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Journal articles on the topic "Universities and colleges south africa mergers"
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Morgan, Eric J. "The World Is Watching: Polaroid and South Africa." Enterprise & Society 7, no. 3 (September 2006): 520–49. http://dx.doi.org/10.1017/s1467222700004390.
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This article examines the Polaroid Corporation’s “experiment” in South Africa during the 1970s, which began after African American workers pressured the company to pull its operations out of South Africa in protest of the white minority government’s apartheid policies. It argues that Polaroid’s initiatives, little studied until now, led other American companies to question their presence in South Africa and inspired both student divestment movements at Harvard and other colleges and universities and the efforts of Leon Sullivan, whose 1977 “Sullivan Principles” urged American companies to treat their workers in South Africa as they would treat their counterparts in the United States in an effort to battle racism and apartheid. Despite Polaroid’s efforts, engagement with South Africa and apartheid proved futile, which initiated a larger movement to completely disengage from South Africa.
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van der Bijl, Andre, and Adele Ebrahim. "Centres of Excellence in the Context of Further Education and Training in South Africa." Industry and Higher Education 26, no. 1 (February 2012): 53–62. http://dx.doi.org/10.5367/ihe.2012.0080.
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Since 1994 South African further education and training (FET) has undergone significant and fundamental changes. These changes include the transfer of colleges between state departments, curriculum revision, forced mergers and a shift in the student population. As a result of the growing interest in, and funding of, vocationally aligned education, education and training excellence models have permeated into the management portfolio of South Africa's FET. FET colleges (FETCs) have been faced with the emerging excellence discourses in the higher education and business sectors, as well as funding and accreditation linked motivators. How FETC managers have chosen to incorporate, or not to incorporate, centres of excellence (CoEs) into their organizational structures indicates both the difference in the application of CoE models to the sector compared with the higher education and business sectors and the way FETCs are managed in their volatile environment. This paper uses data initially gathered for a funded project aimed at identifying excellence indicators applicable to the FET sector, and a comparative content analysis of related publications and telephone interviews with senior staff responsible for innovation. The authors argue that higher education or business excellence models cannot be applied to the further education and training college environment; models need to be adapted to suit this specific type of environment.
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Wolhuter, C. C., J. L. Van der Walt, and F. J. Potgieter. "THE CASE FOR AN ADAPTED COMMUNITY COLLEGE MODEL FOR SOUTH AFRICA TO ADDRESS THE PROBLEM OF NEETS." Progressio: South African Journal for Open and Distance Learning Practice 37, no. 2 (November 9, 2015): 115–28. http://dx.doi.org/10.25159/0256-8853/596.
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A serious problem in South Africa is the existence of 2.8 million people we can refer to as NEETs. This term refers to youths between the ages of 18 and 24 years who are neither in employment nor in education or training in South Africa (Cloete and Butler-Adams 2012). This article argues for the institution of community colleges to fill the niche between colleges for further education and training and universities. This niche represents a model of higher education that has already internationally proven its value for steering NEETs into worthwhile careers. After a conceptual clarification of the term ‘Community College’ and an overview of its track record, it is argued that the South African context dictates for the model to be adapted in two ways. Firstly: a South African community college should fully utilise ICT (Information and Communication Technology) and offer education of a blended type. Secondly, as a result of this, the concept of ‘community’ needs to be redefined more broadly than has traditionally been the case with community colleges abroad.
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Mouton, Nelda, G. P. Louw, and G. L. Strydom. "Restructuring And Mergers Of The South African Post-Apartheid Tertiary System (1994-2011): A Critical Analysis." International Business & Economics Research Journal (IBER) 12, no. 2 (January 31, 2013): 151. http://dx.doi.org/10.19030/iber.v12i2.7628.
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Socio-economic and vocational needs of communities, governments and individuals change over the years and these discourses served as a compass for restructuring of higher institutions in South Africa from 1994. Before 1994, the claim to legitimacy for government policies in higher education rested on meeting primarily the interests of the white minority. From 1996 onwards, the newly established government considered education a major vehicle of societal transformation. The main objective had been to focus on reducing inequality and fostering internationalisation. Therefore, the rationale for the restructuring of South African universities included a shift from science systems to global science networks. Various challenges are associated with restructuring and include access, diversity, equity and equality. Thus, the restructuring and mergers between former technikons and traditional universities were probably the most difficult to achieve in terms of establishing a common academic platform, as transitional conditions also had to be taken into account and had a twin logic: It was not only the legacy of apartheid that had to be overcome but the incorporation of South Africa into the globalised world was equally important as globalisation transforms the economic, political, social and environmental dimensions of countries and their place in the world. Initially, the post-apartheid higher education transformation started with the founding policy document on higher education, the Report of the National Commission on Higher Education and this report laid the foundation for the 1997 Education White Paper 3 on Higher Education in which a transformed higher education system is described. Restructuring and mergers also had a far-reaching impact, positive and negative, on the various tertiary institutions. This article also reflects on the impact of restructuring and mergers of higher education and reaches the conclusion that higher education faces many more challenges than initially anticipated prior to transformation.
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Mouton, Nelda, G. P. Louw, and G. L. Strydom. "Restructuring And Mergers Of The South African Post-Apartheid Tertiary System (1994-2011): A Critical Analysis." Journal of International Education Research (JIER) 9, no. 2 (March 27, 2013): 127–44. http://dx.doi.org/10.19030/jier.v9i2.7718.
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Socio-economic and vocational needs of communities, governments and individuals change over the years and these discourses served as a compass for restructuring of higher institutions in South Africa from 1994. Before 1994, the claim to legitimacy for government policies in higher education rested on meeting primarily the interests of the white minority. From 1996 onwards, the newly established government considered education a major vehicle of societal transformation. The main objective had been to focus on reducing inequality and fostering internationalisation. Therefore, the rationale for the restructuring of South African universities included a shift from science systems to global science networks. Various challenges are associated with restructuring and include access, diversity, equity and equality. Thus, the restructuring and mergers between former technikons and traditional universities were probably the most difficult to achieve in terms of establishing a common academic platform, as transitional conditions also had to be taken into account and had a twin logic: It was not only the legacy of apartheid that had to be overcome but the incorporation of South Africa into the globalised world was equally important as globalisation transforms the economic, political, social and environmental dimensions of countries and their place in the world. Initially, the post-apartheid higher education transformation started with the founding policy document on higher education, the Report of the National Commission on Higher Education and this report laid the foundation for the 1997 Education White Paper 3 on Higher Education in which a transformed higher education system is described. Restructuring and mergers also had a far-reaching impact, positive and negative, on the various tertiary institutions. This article also reflects on the impact of restructuring and mergers of higher education and reaches the conclusion that higher education faces many more challenges than initially anticipated prior to transformation.
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Penceliah, Soobramoney, Samkele V.M. Konyana, and Mandusha Maharaj. "The choice of public universities in a restructured and transforming Higher Education landscape: a student perspective." Problems and Perspectives in Management 14, no. 3 (September 6, 2016): 276–82. http://dx.doi.org/10.21511/ppm.14(3-1).2016.14.
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The central tenet of the new Constitution of South Africa is to create equal and socially just economic order. This resulted in the higher education sector being restructured through incorporations and mergers. The limited financial resources, forces universities to evaluate and review their marketing strategies in order to attract suitably prepared and qualified students. The universities have not fully explored the role played by choice factors in influencing the students’ decision of enrolling at a particular university. The purpose of this study is to identify the factors that may influence students in their choice of selecting a public university in the Tshwane Metropolitan Region, South Africa. An empirical study was conducted amongst first year students at two public universities in the Tshwane Metropolitan Region, Pretoria. The study design was quantitative in nature, using a descriptive technique, cross sectional and collected data through the application of a non-probability sampling being utilized to obtain data from a sample of 216 respondents. The results of this study suggest that South African education landscape has evolved towards a market-orientated system in which Higher Education Institutions operate as businesses with marketing challenges. The results provide HEIs a guide to identify the key factors that influence students in the selection of a university in a developing country. University management should take cognizance of the gaps and position the university as an institution of first choice in South Africa. Keywords: demographics, choice factors, universities, higher education institutions (HEIs). JEL Classification: M31, L14, L31
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Kraak, André. "The shift to tertiary technical and vocational education and training and the demise of South Africa’s former ‘technikon’ system." Journal of Vocational, Adult and Continuing Education and Training 1, no. 1 (November 13, 2018): 13. http://dx.doi.org/10.14426/jovacet.v1i1.11.
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Post-school systems of education and training have changed dramatically across the globe, including in South Africa, over the past two decades. It is ironic, however, that as many countries chose to renew and grow ‘polytechnic-type’ post-school education and training subsystems, South Africa (together with other countries from the Anglo-Saxon world) chose to reduce their role, largely through institutional mergers and processes of academic drift. Much of this difference in approach is path-dependent, shaped by the specific histories of capitalist evolution in each country. However, it also has to do with the faulty policy logic which has guided these changes over the past two decades. This article investigates the rise in significance of tertiary technical and vocational education and training (TVET) through brief case studies of two countries in Central and Northern Europe where the polytechnic sector has been expanded, not reduced. The discussion then shifts to South Africa, where graduation outcomes (in percentage terms) in the universities of technology have remained flat for more than two decades. The shift from secondary to tertiary TVET requires a significant expansion of enrolments and graduations in key applied technology fields, not the stasis we are seeing in South African universities of technology.
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Alabi, Micheal Omotayo, Deon De Beer, and Harry Wichers. "Applications of additive manufacturing at selected South African universities: promoting additive manufacturing education." Rapid Prototyping Journal 25, no. 4 (May 13, 2019): 752–64. http://dx.doi.org/10.1108/rpj-08-2018-0216.
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Purpose This paper aims to provide a comprehensive overview of the recent applications of additive manufacturing (AM) research and activities within selected universities in the Republic of South Africa (SA). Design/methodology/approach The paper is a general review of AM education, research and development effort within selected South African universities. The paper begins by looking at several support programmes and investments in AM technologies by the South African Department of Science and Technology (DST). The paper presents South Africa’s AM journey to date and recent global development in AM education. Next, the paper reviews the recent research activities on AM at four selected South African universities, South Africa AM roadmap and South African AM strategy. The future prospects of AM education and research are then evaluated through a SWOT analysis. Finally, the paper looks at the sustainability of AM from an education perspective. Findings The main lessons that have been learnt from South African AM research activities within selected universities are as follows: AM research activities at South African universities serve as a platform to promote AM education, and several support programmes and investments from South Africa’s DST have greatly enhanced the growth of AM across different sectors, such as medical, manufacturing, industrial design, tooling, jewellery and education. The government support has also assisted in the actualisation of the “Aeroswift” project, the world’s largest and fastest state-of-the-art AM machine that can 3D print metal parts. The AM research activities within South Africa’s universities have shown that it is not too late for developing countries to start and embrace AM technologies both in academia and industry. Based on a SWOT analysis, the future prospects of AM technology in SA are bright. Practical implications Researchers/readers from different backgrounds such as academic, industrial and governmental will be able to learn important lessons from SA’s AM journey and the success of SA’s AM researchers/practitioners. This paper will allow the major investors in AM technologies and business to see great opportunities to invest in AM education and research at all educational levels (i.e. high schools, colleges and universities) in South Africa. Originality/value The authors believe that the progress of AM education and research activities within SA’s universities show good practice and achievement over the years in both the applications of AM and the South African AM strategy introduced to promote AM research and the educational aspect of the technologies.
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Lake, Rebecca S. "How College/University Presidents around the World Make Decisions." Research in Comparative and International Education 1, no. 1 (March 2006): 109–19. http://dx.doi.org/10.2304/rcie.2006.1.1.9.
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The world is rapidly changing into a different kind of world where the wealth of a nation is defined by the educational level of its people. Higher education institutions throughout the world provide the means to meet today's information and knowledge requirements dictated by the ever-fluid global marketplace. Colleges and universities offer courses and programmes allowing nations to reap the benefits of an educated workforce and compete globally. College/university presidents by their position wield great power and authority to direct their respective institutions. Decisions made by presidents of colleges/universities have significant consequences on complex transnational tertiary education issues. If college/university presidents around the world are expected to make similar types of decisions to foster a borderless transnational tertiary education system, then it is important to know more about the substance of their work and how they make administrative and fiscal management decisions. The purpose of this global study was to identify ‘pre-choice’ factors employed by presidents of higher education institutions around the world when making decisions. Seven college/university presidents, one participant on each continent (North America, South America, Africa, Asia, Australia and Europe, with an island representative as a substitute for Antarctica) was selected to accommodate global distribution.
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Dirkse van Schalkwyk, Riaan, and Louis P. Krüger. "The potential financial impact and influence of black economic empowerment (BEE) on private higher education institutions in South Africa: management alert." Problems and Perspectives in Management 17, no. 3 (July 25, 2019): 45–56. http://dx.doi.org/10.21511/ppm.17(3).2019.04.
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Education is considered an important pillar of economic development and a vital factor for nation building in post-1994 South Africa. Higher education (HE) is offered by government-subsidized universities and colleges, while there has been an increase in the number of private higher education institutions (PHEIs), which offer more expensive, unsubsidized tertiary education. While all state bodies and public entities are required to apply the provisions of the Broad-Based Black Economic Empowerment (B-BBEE) Act, this is not (yet) seemingly a requirement for PHEIs. This study used an adapted version of the “5 Star” research methodology to explore the potential financial impact and influence of the African National Congress’s (ANC’s) black economic empowerment (BEE) policy on PHEIs. The research shows that the BEE policy has the potential to financially impact and influence most of the components of the total quality service (TQS) framework for PHEIs in terms of preferential procurement from suppliers, company ownership, appointment of executive, middle and junior managers, employment of academic and administrative staff, and throughput of black student graduates. Management at PHEIs should be alerted to the fact that it is probably not merely a matter of IF, but rather WHEN the policy will start impacting on the financial stability and viability of PHEIs as BEE compliance becomes mandatory.
Dissertations / Theses on the topic "Universities and colleges south africa mergers"
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Vanqa, Thembelani McDonald. "An analysis of the change management process with specific references to mergers." Thesis, Nelson Mandela Metropolitan University, 2006. http://hdl.handle.net/10948/1065.
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This study was intended to provide an analysis of the merger process of the Port Elizabeth Technikon on the basis change management models available according to theory. Before this discussion could ensue, it became necessary that the concept of change management be defined in detail so as to create a common basis of understanding in dealing with the change management models. There are various models that considered for discussion, namely the Lewin’s change model, the Hayes and Hyde’s change model, the Cummings and Worley’s change model and the Anderson and Anderson’s change process model. It was established that all available change models were based on the works of the Lewin’s change model. It was the Anderson and Anderson model that was found to more comprehensive in term of the various consideration it brought forward to the change manager or changing organization for consideration. Following the discussion on change models, a discussion of the research methodologies available followed. A survey methodology was decided to be appropriate for this study. An e-mail postal survey was decided as the appropriate process. The beauty of the e-mail postal survey was that it combined the benefits of personal and postal surveys. The Anderson and Anderson change model was used as a basis for devising questions in the questionnaire. The empirical study revealed that communication, consultation and resistance to change were not dealt with appropriately and as such staff morale had been greatly sacrificed. Be that as it may, it suffices to say that there is still chance to make things right. Top management needs to strengthen communication, consultation and feedback mechanisms. Secondly top management needs to establish a training and coaching program and a system for identifying and rewarding best performance. Opportunities for celebrating short-term victories should not be passed on since these enhance a sense of success and victory. The organization also needs to develop a system for harnessing new learning that will inform new ways of doing things which will become the cornerstone of the new culture.
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Stofile, Regina Ntongolozi. "Improving the strategic management of employee job performance and organisational commitment at merged higher education institutions in South Africa." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/d1018798.
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In reaction to intense global competition and increased customer demands, business firms are continuously engaged in activities to increase the effectiveness of their businesses. To be effective business firms must reduce costs, improve the quality of their products and respond quickly to the new opportunities in the market place. These activities often require the restructuring of such businesses. The restructuring of businesses often takes the form of strategic alliances, outsourcing, vertical integration, mergers or acquisitions. It is not only businesses that undergo restructuring, but recently also higher education institutions. The South African higher education system has undergone a complex restructuring process of merging universities, technikons, colleges and technical schools. This transformation of higher education in South Africa has been regulated by the Higher Education Act (101 of 1997). This restructuring took form of mergers between technikons and universities to form new higher education institutions and has been directed at correcting past educational discrimination and at ensuring equal opportunities for higher education. High levels of negativity, demoralization, demotivation and disempowerment due to higher-education restructuring have been reported, not only in South Africa, but also in other countries. Despite the above-mentioned problems identified in the restructuring of higher education world-wide, a lack of quantitative research appears to exist on the human dimension involved in the process. The main objective of the study is to improve the strategic management of the post-merger process at higher education institutions in South Africa by investigating what influence the present restructuring process exerts on the motivation, organisational commitment and job performance of their staff. The sample consisted of three hundred and twenty-nine (329) staff members from the three merged universities in South Africa. The empirical results revealed the following: To improve the strategic management of the post-merger process at universities, management needs to focus on the managing of organisational commitment, as it is the strongest determinant of the employees’ performance intent; To manage organisation commitment, management must manage especially the employees’ identification with the organisational culture of the new institutions; after organisational commitment, management must focus on employee motivation which includes increasing the employees’ satisfaction with their remuneration packages, their peer relations and their growth factors; and, To manage the employees’ identification with the organisational culture of the new institutions, management must manage employees’ perceptions about increased student access, successes in merger goal achievement and fairness of workload dispensations. The main contribution of the study is the empirical support produced for elements which should be focused upon in strategy execution, namely the interplay among employee job performance, organizational commitment, organizational culture identification and motivational rewards. By doing so, the study provided the empirical foundation for a model that could be used to strategically manage the post-merger process at universities.
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Moses, Alvino George. "The strategic role of the Chief Information Officer during post-merger at institutions of higher learning: A CASE STUDY." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1361.
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Master of Technology: Information Technology
in the Faculty of Informatics and Design
at the Cape Peninsula University of Technology
2014Higher education institutions are considered mission central due to the amount of information processing. Consequently the demand for information provision had dramatically increased in modern times. Universities and other large organisations are immensely challenged to produce accurate information hence it is information centric environments with lots of dependencies. This particular study followed a qualitative approach which includes interviews to collect the data which will assist the researcher to understand the problems of information retrieving from the IS and the strategic role of the CIO in higher education. Thematic networks were used to analyse the data and a list of themes were identified.
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Ferreira, Renee. "The location decision of PE College after a merger." Thesis, Port Elizabeth Technikon, 2004. http://hdl.handle.net/10948/256.
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The Port Elizabeth College (PE College) was founded in January 2002 as a result of the merger between the three technical colleges in Port Elizabeth, namely, Russell Road, Bethelsdorp and Iqhayiya. Similar courses are offered in duplicated facilities, contrary to the sentiment of the legislation requiring the reduction of the number of technical colleges from 152 to 50. A further problem experienced by the management of PE College is that the Russell Road campus is so full that it is necessary to turn prospective students away, while the other campuses are under-utilised. The focus of this study is the evaluation of the location and coverage offered by the six PE College sites of delivery. The study examined the physical facilities of the PE College and investigated the requirements of staff and students, regarding their campuses of choice. The objectives were achieved through site visits to the six campuses, as well as a quantitative, structured, self-administered survey of all staff and students of the PE College in October 2003. The questions used in the survey were selected only after a literature review of location theory, which highlighted the factors to be considered in location decisions. Completed questionnaires were received from 1 256 student and 120 staff respondents. The empirical study showed that 13,2% of students and 9,2% of staff wished to study or work at a different campus. Sixty-eight percent of students who wanted to change campuses preferred to be based at the Russell Road campus, which is already full. As a result, this study has led to the recommendation that the PE College should use a product-based location strategy, where each campus specialises in a different field of study. Although this location strategy will not necessarily offer the greatest accessibility to students and staff, it will result in the least amount of duplication, and, therefore, reduced costs.
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Lombard, Christoffel Nicolaas. "The application of strategic merger principles in South African post-school institutions in the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50118.
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Thesis (MBA)--Stellenbosch University, 2004.ENGLISH ABSTRACT: The study has dealt with the application of strategic management principles in South-African post-school institutions in the Western Cape, starting with a comprehensive overview of the post- school sector in the Western Cape and the motivations for the mergers. A literature study reviewed recent merger experience in commerce and education both internationally and in the South African context from which a generic merger strategy was distilled. A measuring instrument was compiled, based on the generic merger strategy and applied to post-school and higher education institutions in the Western Cape. Responses were evaluated in terms of defined hypotheses. Respondents to the study indicated that merger best practice strategy was not followed in the Western Cape, that there were no significant differences between the experiences of the Higher Education Institutions (HEls) and Further Education and Training Colleges (FETs), that HEls do not take cognisance of the external environment whilst FETs do take cognisance of the external environment relating to competition, and that a generic merger strategy is viable when used in conjunction with consultants, sharing experiences with others and following an ad hoc approach.
AFRIKAANSE OPSOMMING: Die studie handel oor die toepassing van strategiese bestuursbeginsels in die Suid-Afrikaanse naskoolse instansies van die Wes-Kaap, beginnende met 'n omvattende oorsig van die na-skoolse sektor in die Wes-Kaap asook die motivering vir die samesmeltings. In 'n literatuurstudie is onlangse samesmeltings in beide die handels- en onderwyssektore, beide internasionaal en in die Suid-Afrikaanse konteks ondersoek waaruit 'n generiese samesmeltingstrategie ontwikkel is. 'n Meetinstrument is saamgestel uit die generiese samesmeltingsstrategie en aan responente in die na-skoolse en hoër onderwysinstansies in die Wes-Kaap' versprei. Response is be-oordeel aan die hand van gedefinieerde hipoteses. Respondente het aangedui dat beste praktyk samesmeltingstrategie nie in die Wes-Kaap gevolg is nie, dat daar geen beduidende verskille bestaan tussen die ervaring van Hoër Ondewys en Verdere Onderwys nie, dat Hoêr Onderwys nie ag slaan op die eksterne omgewing nie terwyl die Verdere Onderwys dit wel doen ten opsigte van kompetisie, en dat 'n generiese samesmeltingstrategie lewensvatbaar is so lank dit gebruik word in kombinasie met 'n konsultant, die uitruil van ervaring met ander en die volg van 'n ad hoc benadering.
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Morrison, Selwyn Hilary. "Factors influencing employee perceptions of a post-merger working environment." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1604.
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Higher Education in the late 1990’s experienced significant problems with capacity due to many black students applying to enter previously white institutions (Jansen, 2002:159). The main concern of the new ANC government was the status of historically black institutions. They were unstable due to the migration away from black to white universities and technikons. This reduced their financial status and viability. In addition, the anticipated huge increase in black enrolments in higher education had not materialised (Finweek Survey, February 2009). In order to overcome both of these problems, the then Minister of Education decided to press ahead with a merger programme aimed at reducing the number of higher education institutions from 36 to 21 (Jansen, 2002:6). The primary objective of this research is to investigate the factors that influence employee perceptions of a post-merger Working Environment and Organisational Commitment: a case study of the administration staff in the Finance Department at Walter Sisulu University. There seems to be a lack of efficiently and effectiveness in the he operations of the Finance Department of Walter Sisulu University which this research will investigate through finding solutions to factors of improving the relationship between employee perceptions of their post-merger Working Environment and their Organisational Commitment. This exploratory study collected primary data through the distribution of questionnaires to 59 employees from the Finance Department at the Walter Susulu University, with a 69.12% response rate. The survey included closed questions that were analysed using statistical techniques. The findings revealed overall low scores of 31% for employee perception of their post – merger Working Environment and 50.21% for Organisational Commitment, together with its sub-dimension Affective, Continuance and normative. These scores are disturbing and need to be urgently addressed by the management of the Institution. The implication of the Finance staff’s low perception of their post – merger Working Environment and organisation Commitment is that the institution’s goals will be difficult to be fulfilled due to the low morale of the staff and the non-conducive working conditions. The Institution’s Management should be more transparent, more trustworthy, and more supportive towards staff members and have a good overall communication strategy.
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Shwababa, Fundiswa. "The implications of the merger on the morale of staff at the Walter Sisulu University." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1021091.
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The merger has consequently brought about a lot of challenges on Walter Sisulu University (WSU) employees. While the amalgamation of the three historically disadvantaged institutions remains a noble initiative, on the other hand, it has brought about inequalities, such as disproportionate salaries among employees of the three campuses, poor work performance, which can only be attributed to lack of motivation and reluctance amongst the staff members to accept new conditions of service under WSU. A substantial number of those employees, some of whom were employed before the amalgamation, have terminated their service long before the merger even took place. The aim of this study was to explore the implications of the merger on the morale of employees at WSU. The objective of this study aimed firstly, to provide an understanding of those inherent factors, which adversely affected the morale of staff at Walter Sisulu University (WSU) and secondly, to reflect on the impact of the restructuring process on employees. This study employed a quantitative descriptive research design to analyse the data, using statistical procedures. Target population for this study was fifty academic and fifty non-academic staff members from the three sites of Walter Sisulu University, namely East London, Ibika and Umtata. There were, therefore, 100 questionnaires distributed electronically (e-mail), and also a few hand-delivered to the offices of the respondents, in order for them to complete at a time convenient to them. This study used purposive sampling because it is based entirely on the judgment of the researcher. The study established that indeed the merger had negative implications on WSU employees, even though these implications varied from category to category. Through the findings that emerged in this research, conclusions could be drawn that the merger brought about many challenges on WSU employees, namely staff development, human resource and management issues, job security and work environment. Suggestions and recommendations are espoused to eliminate the situation.
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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.
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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.
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Moeng, Siphokazi Florence. "A comprehensive university: constructing an organisational identity." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1029.
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The restructuring of higher education through incorporations and mergers has attracted a lot of attention over the past few years in South Africa. These incorporations and mergers have displaced institutions of higher education and positioned them in new organisational homes, thus subjecting faculties, schools and departments to a process of relocation, new knowledge acquisition, identity change and meaning-making processes. The merger has resulted in three types of universities; i.e. traditional universities, comprehensive universities and universities of technology. The introduction of the comprehensive university as a new institutional type has brought with it questions about the idea of the university and the purpose of higher education in general. Mergers in particular have initiated conversations about sense-making and meaning during change. Amidst all this, people within the merging institution have been confronted with a new organisation with which they have to identify. At universities in particular, questions about academic identity and organisational identity have become unavoidable. The boundaries that gave definition to a university have been (re)moved. The structure of the university, as it was known, has changed. Hence, in the newly merged NMMU, academics are in the process of internalising and giving meaning to the new organisational values and norms of a comprehensive university. Needless to say, the challenges facing the newly merged NMMU are cultural, structural and geographic. Bringing together different institutional and personal cultures involves a human dimension that needs to be nurtured by trying to form a coherent and cohesive organisation that is created from culturally diverse and uncomplementary institutions. Another challenge is bringing together different organisational structures, systems and programmes that are informed by different institutional cultures. Furthermore, the challenge of having multiple campuses that are geographically separated exacerbates the situation. Along with all these challenges, the NMMU has the task of constructing an integrated institutional identity through organisational forms and programme models that will embody the multiple functions that are typical of a comprehensive university. The aim of the current study was to explore how the meanings that academics assign to the notion of a comprehensive university are instrumental in constructing an organisational identity; describing in detail how at the NMMU academics make meaning of the comprehensive university and how that meaning-making process influences the construction of an organisational identity; and formulating recommendations based on the qualitative findings and quantitative results of the research. In an effort to achieve the aim alluded to above, this study employed the mixed methods approach that used a sequential, exploratory, transformative design. The complexity of the study was such that it required to be investigated through qualitative and quantitative analytical methods in order to confirm, triangulate and obtain a holistic picture of the situation under investigation. The sample for the qualitative interviews consisted of thirteen purposefully selected academics from all levels at the NMMU. The interviews were transcribed and coded into themes, categories and sub-categories. These themes were then developed and translated into statements for the questionnaire that was administered randomly to all NMMU academics. A total of 108 academics responded to the questionnaire. The responses to the questionnaire were analysed using the SPSS programme. The findings and results of the study revealed that there was a fairly common understanding of the term comprehensive university among academics. However, the details about its procedures appeared to be the privileged ownership of management. This situation mitigated the necessity for a sense-making process that would allow for negotiation, modification and alteration of already held assumptions. A pertinent concern amongst academics was the neglect of the ‘human factor’ during the change process. The management style also came under scrutiny, especially in terms of the facilitation and mediation of change. There was a consensus on the call for cohesion and unity that was believed to be one of the main features that would make the construction of the NMMU organisational identity possible. The vision, mission and values of the NMMU were believed to be central to the creation of cohesion and unity, which would subsequently result in the birth of an organisational culture that could inform the organisational identity of the NMMU. Strategies to actualise and realise the organisational identity were proposed by participants. Notwithstanding, the impact of the merger was identified as having a major influence in shaping the organisational identity of the NMMU.
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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.
Books on the topic "Universities and colleges south africa mergers"
1
The restructuring of South African higher education: Rocky roads from policy formulation to institutional mergers, 2001-2005. Pretoria: Unisa Press, 2010.
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2
author, Merrett Christopher, ed. The struggle for the soul of a South African university: The University of KwaZulu-Natal : academic freedom, corporatisation and transformation. [South Africa: Nithaya Chetty and Christopher Merrett], 2014.
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North-South cooperation to strengthen universities in Africa. Accra-North: Association of African Universities, 1999.
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Olivier, Steve. School-leavers' guide to tertiary education in South Africa. Sandton: Zebra press, 1997.
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Bitzer, Eli. Higher education in South Africa: A scholarly look behind the scenes. Stellenbosch: Sun Media, 2009.
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Amuah, Isaac King. The role of university research in South Africa amidst the uncertainties of transition: Proceedings of a seminar : 11 August 1995, Senate Hall, University of South Africa. Pretoria]: The Foundation, 1995.
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Kruss, Glenda. Chasing credentials and mobility: Private higher education in South Africa. Cape Town: HSRC Press, 2004.
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Association of African Universities. General Conference. 11th AAU General Conference: Cape Town, South Africa, 21-25 February 2005 : proceedings. Accra: Association of African Universities, 2006.
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Association of African Universities. General Conference. 11th AAU General Conference: Cape Town, South Africa, 21-25 February 2005 : proceedings. Accra: Association of African Universities, 2006.
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1933-, Lancaster F. Wilfrid, ed. Out in the cold: Academic boycotts and the isolation of South Africa. Arlington, VA: Information Resources Press, 1995.
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