scholarly journals Leadership features influencing transformation in the post-merger and post-incorporation era: A case of the Durban University of technology

2015 ◽  
Vol 4 (4) ◽  
pp. 400-407
Author(s):  
Bethuel Sibongiseni Ngcamu ◽  
Damtew Teferra
Keyword(s):  
Leadership Development ◽  
Leadership Styles ◽  
South African ◽  
Soft Skills ◽  
Senior Management ◽  
Structured Interviews ◽  
University Of Technology ◽  
Management Positions ◽  
University Leaders ◽  
The University

This study examines features possessed by leaders at Durban University of Technology (DUT) and their influence on transformation in the South African post-merger and post-incorporation era. University leaders in this institution do not apply effective leadership styles, though their influence on transformation is imminent. This study employed qualitative semi-structured interviews carried out with 28 university leaders in middle and senior management positions at DUT. The study revealed that the university leaders understood the concept of leadership as referring to changes taking place in the university rather than the ‘soft skills’ possessed by managers. To influence transformation, this study recommends that the university should initiate an in-house management or leadership development programme with more emphasis on different leadership styles applicable for use in universities.

Impact Of Transformational Leadership On Motivating Faculty Members

2019 ◽  
Vol 118 (11) ◽  
pp. 303-312
Author(s):  
Jamal Asad Mezel ◽  
Adnan Fadhil Khaleel ◽  
Kiran Das Naik Eslavath
Keyword(s):  
Transformational Leadership ◽  
Empirical Study ◽  
Leadership Styles ◽  
Faculty Members ◽  
Traditional Form ◽  
Lack Of Information ◽  
University Leaders ◽  
The University ◽  
The Impact

This empirical study show that the impact of all styles was well moderate. The means of effect of all styles were less than 3 out of 5. It means the expected impact of transformational affect upon the all dimensions of the activities, are not expected due to the traditional styles of leadership and the lack of information about the transformational leadership styles which can guide leaders to use such styles in the organization which may be this results due to lack of trained leaders and necessary knowledge with the leaders in all universities about transformational styles the traditional form of the leadership styles which used by the university leaders affect the communication between all levels of the administration and the faculty members which has consequence because decrease in motivation and a self-consideration from the administration.

The failure of non‐binding declarations to achieve university sustainability

2007 ◽  
Vol 8 (3) ◽  
pp. 301-316 ◽  
Author(s):  
S.A. Bekessy ◽  
K. Samson ◽  
R.E. Clarkson
Keyword(s):  
Best Practice ◽  
Small Scale ◽  
Structured Interviews ◽  
Pilot Studies ◽  
Content Type ◽  
Institute Of Technology ◽  
University Leaders ◽  
The University ◽  
The Impact ◽  
Insight Into

PurposeThis paper aims to assess the impact and value of non‐binding agreements or declarations in achieving sustainability in universities.Design/methodology/approachA case study of Royal Melbourne Institute of Technology (RMIT) University is presented, analysing the reasons for lack of progress towards sustainability and evaluating best ways forward. Using a timeline and analysis of historical records for the 12 years since RMIT first engaged in the sustainability agenda, major trends in the process of implementing policies are identified. Secondly, 15 semi‐structured interviews with university leaders and key sustainability stakeholders from across the university are analysed to provide insight into how and why the university has failed to achieve sustainability.FindingsNew implications for successfully achieving sustainability arise from these findings. Accountability is a key issue, as RMIT appears to reap benefits from being signatory to declarations without achieving genuine progress. To ensure that declarations are more than simply greenwash, universities must open themselves up to scrutiny of progress to determine whether commitments have been honoured.Practical implicationsRelying on small‐scale “club” activities establishing demonstrations and raising awareness is unlikely to lead to permanent change. The evidence of RMIT's engagement with sustainability shows that, for example, even when successful pilot studies are conducted, these initiatives may do little to affect the mainstream practices of a university unless certain conditions exist. Furthermore, given the on‐paper commitments institutions have made, and the role of the university in society, small‐scale and gradual changes in university practice are a far from adequate response to the urgent sustainability imperative.Originality/valueThe initial engagement of RMIT University with the sustainability agenda 12 years ago marked it as a world leader in sustainability best‐practice. Analysing how and why such a disappointing lack of action has resulted from such promising beginnings provides insight into future directions for implementing sustainability in universities. The paper argues that considering the key responsibility of universities in leading the sustainability agenda, a more systemic and serious response is required.

scholarly journals The opaque gendered lens – barriers to recruitment and career development

2017 ◽  
Vol 32 (1) ◽  
pp. 47-65 ◽  
Author(s):  
Christina Scholten ◽  
Hope Witmer
Keyword(s):  
Career Development ◽  
Management Practice ◽  
Senior Management ◽  
Gender Representation ◽  
Structured Interviews ◽  
Content Type ◽  
Recruitment Practices ◽  
Gendered Leadership ◽  
Management Positions ◽  
Global Companies

Purpose This paper aims to reveal gendered leadership constructs that hinder a competency-based view of leadership in Swedish-based global companies and the implications for leadership recruitment and development to top management positions. Design/methodology/approach The paper is based on qualitative semi-structured interviews, which have been analyzed using a gender analytic framework to identify how senior management, Human resource management and leadership trainees are discussing leadership and career development. Findings Three themes were identified as clouding the issue of gender-equal leadership practices thereby creating an opaque gendered lens of who is defined as eligible for leadership positions. The three themes were: symbols as gendered images, counting heads – preserving the existing system and illusive gender inclusion. Research limitations/implications Recruitment practices were identified as contributors to homosocial practices that perpetuate male-dominated leadership representation. However, specific recruitment practices were not fully explored. Practical implications The potential use of gender equality as a sustainable management practice for competitive organizations to recruit and develop talented people. Social implications To create resilient and gender-equal recruitment and leadership development practices. Originality/value This research offers an original perspective on gender representation at the senior management level in global companies by revealing gendered leadership constructs in the leadership recruitment and development process as antecedents to unequal gender representation in senior management positions.

scholarly journals The Glass Ceiling: Career Progression Barriers for Female Employees in the South African Hospitality Industry

2020 ◽  
pp. 1077-1093
Author(s):  
Tinaye Mwashita ◽  
Nanikie Zungu ◽  
Diane Abrahams
Keyword(s):  
South African ◽  
Glass Ceiling ◽  
Hospitality Industry ◽  
Key Factors ◽  
The South ◽  
Structured Interviews ◽  
Online Questionnaire ◽  
Corporate Hierarchy ◽  
Management Positions ◽  
Uniform Solution

This study examined the glass ceiling phenomenon in the South African hospitality industry, with a particular focus on four hotels in Gauteng. The primary aim was to investigate the different perspectives held on the glass ceiling by exploring the key factors inhibiting women in the hospitality industry from proceeding to the next level of the corporate hierarchy, and, ultimately, to reach senior executive positions. Data was collected through informal semi-structured interviews and an online questionnaire that was targeted at men and women in lower to top management positions within the different hotels. The key findings show that the glass ceiling indeed exists, as a fluid and dynamic phenomenon, which takes on various ever-evolving shapes within different work environments. Many women resonated with the nature of the glass ceiling. The literature depicts the glass ceiling as an overarching and all-encompassing phenomenon affecting women. The study sheds more light on the circumstantial nature of the glass ceiling and shows that certain factors exacerbate the effects of the ‘glass ceiling’ phenomenon. A study found that a combination of variables affected the careers of women and their work life balance. The study revealed that the circumstantial nature of the glass ceiling and its dynamic nature makes it impossible for there to be a uniform solution to navigating one’s career around it or to shatter it. This finding challenges the existing view of the glass ceiling and how women should be attempting to shatter it.

scholarly journals Entry barriers and “Glass Roof” in University Management in Colombia

2019 ◽  
Vol 35 (65) ◽  
pp. 18-30
Author(s):  
Cristian Bedoya Dorado ◽  
Mónica García-Solarte ◽  
Juan Sebastián Peña-Zúñiga ◽  
Steven Alejandro Piñeros Buriticá
Keyword(s):  
Higher Education ◽  
Social Role ◽  
Institutions Of Higher Education ◽  
University Management ◽  
Structured Interviews ◽  
The Social ◽  
Management Positions ◽  
The University ◽  
The Relationship

Management in the context of higher education has been characterized by the predominance of male participation, mainly in senior management positions. As a result, women’s low participation is mainly concentrated in lower management positions, and their chances of escalating hierarchical positions are mediated by various factors ranging from subjective to socially naturalized. The objective of this research is to analyze the barriers women face to enter and escalate positions in university management in Colombia. Under a qualitative design, 26 semi-structured interviews were applied to university managers from different institutions of higher education in Colombia. The transcripts were analyzed using discourse analysis through three categories: individual, internal, and external barriers of the university. It was found that women face entry and promotion barriers marked by experiences, and conditions of inequality and discrimination in a male-dominated context. These barriers are conditioned by personal elements, organizational culture, and the social role of women. In addition, women’s trajectories involve mediation between professional development and family life. The study reveals experiences that contribute to understanding the research phenomenon from the webbing of senses and meanings. It is posited that the “glass ceiling” is mediated by variables in the internal order, and by the relationship between universities and their context.

scholarly journals Perceptions of First-Year Students from Disadvantaged Backgrounds on E-Learning at a South African University of Technology

2021 ◽  
Author(s):  
Serathi Molokwane ◽  
Luther-King Zogli
Keyword(s):  
Student Perceptions ◽  
South African ◽  
Specific Reference ◽  
First Year ◽  
Structured Interviews ◽  
First Year Students ◽  
Learning And Teaching ◽  
University Of Technology ◽  
School Career ◽  
E Learning

The introduction of innovative e-learning and teaching methods at universities of technologies necessitates the examining of students’ perceptions of these methods in the promotion of student success. In South Africa, the majority of first-year students are not exposed to technology-aided learning methodology during their high school career, especially those from disadvantaged demographics. The purpose of the study is to examine student perceptions regarding their experience of e-learning at a South African university of technology with specific reference to the success of first-year students from disadvantaged backgrounds. Using qualitative research methods through semi-structured interviews, the researchers discovered that first-year students from disadvantaged backgrounds are experiencing challenges in terms of access to resources such as computers, laptops and reliable internet connection. Furthermore, inadequate training on the use of online resources and unsatisfactory performance during online assessment were discovered and these are heightened by the Covid-19 pandemic. First-year students from disadvantaged backgrounds are exposed to a variety of barriers that have an adverse impact on their success. The study recommends that higher education institutes provide the necessary resources to facilitate seamless assimilation of first-year students into the new environment.

Women in senior management positions at South African universities

2019 ◽  
Vol 34 (3) ◽  
pp. 217-232 ◽  
Author(s):  
Juliet Ramohai
Keyword(s):  
Higher Education ◽  
South Africa ◽  
South African ◽  
Gender Equity ◽  
Senior Management ◽  
Contributory Factor ◽  
Content Type ◽  
African Higher Education ◽  
Management Positions ◽  
South African Higher Education

Purpose The purpose of this paper is to present reasons for the mobility of women in senior management positions in South African higher education. Against the backdrop of women underrepresentation and retention challenges in institution of higher learning in this country, it is pertinent to share the experiences of senior women, with the aim of understanding institutional structures and cultures that make it difficult for women to survive in senior positions. Design/methodology/approach The paper used a qualitative approach. The focus of this paper was on the women who had held or were still holding senior management positions in higher education in South Africa. The requirement for this paper was that these women should have moved out or across institutions while at a senior management position. This paper drew from five women from different institutions and involved them in in-depth interviews. The women who fitted the category of senior management in this paper included deputy vice chancellor, deans and heads of departments. Findings The findings indicated that the decisions to opt out of senior management positions for the women ranged from personal to institutional. The personal reasons that emerged from this paper pointed mainly to issues of salaries. The women opted to move out of their positions for better salaries which they believed they would get in the private sectors or in other institutions. Professional development also led women to move to more promising spaces that could afford them an opportunity to grow. Apart from these personal reasons, hostile institutional cultures were cited by all women as the most serious contributory factor to their turnover. Of these, they cited patriarchal practices that led to oppression and dominance, which made it difficult for them to cope in the senior positions they held. Originality/value This paper aimed to respond to a gap in research on senior management women’s mobility in higher education, specifically in South Africa. According to Samuel and Chipunza (2013), there is a serious concern that pertains to retention of senior management within African higher education. However, most studies do not provide a focused attention on women but offer a general interpretation of senior management turnover. There seems to be lack of research that aims at understanding the contextual reasons that lead to turnover of women senior management in South African higher education. Against the backdrop of low representation of women in senior positions in specifically South African higher education and calls for equity, the study looked at the reasons why higher education institutions at times fail to retain this most sought after group (women) in these positions of power. Understanding issues around this matter has the potential to contribute towards improved practices while adding a voice to discourses around gender equity and equality.

Enabling and empowering women in leadership in South African universities – Assessing needs and designing a response

2021 ◽  
pp. 089202062098195
Author(s):  
Oliver Seale ◽  
Patrick Fish ◽  
Birgit Schreiber
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Leadership Development ◽  
South African ◽  
Gender Equity ◽  
Women In Leadership ◽  
Senior Leadership ◽  
Leadership And Management ◽  
Content Development ◽  
Management Positions

Gender equity and women’s access to senior leadership and management positions in universities are a major challenge not only in South Africa but on the African continent, too. For women to take up senior leadership roles more potently, it is essential that they not only cope with and compete in patriarchal systems but more so, are equipped to change patriarchal hegemony and shift the management discourse and culture to a pluralistic leadership culture where transformational leadership becomes the norm and praxis. This paper examines a needs analysis for leadership and professional development competencies of women in senior leadership positions in South African higher education and presents the discussion on these findings, based on the data collected from 74 participants. The conclusion reveals the participants’ enthusiasm for personal leadership development as well as their readiness for impacting their leadership contexts. These findings, in turn, shape the content development of the Women in Leadership programme, designed by Higher Education Leadership and Management under the auspices of Universities South Africa.

scholarly journals Investigating the effectiveness of mentorship in Work Integrated Learning : a case study of Office Management and Technology students at DUT and MUT

2021 ◽  
Author(s):  
◽  
Sinokholo Victor Mtiki
Keyword(s):  
Undergraduate Students ◽  
Personal Contact ◽  
Policy Statement ◽  
Integrated Learning ◽  
Structured Interviews ◽  
Technology Students ◽  
Office Management ◽  
University Of Technology ◽  
Work Integrated Learning ◽  
The University

Internationally, work Integrated Learning (WIL) is a required component of the National Diploma in Office Management and Technology. WIL is undertaken by undergraduate students with the participation of the academic coordinator from the university and a workplace mentor. Issues around mentorship appear to be one of the main challenges. Mentorship, in this study, is understood to involve an interaction or agreement between student, workplace mentor and university WIL coordinator. The problem identified was that this system is known to lack coordination and focus. The study was conducted at the Durban University of Technology (DUT) and at Mangosuthu University of Technology (MUT). This research employed mixed methods. The quantitative method involved a questionnaire designed to gather the experiences of a sample size of 90 students in all. Semi-structured interviews were also held with the WIL academic assessors from the two Universities, in order to allow them to open up about some sensitive issues. Online open-ended questions were designed and sent to workplace mentors. Similar questions were asked of all the stakeholders. The study concludes that WIL generally lacks sufficient interaction between stakeholders and that therefore the desired outcomes of mentorship are not fully met. While students were satisfied on the whole with the organizations they worked for, they were less happy with the support the universities were providing. The statistics from the students’ questionnaire indicate that not all students were visited while on WIL, while workplace mentors indicated that they are not provided with appropriate guidance from the universities. Electronic communicative support by the universities also proved to be insufficient, with many students indicated that they are not happy with this personal contact they experienced. Manpower and workload were found to be the main challenges faced by the universities in providing sufficient support. There is only one WIL academic assessor responsible for all the students on WIL in each of the universities. The research suggests that the university’s WIL coordinators should undertake a round of visits to companies before the WIL period and, if they have facilities appropriate for offering experiential learning tasks, then they could be formally accredited for this purpose. It is also suggested that the universities offer workplace mentors more formal guidance and an induction programme. There could also be a policy statement as to how many contacts should be made with the students while on WIL. A suggestion is also made that WIL should take place in the second year as well as the third and, if possible, that the WIL period should be extended. All stakeholders confirmed that mentorship plays a huge role in the effectiveness of WIL and that closer interaction between stakeholders would be beneficial.

CURRICULUM RENEWAL AS A TRANSFORMATIONAL PROJECT AT THE DURBAN UNIVERSITY OF TECHNOLOGY: WHAT DO THE EXISTING DATA SAY?

2017 ◽  
Vol 14 (1) ◽  
pp. 129-143
Author(s):  
Kudayja Mahommed Parker
Keyword(s):  
General Education ◽  
Student Perceptions ◽  
South African ◽  
Life Skills ◽  
Holistic Education ◽  
Graduate Attributes ◽  
University Of Technology ◽  
Programme Content ◽  
Curriculum Renewal ◽  
The University

As one of the cornerstones of transformation at the Durban University of Technology (DUT), the curriculum renewal project (CRP) identifies desired graduate attributes that serve to inform the revitalising of the university’s academic programmes. A critical component of the renewal process is the introduction of General Education (GE) modules that are designed to address the deficiencies of poor schooling, enshrine the values of the university and complement programme content so that DUT graduates leave the university with the life skills and attributes needed to function successfully in society. As such, GE aims to provide a holistic education that goes beyond discipline- specific knowledge. One of the premises of the CRP therefore is that some DUT graduates leave university without achieving those ‘graduate attributes’ to the extent desirable. But how has DUT fared in terms of developing the desired graduate attributes in so far as students are concerned? This study uses the 2010 South African Survey on Student Engagement (SASSE) to examine student perceptions of their growth in career-related and general life skills, prior to the formal implementation of the CRP. As such, it could serve as a benchmark for assessing the efficacy of GE, subsequent to its formal integration into the academic programme across all faculties in the future.

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