Untitled

Kulati, Tembile

doi:10.1023/a:1009601415803

Cited by 4 publications

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For example, the broad transformation forum, which was an "extra statutory" organ, morphed into the International Journal of CRITICAL DIVERSITY STUDIES 5.1 June 2022 institutional forum, which was incorporated in the Higher Education Act 101 of 1997 and was to be "domesticated" in the respective university statutes. For Kulati, the Institutional Forums "are meant to act as 'shock absorbers' to the transformation process by providing the arena for issues pertaining to the broad transformation agenda of the institution to be debated and discussed" (Kulati, 2000). This governance innovation (DoE, 2008 (a); Harper et al, 2002;Griffin, 2018) was thus aimed at ensuring the entrenchment of the deliberative democratic tradition in university life which hitherto remained elusive.…”

mentioning

confidence: 99%

Institutional Forums

Mvalo

2023

IJCDS

View full text Add to dashboard Cite

Chapter 3 of the Constitution of South Africa makes provision for cooperative system of governance between the three tiers of government: national, provincial and local. In higher education this provision finds expression through the Higher Education Act 101 of 1997 and institutional statutes. Cooperative governance of public universities pivots around key institutional actors as part of democratisation of institutional governance. Cooperative governance is an important twentieth-century governance innovation for South African public universities. In juxtaposing university governance and public accountability, democratisation has been identified as a crucial ingredient in broadening the processes of decision making, promoting greater participation and ensuring inclusion of black “bodies” in university governance. One of the cooperative governance structures of South African public universities is the institutional forum (IF). Born in the crucible of student activism in the 1980s, IFs have had a mixture of success and failures since their first implementation in 1998. They were conceived as agents for social justice and democratisation in the driving of transformation of public universities. This paper examines extant literature on the evolution, functions and challenges of the IF in driving institutional transformation and concludes by suggesting further areas for research.

show abstract

mentioning

confidence: 99%