The location decision of PE College after a merger
- Authors: Ferreira, Renee
- Date: 2004
- Subjects: Industrial location -- South Africa -- Port Elizabeth , School sites -- South Africa -- Port Elizabeth , Universities and colleges -- Mergers -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:10863 , http://hdl.handle.net/10948/256 , Industrial location -- South Africa -- Port Elizabeth , School sites -- South Africa -- Port Elizabeth , Universities and colleges -- Mergers -- South Africa -- Port Elizabeth
- Description: The Port Elizabeth College (PE College) was founded in January 2002 as a result of the merger between the three technical colleges in Port Elizabeth, namely, Russell Road, Bethelsdorp and Iqhayiya. Similar courses are offered in duplicated facilities, contrary to the sentiment of the legislation requiring the reduction of the number of technical colleges from 152 to 50. A further problem experienced by the management of PE College is that the Russell Road campus is so full that it is necessary to turn prospective students away, while the other campuses are under-utilised. The focus of this study is the evaluation of the location and coverage offered by the six PE College sites of delivery. The study examined the physical facilities of the PE College and investigated the requirements of staff and students, regarding their campuses of choice. The objectives were achieved through site visits to the six campuses, as well as a quantitative, structured, self-administered survey of all staff and students of the PE College in October 2003. The questions used in the survey were selected only after a literature review of location theory, which highlighted the factors to be considered in location decisions. Completed questionnaires were received from 1 256 student and 120 staff respondents. The empirical study showed that 13,2% of students and 9,2% of staff wished to study or work at a different campus. Sixty-eight percent of students who wanted to change campuses preferred to be based at the Russell Road campus, which is already full. As a result, this study has led to the recommendation that the PE College should use a product-based location strategy, where each campus specialises in a different field of study. Although this location strategy will not necessarily offer the greatest accessibility to students and staff, it will result in the least amount of duplication, and, therefore, reduced costs.
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- Date Issued: 2004
An exploration of transformation at an institution of higher education using Anstey's conceptual framework
- Authors: Wannenburg, Iona
- Date: 2008
- Subjects: Universities and colleges -- Mergers -- South Africa -- Port Elizabeth , Educational change -- South Africa -- Port Elizabeth , Transformative learning -- South Africa -- Port Elizabeth , Higher education and state -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9423 , http://hdl.handle.net/10948/865 , Universities and colleges -- Mergers -- South Africa -- Port Elizabeth , Educational change -- South Africa -- Port Elizabeth , Transformative learning -- South Africa -- Port Elizabeth , Higher education and state -- South Africa
- Description: In this study an exploration was conducted of change and transformation at an institution of higher education in South Africa using Anstey’s conceptual framework. This framework incorporated the work of major change theorists as well as the balanced scorecard of Kaplan and Norton. A quantitative and exploratory approach was used. The research question for this study was formulated as follows: How successful was the organizational transformation process at the newly established university in the period 2003 – 2007? The first objective of the study was to describe the organizational transformation process as it unfolded at the newly established university. The second objective was to evaluate the success of the organizational transformation process by using Anstey’s conceptual framework. Eight factors were identified in Anstey’s framework according to which the success of the merger was analyzed. These factors were: constructive unease; harnessed urgency; clear purpose; challenging vision with clear measurable objectives; champions at all levels; culture and community; competitive competencies; coherent strategy, and communication and consultation. A computerized survey tool was utilized to design a structured questionnaire with both fixed response and open-ended questions. Some 13 percent of the employees responded to the questionnaire. The internal consistency of the scores derived from the instrument was confirmed using Cronbach’s alpha. Descriptive statistics revealed that 62.5 percent of factor scores were neutral and 37.5 percent negative with regard to staffs’ perceptions of the merger. Inferential statistics disclosed that academic staff viewed the merger more negatively on factor 3 challenging vision with clear measurable objectives than their administrative colleagues. The total success of the merger can be summarized by the following statement of one of the participants ‘If the NMMU merger is compared to other mergers in Higher Education in South Africa then it is clear that, from a systems and procedural perspective, it was managed satisfactory. Unfortunately the ‘people’ dimension of the merger did not feature as a priority and many staff members were alienated as a result of this.’ The limitation of the study was the small sample size. This study was also contextual in nature, meaning that it focused on the transformation process as it unfolded at a specific university in South African between the years 2003 – 2007. No results generated in this study can be generalized as they only presented a shot-in-time reflecting the transformation process at a particular organization at a particular period in time. This study also confirmed the usefulness of Anstey’s conceptual framework in assessing transformation at an institution of higher education.
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- Date Issued: 2008
A comprehensive university: constructing an organisational identity
- Authors: Moeng, Siphokazi Florence
- Date: 2009
- Subjects: Universities and colleges -- Mergers -- South Africa -- Port Elizabeth , Educational change -- South Africa -- Port Elizabeth , Education, Higher -- South Africa -- Port Elizabeth -- Aims and objectives , Organizational behavior -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9517 , http://hdl.handle.net/10948/1029 , Universities and colleges -- Mergers -- South Africa -- Port Elizabeth , Educational change -- South Africa -- Port Elizabeth , Education, Higher -- South Africa -- Port Elizabeth -- Aims and objectives , Organizational behavior -- South Africa -- Port Elizabeth
- Description: The restructuring of higher education through incorporations and mergers has attracted a lot of attention over the past few years in South Africa. These incorporations and mergers have displaced institutions of higher education and positioned them in new organisational homes, thus subjecting faculties, schools and departments to a process of relocation, new knowledge acquisition, identity change and meaning-making processes. The merger has resulted in three types of universities; i.e. traditional universities, comprehensive universities and universities of technology. The introduction of the comprehensive university as a new institutional type has brought with it questions about the idea of the university and the purpose of higher education in general. Mergers in particular have initiated conversations about sense-making and meaning during change. Amidst all this, people within the merging institution have been confronted with a new organisation with which they have to identify. At universities in particular, questions about academic identity and organisational identity have become unavoidable. The boundaries that gave definition to a university have been (re)moved. The structure of the university, as it was known, has changed. Hence, in the newly merged NMMU, academics are in the process of internalising and giving meaning to the new organisational values and norms of a comprehensive university. Needless to say, the challenges facing the newly merged NMMU are cultural, structural and geographic. Bringing together different institutional and personal cultures involves a human dimension that needs to be nurtured by trying to form a coherent and cohesive organisation that is created from culturally diverse and uncomplementary institutions. Another challenge is bringing together different organisational structures, systems and programmes that are informed by different institutional cultures. Furthermore, the challenge of having multiple campuses that are geographically separated exacerbates the situation. Along with all these challenges, the NMMU has the task of constructing an integrated institutional identity through organisational forms and programme models that will embody the multiple functions that are typical of a comprehensive university. The aim of the current study was to explore how the meanings that academics assign to the notion of a comprehensive university are instrumental in constructing an organisational identity; describing in detail how at the NMMU academics make meaning of the comprehensive university and how that meaning-making process influences the construction of an organisational identity; and formulating recommendations based on the qualitative findings and quantitative results of the research. In an effort to achieve the aim alluded to above, this study employed the mixed methods approach that used a sequential, exploratory, transformative design. The complexity of the study was such that it required to be investigated through qualitative and quantitative analytical methods in order to confirm, triangulate and obtain a holistic picture of the situation under investigation. The sample for the qualitative interviews consisted of thirteen purposefully selected academics from all levels at the NMMU. The interviews were transcribed and coded into themes, categories and sub-categories. These themes were then developed and translated into statements for the questionnaire that was administered randomly to all NMMU academics. A total of 108 academics responded to the questionnaire. The responses to the questionnaire were analysed using the SPSS programme. The findings and results of the study revealed that there was a fairly common understanding of the term comprehensive university among academics. However, the details about its procedures appeared to be the privileged ownership of management. This situation mitigated the necessity for a sense-making process that would allow for negotiation, modification and alteration of already held assumptions. A pertinent concern amongst academics was the neglect of the ‘human factor’ during the change process. The management style also came under scrutiny, especially in terms of the facilitation and mediation of change. There was a consensus on the call for cohesion and unity that was believed to be one of the main features that would make the construction of the NMMU organisational identity possible. The vision, mission and values of the NMMU were believed to be central to the creation of cohesion and unity, which would subsequently result in the birth of an organisational culture that could inform the organisational identity of the NMMU. Strategies to actualise and realise the organisational identity were proposed by participants. Notwithstanding, the impact of the merger was identified as having a major influence in shaping the organisational identity of the NMMU.
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- Date Issued: 2009
An analysis of the change management process with specific references to mergers
- Authors: Vanqa, Thembelani McDonald
- Date: 2006
- Subjects: Universities and colleges -- Mergers -- South Africa -- Port Elizabeth , Organizational change -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:8698 , http://hdl.handle.net/10948/1065 , Universities and colleges -- Mergers -- South Africa -- Port Elizabeth , Organizational change -- South Africa -- Port Elizabeth
- Description: This study was intended to provide an analysis of the merger process of the Port Elizabeth Technikon on the basis change management models available according to theory. Before this discussion could ensue, it became necessary that the concept of change management be defined in detail so as to create a common basis of understanding in dealing with the change management models. There are various models that considered for discussion, namely the Lewin’s change model, the Hayes and Hyde’s change model, the Cummings and Worley’s change model and the Anderson and Anderson’s change process model. It was established that all available change models were based on the works of the Lewin’s change model. It was the Anderson and Anderson model that was found to more comprehensive in term of the various consideration it brought forward to the change manager or changing organization for consideration. Following the discussion on change models, a discussion of the research methodologies available followed. A survey methodology was decided to be appropriate for this study. An e-mail postal survey was decided as the appropriate process. The beauty of the e-mail postal survey was that it combined the benefits of personal and postal surveys. The Anderson and Anderson change model was used as a basis for devising questions in the questionnaire. The empirical study revealed that communication, consultation and resistance to change were not dealt with appropriately and as such staff morale had been greatly sacrificed. Be that as it may, it suffices to say that there is still chance to make things right. Top management needs to strengthen communication, consultation and feedback mechanisms. Secondly top management needs to establish a training and coaching program and a system for identifying and rewarding best performance. Opportunities for celebrating short-term victories should not be passed on since these enhance a sense of success and victory. The organization also needs to develop a system for harnessing new learning that will inform new ways of doing things which will become the cornerstone of the new culture.
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- Date Issued: 2006