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Financial literacy: a conceptualisation in a South African University

  • Authors: Smit, Andrew Stuart
  • Date: 2021-12
  • Subjects: Financial literacy -- South Africa , Universities and colleges -- South Africa
  • Language: English
  • Type: Master's theses , text
  • Identifier: http://hdl.handle.net/10948/54773 , vital:47660
  • Description: Financial literacy is increasingly becoming an important and relevant topic in the modern-day world. Due to the complex developments in the financial services industry such as internet banking, mobile banking and online trading, which are also becoming more accessible to consumers, financial literacy is proving to be a necessary skill to have in order to make effective financial decisions. However, in a global and local context, the financial literacy levels of individuals are generally poor. South Africa ranks poorly among other countries in terms of financial literacy levels. A study performed by the Organisation of Economic Cooperation and Development showed that South Africa finished last out of 30 countries tested in their global financial literacy survey. Financial literacy levels vary among different groups in South Africa. For example, age, gender and financial education all affect the financial literacy levels of South Africans. In South Africa, individuals aged between 18-29 display higher levels of financial literacy than individuals aged 60 and above while financial education influences the level of financial literacy for an individual because it assists an individual in making correct financial decisions. Crucially though, financial literacy among South African university students is poor. Literature reveals that South African University students struggle with personal financial management more specifically saving, spending and managing debt. Therefore, based on this, the purpose of this study is to conceptualise financial literacy within Nelson Mandela University and to gain a comprehensive understanding of the factors that affect financial literacy among the students. To achieve the purpose of this study, an in-depth literature review was conducted on the definition of financial literacy, the nature and importance of financial literacy, the dimensions of financial literacy and financial literacy in a local context. Following this was an empirical investigation into the financial literacy levels of university students through the development of a questionnaire that tested the individual’s financial knowledge, financial attitudes, financial behaviours, financial skills and financial well-being. Moreover, the relationships between the financial literacy levels of individuals and the components were tested as well. For the purposes of this study a quantitative research approach was adopted. The reason for this was it was suited to the purpose of the study which was to test the financial literacy levels of university students. This required collecting and analysing large amount of data. The sample for this study were Nelson Mandela University students who were registered for the 2020 academic year. The target sample amount was 500 students. The sampling method used was convenience sampling it was implemented through an electronic questionnaire. The number of usable questionnaires collected was 484 which resulted in an effective response rate of 96.80%. These responses were captured onto an excel spreadsheet which were then analysed through Statistica. To analyse the empirical data collected, an exploratory factor analysis, content validity, inter-observer reliability, Chronbach Alpha and ANOVA analysis were all used. The empirical analysis revealed that amongst the relationships tested, there were generally weak to no relationships between the financial literacy levels of the university students and the components of financial knowledge, financial attitudes, financial skills, financial behaviours and financial well-being. The results of the study led to a set of recommendations being developed for different stakeholders of financial literacy. These are namely, the stakeholders being the individuals, scholars, academics and the government should focus on explaining the importance of financial literacy to university students and how they can use financial literacy to improve their financial well-being. Furthermore, financial literacy programmes need to be developed to assist in improving the financial literacy levels of South African University students. There also needs to be more representative financial literacy studies performed in order to obtain a more comprehensive understanding of the financial literacy levels of South African University students. , Thesis (MCom) -- Faculty of Business and Economic Sciences, 2021
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  • Date Issued: 2021-12

An exploration into an ESD-based teaching strategy to improve the critical thinking and problem-solving skills amongst development studies students at Nelson Mandela University

  • Authors: Abrahams, Andre John
  • Date: 2021-04
  • Subjects: Sustainable development -- Study and teaching , Universities and colleges -- South Africa , Critical thinking
  • Language: English
  • Type: Doctoral theses , text
  • Identifier: http://hdl.handle.net/10948/50906 , vital:43149
  • Description: In recent years, Education for Sustainable Development (ESD) has been a significant focus for research pertaining to teacher education and transformative approaches to teaching and learning. However, there has been less specific focus on the implementation of ESD in the context of higher education. This study, therefore, explored the use of an ESD-based teaching and learning approach in an undergraduate Development Studies programme. The focus was on developing a teaching approach that was informed by the principles of ESD and which could assist Development Studies lecturers in creating a more transformative, student-centred environment. This study was a qualitative undertaking, conducted at the Nelson Mandela University’s (NMU) Development Studies undergraduate programme. The ESD-based approach was implemented by two participating lecturers who utilised the approach across four undergraduate classes. Qualitative data were generated through a systematic literature analysis (SLA), exploratory interviews, student exercises and assessments, focus group discussions, and reflective journal entries. The gathered data were then analysed using a framework analysis rubric adapted from the theoretical framework utilised in the study. In addition, the data were coded using the six coding techniques promoted by Saldaña (2013). The findings suggest that the ESD-based approach developed in the study could effectively contribute towards promoting ESD in the Development Studies programme. The findings also suggest that, when properly implemented, the ESD-based approach could assist lecturers in creating a more transformative learning environment where students have greater control over their learning experience. In addition, this study found that students in the selected Development Studies undergraduate programme could benefit from continued exposure to the teaching methods and techniques adopted in the approach. The implementation of the approach also uncovered some of the inhibiting factors that may prevent an ESD-based approach being mainstreamed into the context of higher education. , Thesis (DPhil) -- Faculty of Business and Economic Sciences, Development Studies, 2021
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  • Date Issued: 2021-04

The nature of violence in South African universities African universities: The politics of process

  • Authors: Mutongoza, Bonginkosi Hardy https://orcid.org/0000-0002-2939-1274
  • Date: 2021
  • Subjects: Education, Higher -- Political aspects , Universities and colleges -- South Africa , Campus violence
  • Language: English
  • Type: Doctoral theses , text
  • Identifier: http://hdl.handle.net/10353/27909 , vital:70816
  • Description: The high levels of violence that plague South Africa’s universities are symptomatic of an education system that is under attack, with institutions of higher learning not reflecting the peacefulness and safety which are oftentimes associated with the pursuit of learning. While violence in societies and educational institutions globally continues to intensify in viciousness and frequency, this is especially worrisome for South Africa, a country regarded as one of the most violent in the world. South African education institutions are admittedly extremely violent, yet there are relatively few mechanisms to enable the verification of trends in violence, or to cross-reference and compare incidents, thus making the reduction of violence problematic. The contention is that the general outlook of violence at educational institutions appears to echo the relentless violence which haunts South African communities in general. Against this background, the current study sought to explore the nature of violence in South African universities. To achieve this, the study was guided by an exploration of student and staff experiences of violence in universities, the causes of violence in such sites, and the recording thereof. Underpinned by a pragmatist paradigm, this study utilised a mixed-methods approach to ‘get under the skin’ of the problem of violence in universities. Within the mixed-methods approach, the study employed a single-phase convergent design, which enabled the researcher to reach comprehensive conclusions on violence in universities, by merging and comparing qualitative and quantitative datasets. In the quantitative phase of the study, a simple random sampling technique was used to select a total of 1 776 students and 250 staff, while 32 students and four staff were conveniently sampled during the qualitative phase. The data for this study were collected using an online survey in the quantitative phase, and semi-structured interviews and document reviews in the qualitative phase. The findings of this investigation revealed that violence happened in six main configurations, namely student-on-student violence, staff-on-student violence, staff-on-staff violence, student-on-staff violence, self-directed violence, and protest-related violence. In addition, the findings revealed diverse causes of violence in universities, chief of which were alcohol and drug abuse, poor security, the abuse of power or authority, impunity, and psychosocial factors, among others. Factors that impeded the recording of violence in universities included the normalisation of violence, a lack of consequences for the perpetrators, a lack of procedural awareness, cronyism and brotherhoods, and a lack of protection from reprisal for reporting perpetrators. The production of violence in South African universities was also found to be significantly shaped by wider structures that included sexuality, gender, age, socioeconomic status, and race and ethnicity. These structures were found to be prominent in increasing the likelihood of violence being perpetrated. Based on the reported findings, the study moved to recommend that, in order to reduce experiences of violence in South African universities, institutions adopt multidimensional approaches to combatting this scourge. The fact that violence was noted to occur in multiple configurations, means multiple viewpoints are required to reduce and ultimately combat it. This calls for a multi-stakeholder approach that transcends a reliance on the traditional university policymakers, and a concerted consultative process to formulate and renew policies that can help to address university violence. The study further recommended that reporting structures be decentralised at universities, in a bid to improve the smoothness of related processes. In this respect, it will be essential for universities to consider setting up anonymous reporting platforms online, to move with the times and ensure more urgent responses, as opposed to a continued reliance on present systems that are replete with red tape. Additionally, universities may consider outsourcing divisions that deal with violence reporting, to minimise conflicts of interest when dealing with such cases. The researcher concluded that violence in universities threatens the very purpose of tertiary education – members of the university community must be able to freely pursue their aspirations in peaceful environments. As such, for as long as campuses experience violence in any of its varied forms, a proverbial dark cloud will forever frustrate the quest for quality and transformative education that has the potential to reverse-engineer inequality, poverty, and underdevelopment in South Africa, as contemplated in various development plans. , Thesis (PhD) -- Faculty of Education, 2021
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  • Date Issued: 2021

Mature South African students’ perceptions of their transition experiences into and from university education

  • Authors: Zietsman, Louis Frederick
  • Date: 2018
  • Subjects: Adult college students -- South Africa , Adult education -- South Africa , Education, Higher -- South Africa , Continuing education -- South Africa , Universities and colleges -- South Africa
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: http://hdl.handle.net/10948/36126 , vital:33896
  • Description: Mature students and their experience of tertiary education is an area of career psychology in which there is currently a lack of research. In particular, little published data related to the transition experience of mature students into and from tertiary education is available internationally and there is even less literature examining these students within the African and South African context. This study contributes to psychology‟s broad body of knowledge as it explores the perceptions of previously employed final year South African students on their transition experience into and from tertiary education. The researcher utilised a qualitative research approach. A non-probability purposive sampling strategy was employed and semi-structured interviews were conducted with five participants. All participants were considered to be mature students in their final year of university study. Interviews were conducted until data saturation was reached. The data obtained was subjected to thematic content analysis using Tesch‟s model. Lincoln and Guba‟s model was used to assess the trustworthiness of the data obtained. The findings revealed several factors influencing mature students‟ entry or re-entry into tertiary education. Participants‟ experience of tertiary education was enriching on both a personal/career level and participants were confident in their abilities. Furthermore, it was found that transition towards a new career starts during their tertiary study and that relying on experiences of their previous job aided them in their transition from tertiary education to new career. Limitations of the study, recommendations for further research and contributions of the research were identified.
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  • Date Issued: 2018

A framework for implementing bring your own device in higher education institutions in South Africa

  • Authors: De Kock, Ryan
  • Date: 2017
  • Subjects: Educational technology -- South Africa , Universities and colleges -- South Africa
  • Language: English
  • Type: Thesis , Masters , MTech
  • Identifier: http://hdl.handle.net/10948/7191 , vital:21300
  • Description: Although the concept of Bring Your Own Device (BYOD) was only first introduced in 2009, organisations and higher education institutions have shown an increasing interest in and tolerance for employees and students using their own mobile devices for work and academic purposes, to such an extent that it is predicted that BYOD will become the leading practice for all educational environments by the year 2017. Although mobile device usage is increasing in higher education institutions, it has been found that currently no generally recognised framework exists to aid South African higher education institutions with the implementation of BYOD. The problem is further worsened as research suggests that the number of new mobile vulnerabilities reported each year has increased. The primary objective of this study is to develop a framework for implementing BYOD in higher education institutions in South Africa. This primary objective is divided into several secondary objectives, which collectively aim to address the proposed problem. Therefore, the secondary objectives are to understand BYOD in organisations and the challenges it brings; to determine how BYOD challenges differ in higher education institutions; to determine the key components for implementing BYOD in higher education institutions; to determine the extent to which the BYOD key components relate to a higher education institution in South Africa; and to validate the proposed BYOD framework, verifying its quality, efficacy and utility. At first, a comprehensive literature study is used to determine and understand the benefits, challenges and key components for the implementation of BYOD in both organisations and higher education institutions. Thereafter, a case study is used to determine the extent to which the components, identified in the literature study, relate to an educational institution in South Africa. The findings from the case study, in combination with the key components, are then triangulated and a preliminary framework for implementing BYOD in higher education institutions in South Africa is argued. Furthermore, elite interviews are used to determine the quality, efficacy and utility of the proposed BYOD framework. To address the proposed problem, this research proposes a stepby- step holistic framework to aid South African higher education institutions with the implementation of BYOD. This framework adds a significant contribution to the work on this topic, as it provides a foundation upon which further such research can build. It is believed that such a framework would be useful for higher education institutions in South Africa and would result in the improved implementation of BYOD.
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  • Date Issued: 2017

Study South Africa

  • Authors: International Education Association of South Africa (IEASA) , Quinlan, Orla
  • Date: 2017
  • Subjects: Education, Higher -- South Africa , Education and globalization -- South Africa Student mobility -- Africa International education -- South Africa Education, Higher -- International cooperation , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
  • Language: English
  • Type: text , book
  • Identifier: http://hdl.handle.net/10962/64853 , vital:28620 , ISBN 9780620769662
  • Description: [Editor's Letter]: Welcome to the seventeenth Study SA, compiled as IEASA celebrates its twentieth anniversary. Study SA is the South African publication that provides an overview of South African Higher Education issues and developments. This edition has a special Commemorative section, celebrating 20 years of IEASA, as well as the standard sections found in every issue of Study SA, consisting of Higher Education in Context, Features and Medical Aid and the updated profiles of the 26 public Higher Education Institutions. Universities South Africa, USAF, kindly provided partial funding for this edition of Study SA and we are delighted to include a message from the current CEO Dr Ahmed Bawa, a consistent supporter of internationalisation in Higher Education. We also have a message from the former Minister of Higher Education, Dr Blade Nzimande (2009-2017). A voluntary organisation supported by a small secretariat, IEASA is testament to a group of people who saw the need for an organisation to support the South African Higher Education’s re-entry and engagement with the rest of the world, once it became a democracy in 1994. This edition includes articles by two of the founding members: lEASA’s first President, Dr Roshun Kishun and its first Treasurer, Dr Derek Swemmer. Our sincere thanks to all the committed individuals in South African Higher education, who have kept IEASA going from strength to strength. Thilor Manikam, lEASA’s longest serving staffing member and the Office Manager has provided continuity and institutional memory over the best part of the twenty years. Guided by lEASA’s Constitution, Thilor has ensured that regardless of the change in the Management Council over the years, IEASA operations are impeccably managed and that IEASA has received an unqualified audit every year since its inception. In its history, IEASA has had seven Presidents: Dr Roshun Kishan, Ms Fazela Hanif, Mr David Ferrai, Ms Merle Hodges, Mr Lavern Samuels, Dr Nico Jooste and the current President Leolyn Jackson, whose term will run until the end of 2018, when the current President Elect, Ms Orla Quinlan will serve a two-year term from 2019-2020. IEASA has facilitated the development of a close knit community of practice in South Africa with members drawing on each other’s strengths and skills; inviting each other to our respective institutions to share knowledge, skills and ideas on appropriate internationalisation, within the South African context. More than that, we have become friends and have developed a collective responsibility to present and represent South African Higher Education to the rest of the world. Sadly, we lost three of our very dear colleagues and friends in recent years: Mr Len Mkhize, Mr Jimmy Ellis and Professor Stan Ridge. We pay tribute to the energy and joy they brought to IEASA in all their endeavours. They are missed. Others who have supported IEASA over the years include PWC, who have provided free audit services up to 2017, as a contribution to South Africa’s Higher Education; ABSA and the Medical Aid companies, who have provided sponsorship to IEASA. Finally, its volunteer Management Council, members of which serve two-year terms, with the possibility of being re-elected, and each one of our members who participate in and support IEASA activities and events. IEASA continued its work with the Department of Home Affairs (DHA) to clarify the visa application procedures, communicate the processes and to request interventions when visa processing is unduly delayed or if there are extenuating circumstances, which require intervention. IEASA and DHA have held one joint workshop with universities in 2016; a second was held following the IEASA 20th conference in August 2017 and an initial meeting called by USAF was held with DHA, HR Directors from universities and IEASA in late 2017. Visa Facilitation Services (VFS) have introduced a new mobile biometric service for campuses who do not have a VFS office in their locality. IEASA will continue to work on behalf of the international students and the rest of the international Higher Education community to improve the clarity of immigration requirements and to help overcome any difficulties faced. An article providing an update on progress is included in this edition. The international landscape has shifted enormously in recent years, where previously unquestioned democratic principles are being contested in some of the world’s most established democracies. lEASA’s 20th Anniversary Conference theme was “Advancing internationalisation: overcoming hostilities and building communities”. While in reflective and celebratory mode about the achievements of the last twenty years during the the Colloquium, the conference attendees switched mode and engaged in robust debates, about the current challenges in Higher Education including economic and financial challenges, xenophobia, the lack of equity in existing partnerships, institutional strategies, opportunities for engaging with partners interested in South African Higher Education. IEASA is cognisant of its responsibility to build capacity for the upcoming professionals in the sector and workshops on themes pertinent to the professionals in International Offices included immigration, partnerships and developing internationalisation strategy. , 17th Edition
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  • Date Issued: 2017

Study South Africa

  • Authors: International Education Association of South Africa (IEASA) , Jooste, Nico
  • Date: 2016
  • Subjects: Education, Higher -- South Africa , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
  • Language: English
  • Type: text , book
  • Identifier: http://hdl.handle.net/10962/64838 , vital:28614 , ISBN 9780620733601
  • Description: [Editor's Letter]: Study South Africa over time provided an annual overview of the South African Higher Education landscape as well as a forecast of some of the issues that could influence higher education in general and higher education internationalization in particular in South Africa for the year ahead. The 2016/17 issue being the 16th edition of Study South Africa provides an overview of the sector and a short description of all South African Public Higher Education institutions. This year, the Study SA Guide provides information about the system as well as articles that begin to address critical issues influencing the sector. It is foreseen that this would become a general feature in editions to come. The article that introduces a fundamental change in operations of South African Universities, beginning in 2016 and continuing into 2016 is the issue of the student protests on high tuition fees in South Africa. The #FEESMUSFALL movement introduced a topic that is fundamental to the internationalization of South African Higher Education. This event that began as a reaction to the increase in student fees for the 2016 academic year mutated into a social movement on university campuses throughout South Africa that challenged the way Universities function. Although not a mass based movement, but rather a movement driven by a desire to change the current social order in South Africa by a radical fringe, its focus is to use the plight of insufficient funding within South African Higher Education and in particular, focusing on funding of the poor. For a large part the issues raised by students is not in the domain of Higher Education, but a competency of Government and broader society. The influence of the constant disruption of academic activities on all South African University campuses resulted in a tendency to be an inwardly focused system where most of the energy is spent on local issues. South African Higher Education is known for its international connectedness and the way the international world accepted it into their fold as a critical player in a variety of fields, bringing a different voice to global debates. The hosting of Going Global by the British Council in May 2016 in Cape Town and the hosting of the Global Conference in August 2016 by IEASA in the Kruger National Park clearly demonstrated that South African Higher Education is globally an important player. The current situation in South Africa should be seen by the outside world as a process of internal re-evaluation. It is also a struggle to bring together the global and the local. It is a process that is currently driven by South African Higher Education institutions. Although the issues that triggered the revolt is local, the roots are global and our solution to the problem could become a guide to global higher education. It is thus necessary that all the partners of the South African system believe in South Africa as the carrier of goodwill and a message that is worth listening to. It is also necessary to rather engage with South African Universities to understand the issues and not to abandon them at this critical stage. This issue of Study South Africa should remain the connector with the global higher education system and the information provided will hopefully assist all those interested in keeping and building on this connection. , 16th Edition
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  • Date Issued: 2016

Study South Africa

  • Authors: International Education Association of South Africa (IEASA) , Jooste, Nico
  • Date: 2015
  • Subjects: Education, Higher -- South Africa , Education and globalization -- South Africa Student mobility -- Africa International education -- South Africa Education, Higher -- International cooperation , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
  • Language: English
  • Type: text , book
  • Identifier: http://hdl.handle.net/10962/64911 , vital:28636 , ISBN 9780620672306
  • Description: [Editor's Letter]: This, the 15th edition of Study South Africa, continues to provide a platform for South African universities to profile themselves. It also provides highlights from the South African Higher Education system for the past year. This edition will focus on research and the internationalisation of research in the South African context. Study South Africa has established itself as the international mouthpiece for South African universities and without missing a beat has been produced by volunteers who, with enthusiasm, have dedicated their time and intellect to promote Higher Education Internationalisation as well as to promote South Africa as a knowledge destination for students, academics and professional staff. It is a special privilege and honour to write the introductory message for this 15th edition of Study South Africa as President of IEASA and Editor of the publication. In an era where global re-organisation is dominating the Higher Education scene and new alliances are formed to emulate the new geopolitical landscape, we need to take note of all the challenges facing Higher Education Internationalisation. A number of trends can be identified as major influences on Higher Education on a global scale. I will focus on some of those trends affecting Higher Education in emerging economies and the developing world. The first of these trends is the focus on regional and south-south cooperation. South African universities indicated their intent to further develop closer relationships with universities in Africa through their participation in the re-thinking of Africa’s future during the African Higher Education Summit on the Revitalisation of Higher Education for Africa’s future, in Dakar, Senegal during March 2015. The vision agreed upon during the summit is to ‘develop a high quality, massive, vibrant, diverse, differentiated, innovative, autonomous and socially responsible Higher Education sector. This sector will be a driving force to achieving the vision outlined in the Agenda 2063 by the African Union with a commitment to a shared strategic framework for the inclusive growth, sustainable development and global strategy to optimise the use of Africa’s resources for the benefit of all Africans’. The role of universities would be to develop closer cooperation as well as to advance research with a focus on innovation and sustainable economic growth that will integrate African economies as equal partners in the world economy. It is clear from the vision that although the emphasis should be on inter-African collaboration, collaboration with institutions outside the African continent should not be excluded to achieve the knowledge creation needed to achieve Agenda 2063. Another Higher Education Internationalisation trend in South Africa is the development of closer cooperation within the BRICS countries. The agreements reached and strategies agreed to during the BRICS Summit in Ufa, and included in the Ufa Declaration of 17 June 2015, open doors to future collaborations between BRICS universities. It is envisaged that in the next year the constituent meeting of the BRICS University Network and the establishment of the BRICS Universities League will provide the necessary framework for future collaboration amongst universities from the BRICS member countries. It is imperative that organisations like IEASA and the Brazilian FAUBAI play a key role in the establishment and function of the above mentioned networks. We can provide the necessary support and leadership to other member countries where Higher Education Internationalisation is still at the early stages of conceptualisation and organisation. It will be important to make effective use of the occasion of the Global Conference on Higher Education Internationalisation, scheduled to take place in South Africa in August 2016, to debate and set the future agenda for the BRICS University Network in relation to the rest of the world. It is also vital that the BRICS universities as well as the universities in Africa integrate fully with the rest of the world instead of developing a separate grouping. , 15th Edition
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  • Date Issued: 2015

A sustainability reporting framework for South African Higher Education Institutions

  • Authors: Bosire, Samuel Mobisa
  • Date: 2014
  • Subjects: Sustainable development reporting -- South Africa , Business intelligence -- South Africa , Universities and colleges -- South Africa , Corporate governance -- South Africa
  • Language: English
  • Type: Thesis , Doctoral , DBA
  • Identifier: vital:8798 , http://hdl.handle.net/10948/d1016126
  • Description: Sustainability has gained prominence globally among nations, regions and organisations as a result of factors such as the effects of climate change on the environment, diminishing natural resources and rising population growth with their concomitant impact on economies and social systems. South Africa is a signatory to the United Nations Global Compact (UNGC) that promotes international principles and best practices on sustainable development. Sustainability Reporting is one such best practice. Sustainability Reporting is imperative for good governance and organisations are now expected to support sustainability issues, risks and performance in a balanced and reasonable way. The United Nations and other global bodies have been in the vanguard in promoting guidelines for sustainability reporting with the Global Reporting Initiative (GRI) being the most Prominent Sustainability reporting guideline. The South African Higher Education Institutions generate a number of reports in the course of any given academic year. As has been the case in the global corporate world, failures in governance in some South African universities point to weaknesses in their governance, especially when it comes to oversight of the operations of institutions. Considering this, it is important to critically examine strategic planning processes to understand the aspects that are important for the survival of Higher Education Institutions (HEIs) and therefore they should be regularly and closely monitored. The study begins by exploring literature relating to strategic planning, governance, sustainability reporting practices and Business Intelligence (BI) technologies in Higher Education. The primary objective of the investigation is to propose a sustainability reporting framework for Higher Education Institutions in South Africa. It is argued that with the aid of appropriate BI tools, the proposed Sustainability Reporting framework would be useful in tracking progress in the implementation of strategic plans and at the same time strengthen governance in institutions. The study identified elements of Sustainability Reporting that are important for strategic planning. To develop the proposed framework, an empirical investigation was undertaken. Four online questionnaires were completed and returned by 108 participants comprising of Registrars and Information Managers at 23 South African Higher Education Institutions as well as to Information Managers in selected International Higher Education Institutions and Managers at the Nelson Mandela Metropolitan University (NMMU). The online questionnaires were developed to elicit information to include in the proposed framework. To analyse results, both descriptive and inferential statistics such as Analysis of Variance (ANOVA) were used. Results from the surveys revealed that Higher Education Institutions globally and in South Africa are grappling with the same issues. When it comes to Sustainability Reporting, factors such as information culture and Business Intelligence maturity levels were not found to be very different among the various institutions. In the case study at NMMU, correlational analysis confirmed that variables such as Management buying and the availability of BI reports were positively related to effective strategic planning and vice versa. Similarly, a strong correlation was observed between reporting guidelines and strategic planning. Moreover, the study highlighted the critical role of management and leadership in a university in creating an environment that supports Sustainability Reporting. In conclusion, it was recommended that efforts should be directed at creating awareness and at training staff on aspects that promote sustainability. It is incumbent upon the institution to take advantage of and promote technological tools and techniques to enable the easy flow of data and information in understandable and usable formats to all its stakeholders. Finally, a Framework for Sustainability Reporting for Higher Education Institutions (FSRHEI) and guidelines for implementing Sustainability Reports are proposed.
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  • Date Issued: 2014

Study South Africa

  • Authors: International Education Association of South Africa (IEASA) , Jooste, Nico
  • Date: 2014
  • Subjects: Education, Higher -- South Africa , Education and globalization -- South Africa Student mobility -- Africa International education -- South Africa Education, Higher -- International cooperation , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
  • Language: English
  • Type: text , book
  • Identifier: http://hdl.handle.net/10962/64864 , vital:28621 , ISBN 9780620620123
  • Description: [Editor's Letter]: This 14th edition of Study South Africa foregrounds the celebration of 20 years of a democratic South Africa. Patrick Fish was commissioned to write a series of articles reflecting the development of South African Higher Education since 1994 for this edition. Reading through this the reader will hopefully experience a sense of the transformation of the South African Higher Education system. Although we all agree in South Africa that we are not done yet, we also recognise that given the South African realities, the change from a race based and fragmented system of higher education to a single but diverse system is well under way. The South African Universities transformed from mostly mono cultural to multicultural institutions that largely reflects the composition of the South African population. The University campuses also demonstrate the institutional appetite to be international. Not only do they jointly house more than 50,000 international students but are also involved in numerous ways in bringing the benefits of being globally connected to the local communities. We are one of the few higher education systems that largely fund our international activities from institutional budgets. This is one of the main reasons that South African Universities practice a style of internationalisation that is relevant to our institutional needs, as well as the local and national needs. Through our internationalisation endeavours we have connected with the rest of Africa in a very special way. Not only do we educate large numbers of students from other African countries but through the South African Higher Education alumni that now live all over the African continent we have built permanent connections that will enhance and develop long standing relationships. IEASA celebrates with all South Africans 20 years of democracy and realise that it is indeed a privilege to be practitioners in transformed ‘knowledge cities’. We are, however, saddened by the incidents of intolerance and destruction in other parts of the world that make the work of higher education institutions impossible, and can only in solidarity with those scholars at risk celebrate with deep appreciation the efforts and determination of those South Africans that made it possible for us to be Universities in a free and democratic society. , 14th Edition
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  • Date Issued: 2014

A value framework for information and communication technology governance in South African higher education institutions

  • Authors: Johl, Christian Peter
  • Date: 2013
  • Subjects: Information technology -- South Africa -- Management , Universities and colleges -- South Africa
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: vital:9821 , http://hdl.handle.net/10948/d1020281
  • Description: The public higher education sector in South Africa is governed by an act of Parliament which defines the governance organs and mechanisms required within institutions and the sector. This doctoral thesis begins by contextualising ICT governance within the levels of systemic governance in South Africa that have relevance to this study. It then continues by advancing the understanding of the state of Information and Communication Technology (ICT) governance in public higher education institutions in South Africa by investigating the level of pervasiveness, the level of ICT process maturity and the alignment of ICT to the institutional processes within these institutions. Subsequently, this thesis results in the production of a contextually appropriate value framework that contributes towards an understanding of the need for the improvement of ICT governance. A survey of the extant literature on governance, ICT governance, and the frameworks and standards associated with governance indicates that the methodological approach currently favoured in ICT governance research is predominantly interpretive and based on surveys and interviews. This study leans towards a Design Science approach paradigm using surveys for the qualitative data collection process. The empirical research data was gathered from the highest ranking ICT officers at public higher education institutions in South Africa. This study makes contributions on a number of levels – from the first known measurement of ICT pervasiveness within the context of higher education, to the measurement of ICT process maturity and the measurement of the alignment of ICT and institutional processes, to the design of a value framework that breaks down governance into layers indicating which governance organs are appropriate at the relevant layers and which governance mechanisms can be used to address governance at each layer of governance. This study therefore makes a contribution to the ICT domain for development research by demonstrating praxis for the improvement of ICT governance implementation in the public higher education sector in South Africa. This study makes both method design and practical contributions to the ICT body of knowledge at various stages of the research process. These contributions include reflection on and analysis of the data gathering approaches that occur within the public higher education sector and in the complex environment of institutional autonomy and academic freedom; the use of Agency Theory to support the ‗governance intent‘ transfer between the layers of governance in the value framework and the synthesis of the improvement of ICT governance with value creation. The findings of this study further contribute to an understanding of the dynamics and interrelatedness of aspects of governance and management, while making a contribution to theoretical research by extending practical and empirical understanding of the ICT governance environment in the public higher education sector in South Africa.
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  • Date Issued: 2013

Accessing learner support services in a distance education context at UNISA Adult Basic Education Department

  • Authors: Arko-Achemfuor, Akwasi
  • Date: 2013
  • Subjects: Distance education -- South Africa , Universities and colleges -- South Africa , Adult education -- South Africa , Educational innovations -- South Africa , Educational technology -- South Africa , Education, Higher -- South Africa
  • Language: English
  • Type: Thesis , Masters , M Ed
  • Identifier: vital:16199 , http://hdl.handle.net/10353/d1013382 , Distance education -- South Africa , Universities and colleges -- South Africa , Adult education -- South Africa , Educational innovations -- South Africa , Educational technology -- South Africa , Education, Higher -- South Africa
  • Description: This study investigated the access to learner support services by Unisa‟s ABET students in the Department of Adult Education in one of the rural provinces in South Africa. Specifically, a survey using questionnaire and focus group interview was carried out to determine the access gaps in to the learner support services by Unisa‟s adult students. A literature study preceded the empirical study to fully comprehend the theoretical and conceptual underpinnings of the role of learner support in bridging the transactional distance between students on the one hand and the institution on the other hand. In the empirical study phase, a questionnaire was administered to 150 ABET Students in one province in South Africa through the stratified sampling technique and one focus group interview comprising 10 students who access support services at one of the regional offices to assess the importance they attach to the support services that are offered at the regional centres and the extent to which they are able to access them. The focus group interview comprised questions on the students‟ understanding of learner support services and their experiences in accessing them. Moore‟s theory of transactional distance was used as the theoretical base for the study. Out of a total of the 150 questionnaires that were distributed, 117 were the usable representing 78.0% response rate. One of the conclusions drawn from this study is that, although Unisa has most of the learner support services in place but for various reasons, a lot of the students are not able to access the support services as expected as the needs gap for almost all the support services were high. The chi-square tests found significant differences (p is less than 0.05) between the students on the extent to which they are able to access the support services. An integrated learner support framework was suggested for Unisa and other distance providing institutions to address the access gaps adult students‟ encounter in their studies.
  • Full Text:
  • Date Issued: 2013

Study South Africa

  • Authors: International Education Association of South Africa (IEASA) , Jooste, Nico
  • Date: 2013
  • Subjects: Education, Higher -- South Africa , Education and globalization -- South Africa Student mobility -- Africa International education -- South Africa Education, Higher -- International cooperation , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
  • Language: English
  • Type: text , book
  • Identifier: http://hdl.handle.net/10962/64878 , vital:28623
  • Description: [Editor's Letter]: Study South Africa has been the global mouthpiece of the International Education Association of South Africa (IEASA) and South African Higher Education since the publication of its first edition in 1999. It grew from a publication that served as a guide to South African Higher Education to a comprehensive source of information for the international academic community and others interested in South Africa’s tertiary education sector. This annual publication requires knowledgeable contributors as well as skilful editorial and other technical support. For the past number of years the editorial team was ably supported by Loveness Kaunda from the University of Cape Town (UCT). She provided the publication with her time, energy and knowledge. However, as she retired from her UCT position, she will no longer be available to consult with on a regular basis. This edition of Study South Africa is dedicated to her as a token of gratitude for all her time and passion. Another source of knowledge and inspiration is Patrick Fish - a higher education specialist who does research on topics relevant to the South African Higher Education landscape and provides us with up-to-date information. His writing skills turn the first number of pages of this publication into a real source of information. The knowledge about South African universities will be incomplete without the contributions of the universities themselves. A common trend this year is the focus on excellence of teaching and research as well as the relevance of South African Higher Education to local students functioning in an ever globalising world. It is also evident that most of the South African universities are aware of the need to be globally competitive, not only to attract the best international students, but also to be able to compete in a very competitive global knowledge driven environment. Study South Africa is again proudly presented by IEASA. This edition, focussing on Internationalisation of Higher Education, with a specific focus on South Africa in a changing world, again illustrates the interconnectedness of global higher education. It is envisaged that future editions will explore and document the collaboration between IEASA and similar organisations that is promoting the Internationalisation of Higher Education as well as global trends in international higher education affecting internationalisation of higher education in emerging countries. , 13th Edition
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  • Date Issued: 2013

Learnership program's effectiveness at an FET college

  • Authors: Lekhelebana, Letlatsa George
  • Date: 2012
  • Subjects: Vocational education , Skilled labor -- South Africa , Unemployment -- South Africa , Economic development -- South Africa , Universities and colleges -- South Africa
  • Language: English
  • Type: Thesis , Masters , MBA
  • Identifier: vital:8870 , http://hdl.handle.net/10948/d1020314
  • Description: High levels of unemployment and skills shortages in key parts of the South African economy are well documented. The failure of the South African economy to absorb new entrants to the job market is also well documented. The paradox of an economy that was growing for over a decade during the late nineties and early 2000s creating a lot of vacancies and yet at the same time seeing ever growing levels of unemployment numbers also makes for interesting reading. Learnership programs are intended to address this situation by reducing the problem of skills shortages and leading in the human capital development that is aligned to industry needs. Thus is the purpose of this study to determine whether the beneficiaries of the learnership programs, the graduates, find benefit from having completed these learnership programs. It is to evaluate whether they find the program to have been effective in either equipping them sufficiently to improve prospects of finding permanent employment or successfully starting their own businesses. An extensive literature study of the history of the FET and its development, the concept of learnership and legislation and statutes applicable to the sector in South Africa was undertaken so that the skills development initiatives in the country are contextualised. The empirical part of the study involved a self-constructed questionnaire designed to illicit perspectives of the FET training and learnership within the FET graduate population that have completed their studies at an FET institution within Nelson Mandela Bay. The data collected indicate that a substantial majority of the sample find The data collected indicate that a substantial majority of the sample find the training to be effective and confirm the literature findings that learnerships can improve the issue of skills shortage in industry. The study makes recommendations that encompass work-based strategies and training based strategies to further improve the program. The recommendations are targeted at the FET college, the work-place training providers and the MERSETA and are meant solely to assist the organisations in overcoming the identified challenges emanating from learnership implementation.
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  • Date Issued: 2012

Study South Africa

  • Authors: International Education Association of South Africa (IEASA) , Jooste, Nico
  • Date: 2012
  • Subjects: Education, Higher -- South Africa , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
  • Language: English
  • Type: text , book
  • Identifier: http://hdl.handle.net/10962/64928 , vital:28637 , ISBN 9780620542661
  • Description: [Extract from article by Ms Merle Hodges]: A recent article points to the feeling of alienation that students feel when studying away from home. It seeks to address the problem by establishing a range of fora where foreign students can feel more ‘at home’. It encourages host students to be more willing to accommodate these ‘outsiders’ in order to boost the reputation of the institution. Most of these initiatives are slightly patronising, but obviously well-meant. The overriding sense behind the article is that international students, within higher education institutions, are a benevolent burden. International students should be looked after, because universities are generally maternal (they are someone’s alma mater after all), places of kindness (they literally give away knowledge) and generally care for others (community outreach is fundamental to most universities). More importantly, international students – in places like the USA and UK – generate additional funding in an environment where government and federal funding is drying up. But what if four out of every ten students in the world who graduated were from China and India? In the next eight years? That genial inconvenience now becomes an imperative. These are the predictions by such august organisations as The British Council and the education branch of the OECD. It is also anticipated that these countries will not be in a position to educate this number of students internally. Which, in turn, suggests that there will be mass outflows at the undergraduate level and, by sheer dint of numbers, also means that internationalisation is heading towards a compounding acceleration in numbers. Where then does internationalisation stand? It will no longer be an altruistic add-on, but core business to the lifeblood of the universities across the globe. As far back as 1994, Jane Knight understood internationalisation as a phenomenon that would have a profound impact on the functions and structures of the university. “Internationalization,” she points out, “is the process of integrating an international, intercultural, global outlook into the major functions of a university – teaching, SRC, and service functions.” Over the past year arguments have been made that suggest that global shifts in student demographics are not the ‘province’ of South African higher education and that our obligation is to focus internally, on poverty alleviation and job creation. This argument misses the point. The free flow of academics and students – especially the large number of postgraduate students from other countries already at our institutions – are working with our academics on solving exactly these kinds of problems. IEASA is no longer only about the 60 000 students who migrate to our shores annually. It’s about what they learn and the diverse experiences that they will go through; experiences that will change them for life and will inevitably bring them to a different understanding of the world that we, collectively, are presently fashioning. , 12th Edition
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  • Date Issued: 2012

Pivotal role of the UNISA council in corporate governance

  • Authors: Nobatyi, Andile
  • Date: 2011
  • Subjects: Corporate governance -- Education (Higher) -- South Africa , Education, Higher -- South Africa , Universities and colleges -- South Africa
  • Language: English
  • Type: Thesis , Masters , MBA
  • Identifier: vital:8770 , http://hdl.handle.net/10948/d1012351 , Corporate governance -- Education (Higher) -- South Africa , Education, Higher -- South Africa , Universities and colleges -- South Africa
  • Description: There have been calls the world over for academic institutions to adopt corporate forms of management. Unisa Council declared its commitment to corporate governance in the Annual report 2009. This study aims to determine whether Unisa Council activities and decisions comply with corporate governance as per the King III Code and identify any area(s) of improvement. Case study research was undertaken to investigate compliance with the principles of good governance as recommended in the Code. A checklist was used to collect data from university documents and this data was analysed by pattern matching. Unisa performance was then compared with that of University of KwaZulu-Natal. Unisa Council performed 91percent of recommended practices and thereby complied with 87 percent of principles of good governance as per the King III Code on Corporate Governance. Unisa did not comply with three principles and neither complied nor not-complied with five principles as the level of performance of corresponding recommended practices was below the threshold of 75 percent. UKZN achieved 91 percent performance of the recommended practices and thereby obtained 87 percent compliance. The study also showed that practicing corporate forms of management to improve academic governance does not necessarily relegate academic interest to lower levels. This means that these institutions delivered on their mandate from the Higher Education Act, 1997 (as amended). Unisa and UKZN are primarily public institutions of higher education and not profit driven, despite them embracing corporate forms of management.
  • Full Text:
  • Date Issued: 2011

Study South Africa

  • Authors: International Education Association of South Africa (IEASA) , Jooste, Nico
  • Date: 2011
  • Subjects: Education, Higher -- South Africa , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
  • Language: English
  • Type: text , book
  • Identifier: http://hdl.handle.net/10962/64952 , vital:28639 , ISBN 9780620512244
  • Description: [Extract from article by Ms Merle Hodges]: Over the past year there have been numerous conferences dealing with one general topic. How is it possible for higher education, globally, to produce the same quality in its graduates, research and community outreach when the financial resources entering into the system are radically declining? The conclusion is overwhelmingly despondent. ‘Universities have to do more with less, academics and academic research will increasingly be pressurised by lower salaries internally and career temptations from the corporate world – the impact of which is the greater commodification of universities, and the inevitable decline in academic freedom.’ This global negativity is predicated on inter–related factors. The first, the long tail of the economic recession, is continuing to bite all sectors and higher education is no exception. Secondly, higher education is a little like marketing – when the pressure is on government, sectors like higher education are de–prioritised. In light of this, the position of internationalisation in higher education might seem to fade into the background. Interestingly, the inverse is true. While the zeitgeist of higher education generally appears dismal, the prospects of internationalisation appear rosy in comparison. I believe this is true because of two overlapping issues. Firstly, students are not going to give up on university because of a lingering economic downturn. What they are doing, however, is deciding to travel and study at destinations that would have been perceived as implausible a few years ago. Venezuela, Chile, South Korea and South Africa are all drawing US students more than ever before. This is partly because, I sense, the quality of qualifications is achieving parity across the globe; and also, because students who are prepared to travel realise that cultural specificity – the ability to learn new and unique aspects of a different culture while gaining the same core ingredients of a degree – sets it apart from the degree gained locally. A one semester course in Russian anthropology might appear entirely redundant when applying for a job. However, the very interconnectedness of global business means not only that the course is never a waste of time, but that it might mean the difference between landing a contract and failing to do so. The international student has the benefit of developing in ways that traditional (home-grown) higher education may not yet fully understand. Secondly, development in South Africa at least, has an additional meaning. Our universities are not only focused on developing graduates for multicultural or global competitiveness. Over the past five or so years our universities have been focused on development of the country itself. As an emerging power, the impetus has been on creating universities that address the fundamental needs of the people. Poverty, HIV, sustainability and innovative solutions to global problems are the very sap of South African universities in the 21st Century. How to create a sustainable environment, how to preserve marine and wildlife, how to create jobs, reduce poverty, and maximise innovation – these are the concerns that are preoccupying the minds of the country’s best academics. , 11th Edition
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  • Date Issued: 2011

Study South Africa

  • Authors: International Education Association of South Africa (IEASA) , Jooste, Nico
  • Date: 2010
  • Subjects: Education, Higher -- South Africa , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
  • Language: English
  • Type: text , book
  • Identifier: http://hdl.handle.net/10962/64963 , vital:28640 , ISBN 9780620482172
  • Description: [Extract from message from Minister of Higher Education and Training, Hon. Dr BE Nzimande]: The 10th Edition focuses on the highly relevant issue of ‘Higher Education Internationalisation in the Development of Africa’. The internationalisation of higher education is of great importance for the continent, if Africa wants to be able to compete and participate in a global context. Currently, there are only three African institutions in the Top 500 of the Shanghai Academic Ranking of World Universities and all of these are in South Africa. Similarly, one South African institution appears in the Top 200 of the Times Higher Education World Ranking and no other African universities are represented. Despite being cautious about the methodology used to derive rankings, our aim in higher education should be to actively compete internationally and, more importantly, to serve the developmental challenges of Africa. It is imperative that Africa engages internationally and participates in the development of humanity’s knowledge. Research outputs and publications are particularly low on the continent, and African universities need to develop their research capabilities and direct resources to this important function. It is particularly important that research, which affects Africa and its development, is conducted on a large scale on the continent, supported by collaborative work and partnerships, rather than being carried out predominantly in other countries. The time has come for the tide to change and for our researchers and academics to focus on research opportunities presented on the continent. This is an important step for Africa to take if it is to deal effectively with the problems it faces and take its place in the international arena. One way to increase and develop knowledge outputs is through collaboration. An important opportunity for South African universities is the Erasmus Mundus Programme funded through the European Union (EU). This programme encourages collaboration between South African and European universities and provides resources for the exchange of staff and students within specific research programmes. It is also important for Africa to develop the research collaboration within the continent and with other developing and developed countries. In this regard, the Intra-ACP (Africa-Caribbean-Pacific) Scheme is of great importance. This initiative by the African Union (AU), working in collaboration with the EU, provides the opportunity for academic staff and student exchanges between universities in these regions. Intra-African exchanges are of particular importance in developing the continent’s capacity. Through such programmes African universities can work together to develop research and participate in the knowledge economy. We should also not ignore the challenges faced in improving the quality of teaching and learning in African universities, including many in South Africa. If sufficient attention and resources are not directed to improving these most basic activities of higher education, we will not only fail to meet the continent’s human resource development needs, but we will fail to establish the basis for future research advancement. Student mobility is very much a part of our fabric and provides the necessary intellectual stimulation, which is an essential part of student life. The number of African students from outside South Africa studying at South African institutions is growing annually, as is the number of non-African students. The networks established through such internationalisation are invaluable. There are also large numbers of our own students who, through universities’ reciprocal agreements, are studying abroad. The information provided in this publication provides a valuable opportunity to showcase our higher education sector and goes a long way to providing the necessary facts to encourage such student mobility. , 10th Edition
  • Full Text:
  • Date Issued: 2010

Study South Africa

  • Authors: International Education Association of South Africa (IEASA) , Jooste, Nico
  • Date: 2009
  • Subjects: Education, Higher -- South Africa , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
  • Language: English
  • Type: text , book
  • Identifier: http://hdl.handle.net/10962/64983 , vital:28642 , ISBN 9780620448161
  • Description: [Extract from message from Minister of Higher Education and Training, Hon. Dr BE Nzimande]: It gives me pleasure to provide support to the International Education Association of South Africa’s (IEASA) 9th edition of the Study South Africa publication. The focus of this edition, which is Higher Education and Development in South Africa, is most appropriate today as South Africa continuously strives to ensure that higher education remains relevant and responsive to the developmental needs of the country. To this end, we always have to bear in mind that South Africa is a developing country, and as such still confronts challenges such as poverty and under-development. These challenges are characteristic of most developing countries, particularly in sub-Saharan Africa. Thus, our higher education sector, through its core functions of teaching, research, and community engagement, should seek to address these issues especially as they affect the poor and other vulnerable members of our society. Since we became a democratic state in 1994, South Africa has gone a long way to transform and restructure our higher education system to ensure amongst others equity with regard to the demographics of our staff and student population. The gender and racial profile of our students has improved significantly over the years to the extent that we now have black and female students constituting the majority at our institutions, especially at undergraduate level. It is also pleasing to note that our institutions enjoy good international standing. South African researchers and institutions continue to engage in research collaborations with their peers and counterparts around the world, and thus, are integral parts of research programmes and networks. With respect to student mobility, our higher education institutions continue to attract large numbers of international students, particularly from other parts of Africa. In 2007 the number of international students enrolled at our institutions was counted at 59 209, a significant increase from 44 439 in 2000. About 85% of these students originate from the African continent, more specifically the Southern African Development Community (SADC) region. Several factors account for the increase in the number of international students coming to South Africa. These include the country’s natural and ecological resources, rich and diverse cultural heritage, and the stable socio-political conditions. The consistent growth in the number of international students seeking to study in South Africa is a positive affirmation on the quality of the country’s institutions and the international reputation of their academics and qualifications. As a country, we see this growth as a positive development as it provides us with the opportunity not only to impart or relate our experiences, but also, to learn from others, and by so doing further enhance the international standing of our higher education system. , 9th Edition
  • Full Text:
  • Date Issued: 2009

The idea of the university in South Africa today

  • Authors: Pillay, Krishnavani
  • Date: 2009
  • Subjects: Education, Higher -- South Africa , Universities and colleges -- South Africa , Blacks -- Education (Higher) -- South Africa
  • Language: English
  • Type: Thesis , Doctoral , DEd
  • Identifier: vital:9527 , http://hdl.handle.net/10948/901 , Education, Higher -- South Africa , Universities and colleges -- South Africa , Blacks -- Education (Higher) -- South Africa
  • Description: This thesis aims to examine the concept of the university in contemporary South Africa. The aim of this thesis evolves from the question, what is the idea of the university in contemporary South Africa? This question evolves from my current experiences as an academic in a contemporary South African university. My colleagues and I are faced with many epistemological challenges on a daily basis as we try to teach our students, by providing them with both access to higher education as well as epistemological access, as we try and transform our curricula from an Apartheid determined one, to one that is more congruent with the values of our new dispensation, and which at the same time will contribute to the coherent development of both our universities and our country. Central to these issues and practices is a particular understanding of a university in our context. This priority is very challenging in a context such as ours which has a rich history of a politically determined, highly differentiated university sector. A direct consequence of this legacy is an unclear and shared understanding of a university in our country at present. What is currently required in our university and broader context is more determined thinking about a concept of the university in this country. In order to examine the concept of a university in contemporary South Africa, I engaged in a conceptual analysis. In so doing I divided my thesis into two parts, on the basis of the two conceptual analysis techniques which I used. In Part one I constructed a Model Example, and in the second part I applied this Model Example (scope of application) to different contexts. My Model example of a concept of a university is predicated on a Theory of concepts; a Theory of institutions, a Theory of practices, a theory of Inquiry and a Theory of Higher Education. I then examine the concept of a university in South Africa, by focusing on an examination of the concept of a university in different chronological and geographical contexts. In this part of my thesis I engage in examining the scope of applicability of a particular concept of a university. I examine the concept of a university firstly at a more historical level, by going back to Cardinal Newman, Von Humboldt and Jaspers. This examination is important to the contemporary concept of the university in South Africa, as our current concept of a university still attempts to hold onto the components that characterised the concept of the university that these historical figures were instrumental in developing. I then go on to examine a concept of a university in Germany and America, as contemporary South Africa has extended its borders to become part of a more globally competitive context. In so doing the concept of the university in contemporary South Africa is also at the same time, influenced by the kinds of developments in such countries. I then go on to examine a concept of a university during Apartheid South Africa, to provide a context for current change initiatives in this sector. The last two chapters focus on the post Apartheid university context. On the basis of two seminal higher education policy documents, I extrapolate a concept of a university in the contemporary South African policy context. I then go on to examine how this concept of a university is impacting on current transformatory initiatives in contemporary universities. In attempting to examine an idea of a university in a contemporary South African context, I had to grapple with an array of issues. But the most fundamental challenge for me was trying to clarify an essentially contentious concept. What emerges continuously from an examination of a concept of a university is the tension that has existed and which continues to exist, between the social responsibilities of a public institution such as a university; and its traditionally established epistemological functions. Most conflicts and disillusionment regarding this concept and its use, is predicated on the challenge of trying to establish how a university can be both relevant and valuable to society and still maintain its epistemic authority and value. The South African context further complicates this dilemma, because central to our transformatory goals is a particular world view that we as South Africans regard as valuable. Such a world view is based on the social epistemology and ontology of Ubuntu. This world view comes up constantly in policy documents and discourses that underpin the university terrain. I set out to examine the idea of the university in contemporary South Africa within the parameters of such a context and world view. It is against such a backdrop that I construct a Model Example of a concept of a university. My model example acknowledges both the socio-political functions and identity of a university; as well as its constitutive epistemological functions and identity. Central to such an understanding is the imperative to maintain a dialogical balance between these two important functions. Although this thesis goes into deep epistemological regions, it just skims the surface of such an exciting epistemological terrain. What it does do however, is open up an alternate perspective on how to try and understand a concept of a university and extend its scope of applicability in a variety of ways.
  • Full Text:
  • Date Issued: 2009
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