scholarly journals Being Accountable and Resultant Stakeholder Confidence in the Era of the Decolonisation of the University

2019 ◽  
Vol 4 (1) ◽  
pp. 24
Author(s):  
Felix Omal
Keyword(s):  
Higher Education ◽  
South African ◽  
Good Governance ◽  
Effective Governance ◽  
Black South African ◽  
Documentary Sources ◽  
Institutional Values ◽  
Governance Practices ◽  
Institutional Contexts ◽  
The University

Today's higher education landscape can best be described as unpredictability. This places university governing councils in critical places to begin to think deeply in terms of forms positionality to provide effective governance. For instance, in the South African higher education scenario currently, there are urgent calls for university decolonisation as such university governing bodies have to show that they are on top of the game through demonstrating to their stakeholders that have in place a responsive habitus that supports stakeholder accountability and confidence in these times. This paper examines the relationship between stakeholder accountability and confidence in institutional values that underpin effective governance. Consequently, this paper was developed from a research project that looked at the role of the university councils in bringing about good governance in the former historically black South African universities grappling with such institutional realities. Utilizing the notion of micro-politics developed from the concept of cultures derived from a multi-theoretical approach, the paper examines the framing of good university governance by governing bodies. Data for this study was collected from institutional documentary sources in the public domain, interviews and surveys. This paper ends with suggestions of governance practices that would assist the university councils grappling with such institutional contexts to provide good governance and possibilities for further research.

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 Improving Institutional Stakeholder Governance Practices in the University Council: Membership Strategies and Policies

2018 ◽  
Vol 6 (1) ◽  
pp. 115-131
Author(s):  
Felix Omal ◽  
Amasa Philip Ndofirepi ◽  
Michael Cross
Keyword(s):  
Higher Education ◽  
Governance Mechanisms ◽  
Stakeholder Groups ◽  
Documentary Sources ◽  
Governance Practices ◽  
Institutional Strategies ◽  
Using Data ◽  
The University ◽  
Institutional Stakeholders ◽  
University Council

The post-1994 higher education dispensation has witnessed an increase in the number of institutional stakeholder groups striving to become members of university councils within their particular contexts. As such, they are constantly becoming coalitions of powerful constituencies who seek to influence the running of the council to satisfy stakeholder demands across the university and beyond. Consequently, there is a concern whether institutional stakeholder moves to become a part of the council and is bound to improving governance practices in the universities. This article argues that at the level of the university councils, the institutional strategies, policies and articulation with its different stakeholder groups are critical, using data obtained through the use of documentary sources, interviews and surveys. The results show that institutional stakeholders have strong inclinations towards the governance mechanisms of how individuals become members of the university council, calling for greater professionalization of the governance best practises for improving governance in strongly stakeholder-governed university councils and pointing out possible areas of further research.

scholarly journals The functions of academic staff in the effective governance of university

2018 ◽  
pp. 37-47
Author(s):  
O. Palamarchuk
Keyword(s):  
Higher Education ◽  
System Analysis ◽  
Good Governance ◽  
Academic Staff ◽  
Core Values ◽  
Basic Knowledge ◽  
European Higher Education Area ◽  
Effective Governance ◽  
European Higher Education ◽  
The University

This article examines the main functions of academic staff in the effective governance of the university. The topicality of the study is confirmed by many European documents, which trace the key role of academic staff in making important decisions at national, institutional and academic levels. The basic concepts of academic staff in the countries of the European Higher Education Area are considered and the definition of scientific and pedagogical staff in accordance with the law of Ukraine is analyzed. It is noted that academic staff are involved and represented in the governing bodies of the institution of higher education of Ukraine and take an active role there. A system analysis of governance bodies in the countries of the European Higher Education Area has been conducted and describes the UK’s national, institutional and academic governance. The structure of governance is analyzed, in particular, the composition and main functions of the Senate, the University Council. It is noted that there should be one representative of the academic staff in the governing bodies. It is also determined that academic staff should be part of the work of the Council sub-committees. The basic criteria and values of good governance are determined. The principles of shared governance and Nolan’s principles (selflessness, integrity, objectivity, responsibility, openness, honesty, and leadership) are singled out. One of the main functions of academic staff in government is to adhere to the core values enshrined in Nolan’s principles. When elected to the governing bodies, the academic staff should have knowledge of the main elements of the work of the governing bodies. The basic functions and qualities of academic staff are determined. In addition to the basic knowledge of the system, governance structure, governance principles, core values and qualities of the necessary academic staff to perform their functions and responsibilities in the governing bodies, academic staff also carries out their immediate and top-priority functions at the university - this is the function of learning , teaching and research.

scholarly journals Theology and higher education: The place of a Faculty of Theology at a South African university

2016 ◽  
Vol 72 (4) ◽  
Author(s):  
Jaco Beyers
Keyword(s):  
Higher Education ◽  
South African ◽  
Well Being ◽  
Interreligious Dialogue ◽  
Faith Communities ◽  
African Society ◽  
Tertiary Institutions ◽  
South African Society ◽  
University Of Pretoria ◽  
The University

In 2017, the Faculty of Theology celebrates its centenary at the University of Pretoria. Celebrating a centennial is as much as looking back as looking forward. In a changing world with changing paradigms how does one remain relevant? Different challenges and expectations presented to tertiary institutions of education in a new dispensation puts all concerned with higher education in South Africa under pressure. The question addressed in this article is how will a Faculty of Theology (in this case at the University of Pretoria) remain relevant to such an extent that it is continued to be viewed as desirable to have such a faculty present at a university, participating in the academic process and simultaneously continues to contribute to the well-being of the South African society. The author suggests the following guidelines for consideration. In order to remain relevant for the next couple of hundred years the Faculty of Theology should engage contextually with society, practise interdisciplinary Theology, engage in interreligious dialogue while still remaining connected to faith communities. A paradigm of post-foundationalism enables Theology to exercise Theology in a relevant and meaningful manner.

scholarly journals On the ‘Innovative University’. A few Challenging Reflections

2018 ◽  
Vol 26 (S1) ◽  
pp. S114-S123 ◽  
Author(s):  
Jan De Groof
Keyword(s):  
Higher Education ◽  
Academic Freedom ◽  
Good Governance ◽  
Common Space ◽  
Role Of The State ◽  
Effective Decision ◽  
Truth Value ◽  
Effective Decision Making ◽  
The University

‘Progress is shaped by the ability to question, to criticize and to enquire. Ensuring progress is one of the responsibilities of Academia’. Could there be any future for non-conformist, heterodox, non-marketable knowledge, next to transforming truth value into the market truth value of knowledge, as was the tendency over the last decades? And what will be its impact upon criteria of excellence? The enjoyment of academic freedom requires the autonomy of the university. European countries have witnessed exciting developments in achieving a common space of convergence in higher education and research. But to encourage creativity there is definitely a need for more differentiation among universities, rather than uniformity. Autonomy is that degree of self-governance necessary for effective decision-making by universities in relation to their academic profile, work and standards. However, self-governance must be consistent with systems of public accountability. Universities must show that they are responding to the needs of society and they must perform according to standards of excellence and creativity in teaching and research. However, the balance, if there is any, has to be questioned. Should a shift of the role of the State be envisaged and should different types of governance be developed in order to counter the statement that academic freedom of higher education staff has decreased? Does a new relationship between government and university require the establishment of a modest set of ‘principles of good governance’ to reduce the overdetailed university regulations? And how to ensure that the search for creativity will also strengthen academic integrity? These questions are decisive for the future mission of the University.

scholarly journals An investigation of students’ experience of service quality delivered by administrative staff at one site of a South African comprehensive university

2018 ◽  
Author(s):  
◽  
Mxolisi Walter Ntoyakhe
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Service Quality ◽  
South African ◽  
Higher Education Institutions ◽  
Administrative Staff ◽  
Comprehensive University ◽  
Five Dimensions ◽  
Perceptions And Expectations ◽  
The University

Over the last decade the institutional framework within which most universities in South Africa operate has undergone major transformation forcing the higher education sector to become more competitive in its approach to attracting and retaining quality students. Against this background, service quality has been put forward as a critical determinant of competitiveness. Higher Education Institutions are increasingly placing greater emphasis on meeting students’ expectations and needs. As institutions of higher learning become more student orientated, student perceptions of higher educational facilities and services are becoming more essential. It is clear that there is a need to measure students’ experience of service quality in order to develop innovative academic structures, facilities and services to retain and attract new students. Therefore, this study used a mixed research approach and a nonprobability sampling technique to identify the sample size. The purpose of this study was to investigate the students’ experience of service quality delivered by administrative staff at one site of a South African Comprehensive University. Underpinned by the Gap Model of service delivery and an adapted SERVQUAL instrument, this study sought to determine perceptions and expectations of service quality across five dimensions, namely: tangibles; reliability; responsiveness; assurance; and empathy. Questionnaires were used as data collection instrument to collect data from two hundred and sixty (260) registered students; twelve (12) academic departments, residence and library administrative staff members. Questionnaires were used to gather data from administrative staff of academic department, library and residence; and registered students in one comprehensive university in South Africa. Statistical Package for the Social Sciences (SPSS) version 24 was used to analyse the data. Statistical tools that include frequencies, mean scores and tabulations were utilized to present the data from findings. The Wilcoxon signed ranks test was also utilized to further analyse the significance of the gaps. Various gaps between students’ perceptions and expectations indicating dissatisfaction with administrative services particularly among the students were identified. The findings from the study indicated that, a negative service quality gap exists at selected site of Comprehensive University in SA. The findings further suggested that issues such as service quality planning and monitoring, establishing recovery mechanisms for service failures, and student- driven service design and standards need to be high on the agenda at higher education institutions to ensure service quality. All five dimensions of SERVQUAL indicated a negative score or quality gap suggesting that the administrators of selected departments need to urgently close the gaps that exist at their institution; key recommendations were thus made to improve the gaps identified. Frequent interaction between the administrators and the students is recommended for the university as it provides important information on student expectations and perceptions. Continuous employee training to improve the existing skills is also recommended for comprehensive university employees as it can have a good impact on meeting the students’ expectations of the service quality dimensions. The study therefore, concluded that the university needed urgent intervention in terms of developing proper academic support structures, facilities and quality services that would satisfy the needs of students.

scholarly journals The world-system of academic capitalism: Process of consolidation of the entrepeneurial university

2009 ◽  
Vol 17 ◽  
pp. 21 ◽  
Author(s):  
Eduardo Fernández
Keyword(s):  
Higher Education ◽  
World System ◽  
Academic Capitalism ◽  
Three Dimensions ◽  
Academic Communities ◽  
The World ◽  
Institutional Contexts ◽  
New Policies ◽  
Immanuel Wallerstein ◽  
The University

The goal of this article is to analyze two institutional contexts in which academic communities develop their educational activities: the enterprising university and academic capitalism. The methodology of analysis of Higher Education institutions in the world system uses the model developed by the sociologist Immanuel Wallerstein. This analysis focuses on three dimensions: the "consolidation of the world-economy of the academic capitalism" (the transformation of higher education as a commodity), the "de-capitalization of the public university" (the new policies of quasi-market and of financing associated with the "entrepreneurial university") and "geoculture of the system-world of the academic capitalism," linked to the society of the knowledge, managerial ideologies, and intellectual entrepreneurship, but also to counter-hegemonic ideologies that supports the autonomy of the university as a pre-condition for social development.

The Contradictions of Bantu Education

1981 ◽  
Vol 51 (1) ◽  
pp. 126-138 ◽  
Author(s):  
Mokubung Nkomo
Keyword(s):  
Higher Education ◽  
South African ◽  
The South ◽  
Education Policies ◽  
Black South African ◽  
South African Universities ◽  
Official Curriculum ◽  
Class Instruction

The South African apartheid government has used higher education as a tool for promoting a policy of separate development. Disturbances in black South African universities over the last decade, however, appear to be the result of both "Bantu education"policies that have spawned a "culture" that contradicts the government's ultimate aims,and circumstances external to in-class instruction that have exerted as great an influence as the official curriculum. Mokubung O. Nkomo argues that the interplay of these forces constitutes a catalyst that may contribute to the demise of the apartheid system.

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