Transformation of Historically Black Universities in South Africa to Provide Access to Information

2022 ◽  
pp. 158-178
Author(s):  
Nkholedzeni Sidney Netshakhuma
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Historically Black ◽  
Information Management ◽  
Black Communities ◽  
Access To Information ◽  
Black Universities ◽  
Education Act ◽  
Racial Lines ◽  
Apartheid Regime

South African universities were divided along racial lines of historically Black, White, and Afrikaans universities. Pieces of legislation such as the Bantu Education Act No. 47 of 1953 and the Extension of University Education Act No. 45 of 1959 were enacted by the apartheid regime to provide inferior education to Black communities. However, after the transition from apartheid to democracy, the National Commission on Higher Education was established in 1996 to develop a framework to transform higher education. The transformation of higher education led to the integration of information management systems. The governance structures, resources allocations, training and development of staff were pillars to transform higher education. The exclusion of information management implies poor administration and little access to information. Post-apartheid South Africa recognized the significance to access information for university internationalization.

Micro-politics of student participation in university leadership across the historically black universities

2019 ◽  
Vol 20 (1) ◽  
pp. 67-82
Author(s):  
Felix Omal
Keyword(s):  
Higher Education ◽  
Historically Black ◽  
Good Governance ◽  
Higher Education System ◽  
Effective Governance ◽  
Black Universities ◽  
Institutional Values ◽  
Historically Black Universities ◽  
The University ◽  
South African Higher Education

In the post 1994 South African higher education system, there have been significant moves and achievements at the transformation of higher education institutions. The chief instrument of institutional transformation has been the university governing councils. The key assumption was that transformation of the university council was key to the transformation of the universities. However, over the same period several former historically black universities have experienced periods of unrest and protest. As a result, several of these universities have remained in a state of a risk of protest. This state of tension and uncertainty that characterizes these institutions has made the different stakeholder begin to question their faith and confidence in the institutional values that govern these institutions. This paper argues that participation in leadership is key to effective governance. The paper makes use of the concept of culture within a micro-political framework to generate modes of good governance within such stakeholder institutional environments. To have been able to collect and analyze this kind, the study relied on data collected through documents, interviews and surveys. The paper ends with implications for effective governance in stakeholder governed university environments.

scholarly journals MANAGING INFORMATION FOR WORK-INTEGRATED LEARNING AT HIGHER EDUCATION INSTITUTIONS

Mousaion ◽  
2016 ◽  
Vol 32 (3) ◽  
pp. 13-28
Author(s):  
Roelien Brink ◽  
Martie Mearns ◽  
Tanya Du Plessis
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Conceptual Framework ◽  
Information Management ◽  
South African ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Integrated Learning ◽  
Phenomenological Research Design ◽  
Work Integrated Learning

Higher education institutions (HEIs) in South Africa require teaching and learning to include work-integrated learning (WIL) within specific learning offerings. The different learning options provided by various faculties have unique and diverse procedures which justify different WIL approaches at HEIs. A lack of structure regarding the information management (IM) for WIL across departments results in different processes being followed, which can impact negatively on the optimal utilisation of WIL. Frameworks for IM for WIL, however, have been developed at international HEIs. Using a qualitative approach and phenomenological research design and working with these frameworks as well as the Theory of Motivated Information Management, the researchers collected data using semi-structured individual interviews and group discussions from the University of Cincinnati (UC) and the Northwestern University (NWU) in Illinois, United States (US). This article presents the findings of an IM framework from these two US universities. After research was conducted at a South African university, a conceptual framework was developed for the IM for WIL based on the framework from the international universities that may be implemented at HEIs in South Africa. With time this framework could betested in a number of settings that could lead to the development of a model for IM for WIL in the South African context. The article, however, reports on the findings of the two international universities only and the conceptual framework requires further testing and validation before it can be published.

scholarly journals A model for mentoring newly-appointed nurse educators in nursing education institutions in South Africa

Curationis ◽  
2014 ◽  
Vol 37 (1) ◽  
Author(s):  
Eunice Seekoe
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Nursing Education ◽  
Nurse Educators ◽  
Nurse Managers ◽  
Relationship Building ◽  
Learning Theories ◽  
Higher Education Act ◽  
Competency Based ◽  
Education Act

Background: South Africa transformed higher education through the enactment of the Higher Education Act (No. 101 of 1997). The researcher identified the need to develop a model for the mentoring of newly-appointed nurse educators in nursing education institutions in South Africa. Objectives: To develop and describe the model for mentoring newly-appointed nurse educators in nursing education institutions in South Africa. Method: A qualitative and theory-generating design was used (following empirical findings regarding needs analysis) in order to develop the model. The conceptualisation of the framework focused on the context, content, process and the theoretical domains that influenced the model. Ideas from different theories were borrowed from and integrated with the literature and deductive and inductive strategies were applied. Results: The structure of the model is multidimensional and complex in nature (macro, mesoand micro) based on the philosophy of reflective practice, competency-based practice andcritical learning theories. The assumptions are in relation to stakeholders, context, mentoring, outcome, process and dynamic. The stakeholders are the mentor and mentee within an interactive participatory relationship. The mentoring takes place within the process with a sequence of activities such as relationship building, development, engagement, reflective process and assessment. Capacity building and empowerment are outcomes of mentoring driven by motivation. Conclusion: The implication for nurse managers is that the model can be used to develop mentoring programmes for newly-appointed nurse educators.

The Biggest “Classic” of Them All

2017 ◽  
Author(s):  
David K. Wiggins
Keyword(s):  
African Americans ◽  
Historically Black ◽  
Distinct Group ◽  
Black Colleges ◽  
Upper Class ◽  
Black Communities ◽  
Black Universities ◽  
Howard University ◽  
Historically Black Universities ◽  
Sports Programs

This chapter examines the spirited football rivalry between Howard University and Lincoln University, two historically black universities, by focusing on their annual Thanksgiving Day football games held from 1919 to 1929. African Americans established a number of successful and important separate sports programs during the latter half of the nineteenth and first half of the twentieth centuries. Some of the most important of these programs were those established at historically black colleges and universities (HBCUs). The Howard and Lincoln Thanksgiving Day matchups during the 1920s, a decade commonly termed the “golden age of American sport,” drew some attention in both the white and black press, and among upper-class African Americans in Philadelphia, Washington, D.C., and other black communities across the country. This chapter argues that the annual Thanksgiving Day football game between Howard and Lincoln universities was more than just a game. It was “an athletic and social event that provided upper-class African Americans the opportunity to exhibit racial pride, measure themselves against the standards of white universities, and come together as a distinct group”.

La Traviata Affair

2018 ◽  
Author(s):  
Hilde Roos
Keyword(s):  
South Africa ◽  
Racial Boundaries ◽  
Cultural Organization ◽  
Colored People ◽  
Art Forms ◽  
Group A ◽  
La Traviata ◽  
Apartheid Regime ◽  
Opera Production ◽  
The Way

Opera, race, and politics during apartheid South Africa form the foundation of this historiographic work on the Eoan Group, a so-called colored cultural organization that performed opera in the Cape. The La Traviata Affair: Opera in the Time of Apartheid charts Eoan’s opera activities from its inception in 1933 until the cessation of its work by 1980. By accepting funding from the apartheid government and adhering to apartheid conditions, the group, in time, became politically compromised, resulting in the rejection of the group by their own community and the cessation of opera production. However, their unquestioned acceptance of and commitment to the art of opera lead to the most extraordinary of performance trajectories. During apartheid, the Eoan Group provided a space for colored people to perform Western classical art forms in an environment that potentially transgressed racial boundaries and challenged perceptions of racial exclusivity in the genre of opera. This highly significant endeavor and the way it was thwarted at the hands of the apartheid regime is the story that unfolds in this book.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

Sign in / Sign up

Export Citation Format

Share Document