scholarly journals CONCEPTS OF CREATIVE LEADERSHIP OF WOMEN LEADERS IN 21ST CENTURY

2020 ◽  
Vol 13 (1) ◽  
pp. 21-40 ◽  
Author(s):  
Claude-Hélène Mayer ◽  
Rudolf M. Oosthuizen
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Women Leaders ◽  
21St Century ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Structured Interviews ◽  
Cultural Backgrounds ◽  
Creative Leadership ◽  
And Gender

This article presents the subjective perspectives of women leaders working in higher education institutions in the 21st century in South Africa. It focuses in particular on creativity as demonstrated by women leaders working in culturally and gender diverse post-apartheid settings. The aim is to contribute to the discourse on the creativity of women leaders from diverse cultural backgrounds within South Africa higher education institutions by examining how women leaders experience creativity and what creativity means to them from a qualitative perspective. The study reported on assessed the experiences of creativity of 23 women leaders and their views on creativity and creative leadership by means of a research paradigm based on Wilhelm Dilthey’s modern hermeneutics. It used qualitative research methods, such as semi-structured interviews, as well as observations within one selected higher education institution. Data was analysed by means of content analysis. Quality research criteria and ethical considerations were upheld. The findings highlight the creative skills and attitudes of women leaders underlying successful leadership and the types of creative leadership applied. They suggest that women leaders’ creativity manifests in facilitating creativity in higher education institutions by fostering the creativity of others rather than directing their own creative vision through or integrating it in the work of employees.

scholarly journals Lecturers’ Experiences of the Blurring of Time and Space during Covid-19 in a South African ODeL University

2021 ◽  
Author(s):  
Katharine Naidu ◽  
Mpho-Entle Puleng Modise
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Education ◽  
South African ◽  
Higher Education Institutions ◽  
Education Institution ◽  
College Of Education ◽  
Future Research ◽  
Structured Interviews ◽  
The University

Education has been greatly impacted by the current Covid-19 pandemic. With countries worldwide experiencing unprecedented extended lockdowns, higher education providers have sought innovative technological ways of effectively delivering tuition and support to diverse students. This has, however, also increased the blurring of the work–home boundaries. This paper reports on the way in which Covid-19 facilitated the blurring of the work–home boundaries of academics in the College of Education at the University of South Africa, a distance education institution. Semi-structured interviews were used to collect data from 15 lecturers via Microsoft Teams. The results showed that, owing to a lack of workspace at their homes, many academics were forced to work beyond normal office hours. Inexplicit expectations from the employer exacerbated the blurring of work–home interfaces for many academics. The results of this study can be used for future research to seek ways in which the management of the University of South Africa or employers of other higher education institutions can help to reduce the blurring of work–home boundaries.

scholarly journals Emotional intelligence in South African women leaders in higher education

2017 ◽  
Vol 43 (0) ◽  
Author(s):  
Claude-Hélène Mayer ◽  
Rudolf M. Oosthuizen ◽  
Sabie Surtee
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Emotional Intelligence ◽  
Women Leaders ◽  
South African ◽  
African Women ◽  
Future Research ◽  
Structured Interviews ◽  
Leadership Qualities ◽  
South African Women

Orientation: This study contributes to an in-depth understanding of emotional intelligence (EI) in women leaders in Higher Education Institutions (HEIs) in South Africa from an inside perspective.Research purpose: The purpose of this study is to explore EI in South African women leaders working in HEIs to identify women leader’s strengths, foci and their possible areas of development. The aim is to get deeper insights in EI in women leaders because EI is associated with effective leadership qualities, creativity and innovation, as well as empathetic communication which is needed in the challenging HEI workplaces.Motivation for the study: Emotional intelligence is an important source for women leaders to increase leadership qualities. This study is motivated by a deep interest to explore aspects of EI in women leaders in this specific professional context.Research design, approach and method: The study uses a qualitative research design and an approach based on Dilthey’s modern hermeneutics of ‘Verstehen’ (understanding). Twenty-three women leaders of the Higher Education Research Service (HERS-SA) network were interviewed through semi-structured interviews. One researcher observed behaviour in one HEI to support the interpretation of the data. Data were analysed through content analysis.Main findings: Findings show that women leaders mainly refer to intrapersonal emotional quotient (EQ), followed by interpersonal EQ, adaptability, stress management and, finally, general mood. The most highly rated components of EQ are self-regard, followed by interpersonal relationships, problem solving, empathy, emotional self-awareness, assertiveness, impulse control and social responsibility. Findings also provide ideas on what EQ components can be further developed.Practical/managerial implications: New insights are provided on what components of EI should be developed in women leaders to increase overall EI, on cognitive and behavioural levels.Contribution/value-add: This research provides new and original context-specific insights on EI in HEIs in South Africa, which can be used as a basis for future research on women leaders while providing a knowledge base for contemporary training of EI in HEIs.

scholarly journals Higher Education Institutions and International Students’ Hindrances: A Case of Students From the African Portuguese-Speaking Countries at Two European Portuguese Universities

2017 ◽  
Vol 7 (2) ◽  
pp. 367-394 ◽  
Author(s):  
Susana Ambrósio ◽  
João Filipe Marques ◽  
Lucília Santos ◽  
Catarina Doutor
Keyword(s):  
Higher Education ◽  
International Students ◽  
Higher Education Institutions ◽  
Institutional Support ◽  
Education Institution ◽  
Structured Interviews ◽  
African Countries ◽  
European Portuguese ◽  
Starting Point ◽  
The Impact

We present a study to comprehend if the support given by higher education institution (HEI) to international students coming from the PortugueseSpeaking African Countries meets their academic and social hindrances. Our starting point was a set of semi-structured interviews focused on the perspectives of these students, their Professors and Course Directors as well as on the perspectives of HEI’ staff. Despite findings indicate a positive institutional support, it seems there is still much to do in order to do it properly with these students. These different perspectives will allow us to reflect on the impact that those actions/resources have on the path of students from Portuguese-Speaking African Countries and to systematize suggestions to enhance their experiences in HE.

scholarly journals The Idea of a “For-Profit” Private Christian University in South Africa

2019 ◽  
Vol 84 (1) ◽  
Author(s):  
Morné Diederiks
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Private Higher Education ◽  
Christian Higher Education ◽  
Christian University ◽  
For Profit ◽  
Private Higher Education Institutions ◽  
The One

The one-sided focus of Christian higher education in South Africa on the field of theology and the lack of integrating faith and learning in other subjects emphasizes the need for a Christian university in South Africa. The question addressed in this article is whether a Christian university can also be for-profit, considering the fact that all Christian private higher education institutions in South Africa are non-profit. There are numerous criticisms against for-profit higher education institutions. The greatest of these are that for-profit private higher education institutions miss the purpose of what it means to be a university and that profitable higher education institutions exploit students. The church also has numerous criticisms of the profit motive, but from the Bible it is clear that there are two lines of thought regarding profit. The one is that profit is dangerous and that it easily becomes an idol; the other is that people are called to be profitable. This article concludes that there is room for a for-profit Christian higher education institution in South Africa. This for-profit Christian higher education institution should be imagined in terms of its understanding of profit regarding its mission, students, faculty and governance.

scholarly journals A Bird’s Eye View on the Status of the Module “Life Skills” in the Foundation Phase at Higher Education Institutions in South Africa

2012 ◽  
Vol 2 (2) ◽  
Author(s):  
Miemsie Steyn ◽  
Nicoleen Schuld ◽  
Cycil Hartell
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Life Skills ◽  
Higher Education Institutions ◽  
National Curriculum ◽  
Integrated Approach ◽  
School Curriculum ◽  
Subject Area ◽  
Structured Interviews ◽  
The Status

This paper explores how the foundation phase subject area of “life skills” is being offered at (n= 9) higher education institutions (HEIs) in South Africa. The aim of the study, about which we report, was to identify similarities and differences in the curricula offered at these institutions and to establish the extent to which the different modules attend to the various aspects of life skills according to the most recent national curriculum. We conducted semi-structured interviews with participants who teach the subject at universities and we also analysed curriculum documents. We worked with a purposive sample of 9 respondents from the respective universities. The study found that although universities use the CAPS (national curriculum) document as guideline for structuring their curricula in teacher education programmes, some participants indicated that they follow an integrated approach, thereby implying that the different components of the school curriculum as outlined in the CAPS document are not specifically accommodated within their programmes. An additional finding was that there is a vast difference in the range of credits allocated to the various aspects of life skills that may restrict social mobility between various HEIs.

scholarly journals An exploration of stereotype perceptions amongst support staff within a South African higher education institution

2014 ◽  
Vol 14 (1) ◽  
Author(s):  
Given R.B. Moloto ◽  
Lizelle Brink ◽  
J. Alewyn Nel
Keyword(s):  
Higher Education ◽  
South Africa ◽  
South African ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Support Staff ◽  
Research Approach ◽  
Higher Education Institution ◽  
Diverse Workforce ◽  
The Impact

Orientation: After the 1994 democratic elections, South African organisations had to replace discriminatory policies with new policies to integrate all people and to embrace diversity. As a consequence stereotypes may be more prevalent in diverse working environments.Research purpose: The objective of this study was to explore the experience of stereotypes amongst the support staff within a higher education institution.Motivation for this study: Changes within South African working environments, and specifically higher education institutions, resulted in more diverse management teams and a more culturally diverse workforce. With this in mind, the experience of stereotypes may become more prevalent within South African working environments. Many researchers have focused on stereotypes; however, studies on stereotypes within South Africa are limited, especially within higher education institutions. Research approach, design and method: The research approach was qualitative and a case study design was employed. A combination of both quota and convenience sampling was used. The sample consisted of (N = 30) support staff within a higher education institution in South Africa. Semi-structured interviews were used to collect data.Main findings: The results indicated that the participants do experience stereotypes within their workplace and also hold stereotypes of other people within their workplace. The most prevalent stereotypes mentioned by participants were age, gender, racial and occupational stereotypes. There is also an indication that stereotypes have cognitive, emotional and behavioural effects on the stereotyped.Practical/managerial implications: Organisations should do away with stereotyping by embracing and managing diversity and dealing with stereotypes, specifically within higher education institutions. When managers are aware of stereotypes and the effects thereof in the organisation, they can make every effort to eradicate the stereotypes and address the impact thereof.Contribution: In an environment where there is a diverse workforce, stereotyping is more likely to exist. This study will provide useful information about stereotypes within a higher education institution seeing that there are a limited number of studies on this topic within South Africa and within this specific occupation. The results of the study will enlighten the organisation to become more aware of stereotypes and the debilitating impact that they have on the individual and the organisation, thereby providing the organisation with the opportunity to address stereotypes and the impact thereof on employees and the organisation.

Moonlighting in Ghana's higher education institutions: exploring lecturers' experiences at the Ghana Institute of Management and Public Administration (GIMPA)

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Emmanuel Kojo Sakyi ◽  
Kingsley Senyo Agomor
Keyword(s):  
Higher Education ◽  
Public Administration ◽  
Institutional Environment ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Empirical Literature ◽  
Public Higher Education ◽  
Structured Interviews ◽  
Negative Effects ◽  
Content Type

PurposeThis paper aims to examine lecturers' experiences of moonlighting in the Ghana Institute of Management and Public Administration (GIMPA).Design/methodology/approachA qualitative approach was used. Data were collected through in-depth semi-structured interviews with 18 purposively selected informants. Data were transcribed and analyzed thematically.FindingsThe findings are that moonlighting is common at GIMPA, and the institutional environment is conducive for the practice. Knowledge of the practice is unclear. However, moonlighting serves as a source of additional income for lecturers, which a significant majority describe as enabling their continuing employment at GIMPA, but many pointed out the negative effects as well. Lack of a policy to control the behavior has been cited as a reason for the problem, which left lecturers to self-determine what to do. Moonlighting practice is affecting the quality of teaching and support to students by the lecturers.Research limitations/implicationsThe sample of the respondents who participated in the study is small and limited to 18. Their views cannot be generalized to all higher education institutions. But, the results show the seriousness of the problem and its implications.Practical implicationsMoonlighting is prevalent in GIMPA. It suggests that employees of other public higher education institutions are no immune to it.Originality/valueThis study is the first of its kind to explore the practice of moonlighting in a quasi-public higher education institution in Ghana. It has added to the empirical literature on the practice and the effects on the institution.

scholarly journals The perceptions of unionised employees on grievance and disciplinary matters at a higher education institution in South Africa

2015 ◽  
Vol 4 (2) ◽  
pp. 41-48
Author(s):  
Shadrack Themba Mzangwa ◽  
Stephens Mpedi Madue
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Higher Education Institutions ◽  
Education Institution ◽  
The Other ◽  
Higher Education Institution ◽  
Lack Of Knowledge

This article examines the perceptions of unionised members on the handling of grievance and disciplinary matters against management of a higher education institution. Using a sample of thirty-four unionised members in one of the higher education institutions in South Africa, the study found that unionised members perceived the management of higher education institution as abusing its power against unionised employees. The management treats unionised employees negatively based on race and further denies unionised members an opportunity to engage freely on issues of labour. The other finding is that unionised members feel strongly to belong to the unions in spite of the union’s leadership’s lack of knowledge and poor representation of its members against the management of a higher education institution. The findings suggest that unionised members felt undermined and disregarded by management whilst they are not happy on how their own leadership handles the grievance and disciplinary matters.

Utilization of Waqf Property and Governance Practice of Institutional Mutawalli

2021 ◽  
pp. 196-213
Author(s):  
Zairy Zainol ◽  
Hasyeilla Abd Mutalib ◽  
Selamah Maamor ◽  
Suraiya Hashim ◽  
Norazlina Abd Wahab ◽  
...  
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Structured Interviews ◽  
Leadership Positions ◽  
Policy Makers ◽  
Key Characteristics ◽  
Governance Practices ◽  
Governance Practice ◽  
Current Utilization

Institutional mutawalli is the institution responsible for maintaining and managing the waqf property. The success of the administration and management of the institution mutawalli is the key to professional and sound governance, which has certainly led to the sustainability and continuity of the institution. Good and proper governance promotes the optimal use and benefit of each entrusted waqf property to others. Previous studies have found that most institutional mutawalli face challenges in their governance practices, which is why these waqf properties are not used to archive their full impact on other beneficiaries. The aim of this study is therefore to understand the current utilization of waqf property in Malaysia and to explore governance practices based on the experience of higher education institutions as an institutional mutawalli (IM). A qualitative method is employed in this study using case studies with purposive sampling, where formal and semi-structured interviews were conducted with the selective representative of the IM. The participants are those in leadership positions, such as the CEO and the top management of the institution mutawalli from the higher education institution. The findings of this study discussed in detail the practice and experience of waqf institutions utilization and governance of their waqf properties. This study identifies the key characteristics of the waqf property that must be possessed by the utilization and management of the waqf property. The findings could also benefit similar and different institutional mutawallis and policy makers from identifying the essential interdependent characteristics to help them achieve growth performance.

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽  
2003 ◽  
Author(s):  
ME Herselman ◽  
HR Hay
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

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