textAbstract:
Thesis (D. Tech.) - Central University of Technology, Free State, 2005<br>Distinctive challenges are currently facing South African higher education institutions. Among others they are funding; quality assurance; globalisation; the emergence of private higher education; the idea of an entrepreneurial university as an alternative; enrolment capping; as well as merged and incorporated institutions. It is critical that these challenges be addressed urgently.
However, the lack of proper marketing and branding strategies at institutions of higher learning in view of the new unfolding national and international landscape, leaves much to be desired. In the past, branding of higher education in South Africa was not an area of priority, because higher education operated in a protected, regulated market with a steady income. The current higher education scenario necessitates higher education institutions to revisit their branding strategies as a means to grapple with the distinctive challenges facing them with the purpose of enhancing quality; delivering graduates to the world of work; as well as being relevant by being responsive to society and the economic needs of the country in order to adhere to the outcomes of the National Plan for Higher Education (NPHE) (RSA DoE 2001).
A thorough literature study involving current and relevant literature on branding and branding practices was undertaken, after which a mainly qualitative research approach was followed. Focus group interviews at two entrepreneurial universities abroad; informal conversation interviews at seven South African higher education institutions; as well as a case study were conducted. Participant observation in the workplace relating to branding and branding practices also took place. The constant comparative method of data analysis was used to capture recurring patterns and themes during the research process.
What became evident from the literature was that branding strategies of higher education institutions are generally restricted to informing and visual identity. The results of a survey done in 2004 by UNITECH, a body representing marketing and communication units of universities and former technikons (currently Universities of Technology) in South Africa, was also quite significant for this study. The following deductions regarding marketing and communication practices at South African higher education institutions could be made from this survey: There is a lack of an integrated marketing approach; executive management lacks understanding of branding practices; there is a lack of strategy with regard to marketing and branding; as well as a lack of internal communication. These deductions were consistent with the researcher’s own observations and are also confirmed by the informal conversation interviews held at the seven South African higher education institutions as part of the empirical investigation. The case study to highlight the branding practices of a higher education institution in the central region revealed that the implementation phase focused strongly on external/outward exercises, and that the internalisation aspects of their branding were narrowed to information only. The new visual identity of the institution was emphasised, whilst the internal processes remained the same as always.
The aforementioned aspects are an indication that South African higher education institutions need to re-visit their internal practices. A market orientation mindset is of crucial importance for higher education institutions in South Africa to move towards an entrepreneurial mindset. The Universities of Warwick (England) and Twente (the Netherlands) were selected for this study as a result of the astounding successes they have achieved with their entrepreneurial activities. According to the respondents from both universities, the following aspects – among others - are extremely important for their successes: visionary leadership; an integrated entrepreneurial culture; a focus on external as well as internal communication; and relevance.
The primary purpose of this study was to develop a model for South African higher education institutions which would ultimately result in brand enhancement of institutions that would be perceived as relevant and society-minded to live up to the challenges of the new and changing landscape in South Africa. The proposed model in this study is based on two overarching fundamentals, namely the experience economy and its relatedness to brand, as well as relevance and branding, which should be an integrated approach that could ultimately lead to successful external branding.
37
Ogude, Nthabiseng Audrey. "The imperative of good education in our time: unlocking the doors of education in higher education." e-TUT, 2012. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000649.
Full textAbstract:
Installation speech by the Vice-Chancellor and Principal designate of Tshwane University of Technology, Prof Nthabiseng Ogude, on 22 November 2012.<br>Inauguration speech by the Vice-Chancellor and Principal designate of Tshwane University of Technology, Prof Nthabiseng Ogude, on 22 November 2012 in which she accepted responsibility of Vice-Chancellor and Principal of Tshwane University of Technology
38
Gieser, James D. "How international students navigate the social and academic practices of a South African university." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/11909.
Full textAbstract:
Includes bibliographical references (leaves 68-75).<br>The aim of this thesis is to qualitatively explore how international students navigated the social and academic practices of a South African university. A sample of thirteen students was selected from the Humanities faculty at the University of Cape Town, each of whom was a visiting student for either one semester or a full academic year. Participants volunteered for one-hour, face-to-face interviews which were tape-recorded for later analysis. The interviews were semi-structured, as the author hoped to elicit particular critical moments in the student's study-abroad journey. Two groups of students were sought for purposes of validation and comparison: Group 1 consisted of nine American students; Group 2 consisted of four students from other countries. The focus, however, was primarily upon the experiences of the students from the U.S. The theoretical framework for the study was drawn from the work of social theorists James Gee and Pierre Bourdieu. Their interest in the differential distribution of power in the social world - particularly within academia - and in how the individual gains or loses power as s/he moves in that world provided helpful frames for exploring how international students negotiated often unfamiliar contexts encountered while studying abroad. To operationalize the theoretical framework, Anthony Giddens' concept of "fateful moments" was utilized. Following other researchers, the concept was altered to "critical moments." Critical moments are moments in a subject's narrative which cause disjunctures to arise in the life journey; they are moments of crisis which demand navigational choices to be made. In analysis of the data, these moments were located either by the interviewee's identification or the author's interpretation. In order to aid analysis practices were split into two domains: social and academic. Data was then clustered according to themes which arose in the interviews. In relation to social practices, common themes were related to "with whom to socialize" and to national and racial identities. American students in particular were deliberate in stating their intent to meet "local" students and to create distance from other Americans. Issues related to national and racial identity arose strongly across all of the interviews and influenced both their practices as well as those of "local" students. In relation to academic practices, themes related to academic support, academic expectations, and tacit academic procedures were predominant. When faced with unknown practices students often engaged in a compare-and-contrast activity, drawing upon known practices from their home institutions to serve as the standard by vhich ncv practiccs were judged. However, although splitting practices into two domains was helpful for analysis, students' practices often cut across them. For example, issues related to national and racial identity often occurred both in and out of the classroom. Based on the findings of this thesis as well as the literature, the author concludes with suggestions for future study-abroad programmes. Specifically, hc focuses upon the pre-orientation component of such programmes, suggesting that students may be more fully prepared to engage their study-abroad experience by being introduced to a particular perspective of the social world based on the social theories of Gee and Bourdieu.
39
de, Jager J., and G. Gbadamosi. "Specific remedy for specific problem: measuring service quality in South African higher education." Springer, 2009. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001436.
Full textAbstract:
Abstract
This study commences a process of developing a scale for the measurement of
service quality in higher education in South Africa and also examines the relationship
between the measures of service quality on the one hand and some other related variables
such as intention to leave the university, trust in management of the university and the
overall satisfaction with the university. Using structured questionnaires, survey data was
collected from students (n = 391) in two South African universities. Findings indicate that
the 52-item measure of service quality in higher education is a multidimensional construct
loading on 13 factors with a high reliability coefficient (0.93) and some construct validity.
Significant relationships were also found between service quality in HE and other study
variables—intention to leave university, trust in management of the university and overall
satisfaction with the university. Some further research directions were suggested and
policy implications of findings discussed.
40
Thondhlana, Gladman, and Dina Zoe Belluigi. "Group work as 'terrains of learning' for students in South African higher education." University of the Free State, 2014. http://hdl.handle.net/10962/67636.
Full textAbstract:
Publisher version<br>A common global perception of group work in the higher education context is that it has the potential to act as a platform which can enable student learning by means of interactions, shared diverse experiences, deep engagement with subject concepts and the achievement of tasks collaboratively. Indeed, in different socio-economic, historical and institutional contexts, group work activities have become levers by which deeper learning could be achieved. Drawing on perceptions and experiences of group work among environmental science students at a South African university, we investigate the ways in which group work could be more expansively viewed as 'terrains of learning' for students. The results in general indicate that students have positive perceptions and experiences of group work, though problematic elements are evident. This particular case study points to the attention that should be paid to understanding issues of background, ethnicity and various student personalities which could hinder or enable the desired student learning. Such an understanding could contribute to debates regarding the achievement of higher quality learning, given issues of diversity and transformation in the South African higher education context.
41
Ntshuntshe-Matshaya, Pateka Patricia. "Investigating the relevance of quality measurement indicators for South African higher education libraries." University of the Western Cape, 2021. http://hdl.handle.net/11394/8337.
Full textAbstract:
Philosophiae Doctor - PhD<br>This study investigates the relevance of quality measurement indicators at higher education libraries for faculty academics, librarians, and students. The study followed a mixed-method design with a mixture of quantitative and qualitative data collection. Faculty academics, librarians and students ranked the existing quality measurement indicators for South African higher education libraries.
The findings revealed that for library quality measures to meet the needs of faculty academics, librarians, and students, the resources must be accessible both physically and virtually, and staff should be accountable and willing to offer services responsive to the users' needs and expectations of a safe, secure, and comfortable library space, be it physical or virtual. The qualitative data highlighted the importance of adequate resources and the adoption of new developments as measures for quality.
Quality measurement indicators must include elements such as adequate funding; relevant resources aligned with teaching and learning programmes; programmes that are integrated into teaching plans; effective supplier collaboration with respect to the process of acquiring relevant learning materials; effective student training; communication of the value of library services and alignment with the student learning outcomes; research support in a digital environment with e-tools and website navigability; research data management; and open access, which is a prominent role of the library. Based on the data, there was a quality measure (process) that was commendable even though it did not form part of the existing quality measures nor a service whose relevance was assessed. The separation of undergraduate and postgraduate learning spaces was amongst those services that ranked quite high from the students' responses (qualitative data). Even though there were differences emphasized on each indicator by either faculty academics or students, there were also discrepancies in the interpretation of what each quality indicator means to each study population group. As the study of this nature has recommendations and gaps identified in terms of research findings, it is quite important to record that there was a series of gaps that were identified in terms of library expectations and perceptions. These gaps were suggested as part of further research that must be conducted to fill the void in terms of library users’ voices in the development of higher education library measurement indicators.
42
Warner, Nan. "Impact of a partnership programme of African universities: A study of the perceptions of a group of white South African academics of their learning experiences." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
Full textAbstract:
This research project was an in-depth case study, an investigation of a small sample of white South African male academics from the University of Cape Town who were part of the USHEPiA (University Science, Humanities, and Engineering Partnerships in Africa) initiative. The project investigated these University of Cape Town academics experiences and perceptions of another African country and university, and considered the effect that this might have had on the academic's own life.
43
Lawton-Misra, Nita. "Crisis leadership at South African universities: An exploration of the effectiveness of the strategies and responses of university leadership teams to the #FeesMustFall (#FMF) protests at South African universities in 2015 and 2016." University of the Western Cape, 2019. http://hdl.handle.net/11394/7096.
Full textAbstract:
Doctor Educationis<br>The #FeesMustFall (#FMF) movement which began in 2015 and continued in 2016 was
initially a call for free tuition, but soon grew to include substantial academic demands,
quickly spiralling into violence and destruction of property. This required university leaders
to step into roles for which they were largely untrained and inexperienced –– even for those
who were once among the ranks of the protesting students. Neither the operational
systems nor the personnel had ever conceived of or anticipated such an unprecedented
revolt, and the leadership had to summon all their intuition and acumen to navigate,
deciding whether to merely defend their institutions or to concede to students’ demands.
Did they manage the moment or lead it, and did they steel their institutions against similar
future confrontations?
This study used an interpretative phenomenological analysis (IPA) approach to answer the
primary research question, and to understand the lived experiences of the participants,
which aligned with the interpretive paradigm. Leadership theories and chaos and complexity
theories were employed and provided the lens through which the data was collected and
analysed. Semi-structured interviews were used as data collection methods with 29
participants. University leaders and staff who did not belong to the leadership band of
universities, from six universities participated in the study. The findings revealed that South
African university leaders are not adequately trained to lead during crises, and that
leadership-enhancement programmes need to be developed to include this component in
the training of future leaders for the higher education sector. It further revealed that the
Department of Higher Education and Training should take a proactive role in training and
supporting university leaders, as well as developing a national communication strategy.
This research makes a contribution towards crisis leadership in the South African higher
education sector by providing insights for both university leaders as well as the Ministry of
Higher Education and Training, as well as proposing a model of crisis leadership.
44
Tait, Edward. "The implementation of an institutional language policy in a multilingual South African higher education society." Thesis, Bloemfontein : Central University of Technology, Free State, 2007. http://hdl.handle.net/11462/108.
Full textAbstract:
Thesis (M. Tech.) -- Central University of Technology, Free State, 2007<br>The purpose of the study is to show, as so aptly put by Bamgbose (1996:111) that, given the ‘inheritance situation’ and the colonial legacy that continue to dominate education policies and practices in Africa, language policies are essentially characterised by the following features: avoidance, vagueness, arbitrariness, fluctuation, and declaration without implementation. The South African government has declared eleven languages as official to replace the former apartheid legislation which privileged English and Afrikaans as the sole languages of the country. The post apartheid eleven official language policy has been described by Bamgbose (1996 111) as, ‘the new enlightened South African language policy on languages,’ ‘a very progressive policy’ and ‘Africa’s best ticket’. The major concern raised was whether the language policy could be implemented. An attempt will be made to undertake a critical review of language planning under a democratic dispensation.
45
Mawonga, Sisonke. "Bilingual teaching practices in South African higher education : making a case for terminology planning." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017894.
Full textAbstract:
When the apartheid government was in power universities in South Africa were segregated according to a race and language. After apartheid, the democratic government came into power and its vision was abolition of segregation. There was also equal and equity of access to public institutions which were set aside for certain people to have access to. Access to universities was equalized and students with different racial, social, cultural and linguistic backgrounds were allowed access to universities which they used not to have access to before. The students‟ access to all universities led to diversity within these institutions. Even though this was the case, there were no changes in the system prevalent during apartheid. English, for example, continued to be the language of learning and teaching (LoLT) while the numbers of students who speak languages other than English (LOTE) as home languages was also increasing. The Constitution of South Africa (Section 6, Act 108 of 1996) acknowledges the previous marginalization of indigenous languages in the country and encourages the development and use of these languages as official languages. The right of access to educational institutions, and accessing education in one‟s language, if that language is one of the official languages, is also encouraged by the Constitution. There are other supporting legislative documents such as the Languages Bill (2011), the Higher Education Act (1997) and the national Language Policy for Higher Education (LPHE) (2002) that support multilingualism, the equal promotion of the official languages as well as use of multiple languages in higher education institutions (HEIs) to support learning. The above mentioned policies and legislations may exist to ensure equality and equity, and even though HEIs have become heterogonous, that does not guarantee that the students enrolled in these institutions have equal access to knowledge offered by the HEIs in SA. This research uses the theories of languages and conceptualization; language and learning as well as language planning to show that the students‟ first languages in learning can assist to facilitate cognition. Terminology development, as part of corpus planning which is the body of language planning is introduced in this study in the form of bilingual glossaries as an intervention especially for students‟ whose mother tongue is not English as language used for learning at university for different disciplines tend to be abstract. The data for this research was collected from the 2014 first year students registered in the Extended Studies Unit (ESU) in the Humanities Faculty at Rhodes University. Research methods such as questionnaires, participant observations, interviews as well as content analysis were used to collect the data. These methods were used to look at the students‟ use and perceptions of bilingual glossaries as additional resource materials which can assist them in learning. A Political Philosophy I module offered by the Political Science department was used for this research. This thesis presents a model which can be used for the development of bilingual glossaries in order to facilitate learning. The thesis recommends the use of corpus extraction tools such as WordSmith Tools (WST) that can be used to generate and extract terms and illustrates the use of this tool by extracting terms from an English Political Philosophy textbook. These terms are defined and these are then translated into isiXhosa to provide a sample of the bilingual glossary. This glossary has been designed to illustrate how the bi/multilingual glossaries with terms and definitions can be developed in order for use by students to facilitate learning them. The study also presents a terminology list which consists of Political Philosophy terms that have been generated during the corpus extraction process. It is recommended that further research looks into the development of bi/multilingual glossaries using the suggested model so that the students who are speakers of LOTE can also be able to understand abstract terms which are used at university
46
Johl, Christian Peter. "A value framework for information and communication technology governance in South African higher education institutions." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020281.
Full textAbstract:
The public higher education sector in South Africa is governed by an act of Parliament which defines the governance organs and mechanisms required within institutions and the sector. This doctoral thesis begins by contextualising ICT governance within the levels of systemic governance in South Africa that have relevance to this study. It then continues by advancing the understanding of the state of Information and Communication Technology (ICT) governance in public higher education institutions in South Africa by investigating the level of pervasiveness, the level of ICT process maturity and the alignment of ICT to the institutional processes within these institutions. Subsequently, this thesis results in the production of a contextually appropriate value framework that contributes towards an understanding of the need for the improvement of ICT governance. A survey of the extant literature on governance, ICT governance, and the frameworks and standards associated with governance indicates that the methodological approach currently favoured in ICT governance research is predominantly interpretive and based on surveys and interviews. This study leans towards a Design Science approach paradigm using surveys for the qualitative data collection process. The empirical research data was gathered from the highest ranking ICT officers at public higher education institutions in South Africa. This study makes contributions on a number of levels – from the first known measurement of ICT pervasiveness within the context of higher education, to the measurement of ICT process maturity and the measurement of the alignment of ICT and institutional processes, to the design of a value framework that breaks down governance into layers indicating which governance organs are appropriate at the relevant layers and which governance mechanisms can be used to address governance at each layer of governance. This study therefore makes a contribution to the ICT domain for development research by demonstrating praxis for the improvement of ICT governance implementation in the public higher education sector in South Africa. This study makes both method design and practical contributions to the ICT body of knowledge at various stages of the research process. These contributions include reflection on and analysis of the data gathering approaches that occur within the public higher education sector and in the complex environment of institutional autonomy and academic freedom; the use of Agency Theory to support the ‗governance intent‘ transfer between the layers of governance in the value framework and the synthesis of the improvement of ICT governance with value creation. The findings of this study further contribute to an understanding of the dynamics and interrelatedness of aspects of governance and management, while making a contribution to theoretical research by extending practical and empirical understanding of the ICT governance environment in the public higher education sector in South Africa.
47
Louw, I., and Zuber-Skeritt. "Reflecting on a leadership development programme: a case study in South African higher education." Perspectives in Education, 2009. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001715.
Full textAbstract:
Leadership development in higher education is of vital importance to South Africa’s future. We
present a case study that focuses on a leadership development programme (LDP) through action
learning and action research (ALAR) for women academics in South Africa during 2000 and 2001.
It identifies the effects of the LDP on participants five years after the programme. The evaluation
process encouraged participants to reflect on their own learning, research growth and leadership
capabilities, and on how they may further develop their practice and career. Reflecting on this
evaluation, we have conceptualized the results and developed process models of leadership deve
lopment through action research. These models may be used as a framework for designing,
conducting and evaluating leadership or other professional development programmes in higher
education.
48
Barkhuizen, Emmerentia Nicolene. "Work wellness of academic staff in South African higher education institutions / Emmerentia Nicolene Barkhuizen." Thesis, North-West University, 2005. http://hdl.handle.net/10394/713.
Full textAbstract:
Academia is a demanding profession, as evidenced by a body of research that documents the
debilitating impact of occupational stress and burnout on the personal and professional
welfare of academics. In particular, high levels of these pathological phenomena, left
unchecked, undermine the quality, productivity and creativity of the academics' work in
addition to their health, well-being and morale. Despite these indicators of "weaknesses" and
"malfunctioning", academics know that there is times that they operate in a "milieu" of work
- there is an intense focus and pleasurable emotions, accompanied by high levels of
enthusiasm. Especially, with the upcoming positive paradigm in Occupational Health
Psychology, "positive" trends such as work engagement, optimism, organisational
commitment and life satisfaction are also commonplace among academics. The first step in
the enhancement of work wellness is the successful diagnosis of stress, burnout and work
engagement. However, to measure these constructs, it is important to use reliable and valid
instruments, and at the same time, take into account the cultural diversity in a multicultural
setting such as South Africa. Clearly then, an assessment of this type should be concerned
with the issue of construct equivalency. Furthermore, little information exists regarding the
causes and effects of occupational stress, burnout and work engagement of academics in
South Africa.
The general aim of this study was to standardise an adapted version of the Maslach Burnout
Inventory-General Survey (MBI-GS) and the Utrecht Work Engagement Scale (UWES) for
academics in South African higher education institutions, to determine their levels of
occupational stress, organisational commitment and ill-health, and to test a structural model
of work wellness for South African academics.
A cross-sectional survey design was used, with stratified random samples (N = 595) taken of
academics in six South African universities. The Maslach Burnout Inventory - General
Survey, Utrecht Work Engagement Scale, Job Characteristics Inventory, the Health and
Organisational Commitment subscales of the ASSET, The Life Orientation Test and
Satisfaction with Life Scale were administered. Cronbach alpha coefficients, exploratory
factor analysis, Pearson correlations, multivariate analysis of variance (MANOVA), one-way
analysis of variance (ANOVA), t-tests and multiple regression analysis were used to analyse
the data. Structural equation modelling was used to test a structural model of work wellness.
Exploratory factor analysis with target rotations resulted in a three-factor model of burnout,
consisting of Exhaustion, Mental Distance and Professional Efficacy. The scales showed
acceptable internal consistencies and construct equivalence for two language groups.
Practically significant differences were found in the burnout levels of academics with regard
to their age, marital status and working hours.
Exploratory factor analysis with target rotations resulted in a two-factor model of work
engagement, consisting of Vigour/Dedication and Absorption. The scales showed acceptable
construct equivalence for two language groups (Afrikaans and English). One scale, namely
Vigour/Dedication showed acceptable internal consistency. Practically significant differences
were found between the work engagement of academics with different job levels and
qualifications.
Compared to the normative data, academics reported significantly high levels of stress
relating to pay and benefits, overload and work-life balance. Academics also reported high
levels of psychological ill-health, but experienced high levels of commitment both from and
towards their organisation. Organisational commitment did not moderate the effects of
occupational stress on ill-health. Analysis of variance revealed differences between the levels
of occupational stress and ill-health of demographic groups.
Regarding a model of work wellness, the results showed that job demands contributed to
burnout, while job resources contributed to work wellness (low burnout and high work
engagement). Burnout mediated the relationship between job demands and ill-health; work
wellness mediated the relationship between job resources and organisational commitment.
Dispositional optimism moderated the effects of a lack of job resources on work engagement.
Work wellness and health contributed to life satisfaction.
Recommendations for future research were made.<br>Thesis (Ph.D. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2005.
49
Fouché, Jacobus Paulu. "Programme development for first year accounting in South African higher education / Jacobus Paulus Fouché." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1132.
Full textAbstract:
There are various factors that accounting educators should consider when involved in
accounting education. These include:
A continuous changing business environment;
A new generation of learners studying at universities;
A lack of skills among learners;
Accounting educators resisting changes in accounting education; and
The requirements for continuing professional education.
From the literature it seems that much research has been done in the field of accounting
education, but that it did not find practical application in the classroom. It is therefore necessary
to think creatively in order to find practical solutions for the challenges facing both lecturers and
facilitators.
In the study the following elements of the teaching-learning environment were identified:
Learners;
The lecturer/facilitator;
The milieu;
The subject content (including technical content and competencies); and the
Teaching methodology.
Each of these elements were investigated during the research in order to identify factors from
literature that could be included in an improved teaching plan. As part of the plan (methodology)
a board game "Commercium™" was developed to meet the requirements of the teaching-learning
environment.
The board game was evaluated by first year learners at the Potchefstroom Campus of the
North-West University. The evaluation proved to be very positive. The learners indicated that
technical skills, understanding of the roles of the accountant, soft skills as well as knowledge of
the subject content improved as a result. What should especially be noted is their positive
reaction due to the fact that the game simulated the business environment and linked theory to
practice. They also enjoyed the social and group work aspects of the assignment. The learners
further had a general positive attitude towards the game. The highest evaluated positive
experiences were described as good, exciting and fresh. On the negative side words such as
unhappy, uncomfortable and tensed were recorded. The learners were thus required to move
outside their comfort zones.
Learners were also required to summarise the project in one word. Two thirds of the remarks
were positive, with the number one remark being the word "interesting". The largest negative
comment was that the project was confusing at the start. This could, however, be addressed in
future projects.
In conclusion it can thus be said the Commercium™ game meets the requirements of an
effective teaching-learning environment by providing an effective teaching methodology.
Lecturers now have an empirically proven effective teaching tool for introductory accounting,
based on research of the requirements of the teaching-learning environment.<br>Thesis (Ph.D. (Accounting))--North-West University, Potchefstroom Campus, 2007.
50
Diedericks, Rita. "Students' perceptions of service quality at two South African higher education institutions / Rita Diedericks." Thesis, North-West University, 2012. http://hdl.handle.net/10394/10280.
Full textAbstract:
South African higher education institutions are facing increasing competition from both local and global competitors. This increasing competitive pressure has forced them to become aware of the importance of building and sustaining a suitable competitive advantage. Adding to this, South Africa’s economy, together with the world economies, has witnessed changing circumstances in relation to consumers’ needs, tastes and preferences. In this light, service quality has been recognised as a means to meet these challenges. As service industries play an important role in many economies around the world, the significance of providing an adequate level of service quality has emerged. Higher education institutions too are now being called upon to account for the quality of the services they provide. As service quality is a key strategic issue and a pervasive strategic force, the methods deployed in measuring service quality is of concern. Traditionally, higher education institutions used measures to account for the academic standards they provide, together with accreditation and performance indicators of teaching and research. However, from the viewpoint of their primary consumers, higher education institutions need to put measures in place to account for their students’ perceptions of service quality as well. Higher education institutions need to concentrate their attention on what the students feel is important in delivering the service. In measuring service quality from the perspective of the students, higher education institutions will be able to improve their service delivery processes, which will help to create consumer loyalty and, in the long-term, build a competitive advantage. The primary objective of this study was to provide a comparative view on the undergraduate students’ perceptions of the service quality delivered by two South African higher education institutions. The study comprised a literature review and an empirical study, and a descriptive research design was employed. The literature review focused on service quality. The literature review did not focus specifically on examining service quality from higher education institutions perspective but rather looked at service quality from the perspective of general service industries. In addition, in order to shape the literature on service quality, an introduction to services and services marketing was provided. Within the empirical portion of this study, quantitative research was applied using the survey method. Two South African higher education institutions formed the two sample groups in this study. A self-administered questionnaire was administered on the relevant first-, second- and third- year business and marketing management students of each sample’s respective faculties.
The findings obtained from the main survey questionnaire are discussed in order to provide insights as to how students’ evaluate the service delivery of higher education institutions. Given the limitations and scope of the study, a balanced view of the two sample groups is provided in that the sample groups were split representatively. The recommendations provided in this study provide guidelines regarding the possible ways in which higher education institutions can market themselves in order to build a sustainable competitive advantage.<br>MCom, North-West University, Vaal Triangle Campus, 2012