Corporatisation of universities deepens inequalities by ignoring social injustices and restricting access to higher education

Abstract

There has been an unprecedented demand for equitable access to post-secondary education post 1994, perhaps because of the change in policies broadening participation of black people in traditional universities in South Africa. The dramatic increase of people of colour attending institutions of higher learning coincided with shrinking government subsidies, which led to universities redesigning their identity according to corporate culture. Thus, they turned to double digit fee increases and persistent long-term outsourcing of services to overcome the problem of funding insecurities. However, it is not clear how corporatization of institutions of higher education enables equitable access and efficient delivery of higher education to the majority of blacks who were previously disadvantaged by apartheid policies. The primary objective of this article is to conduct a meta-synthesis of a systematically retrieved sample of empirical academic literature to present an argument on the systemic deficits in corporatization of higher education and the corporate identity which distort the ideal university. The PRISMA statement is followed to ensure transparent and complete synthesis of the literature reviewed to maintain the integrity of individual studies. Thereafter, the article presents a detailed account of how corporatization of universities deepens inequalities; ignores social injustices and restricts access to higher education. In addition, the article makes a claim that corporatization of universities impairs the academic quality and freedom of the university as well as portrays education as "private good" for self-actualization.

COVID-19: Exposing unmatched historical disparities in the South African institutions of higher learning

“…Hence, a number of studies have suggested possible interventions to this effect. For example, these studies proposed for new higher education policies to advance transformation, the need for justice and increasing access to higher education, a changed institutional culture that will pave a way for transformation and making higher education affordable for the poor (Luvalo 2019;Wangenge-Ouma and Cloete 2008;Dlamini 2018;Cele and Menon 2006). In light of this, the current article, therefore, sought to expand from those previous studies by further highlighting the existing sectorial transformation gaps and inequality shortfalls.…”

“…However, achieving transformation in this regard has shown to be somewhat slow. This is because the contemporary institutional culture of the South African higher education neither takes into consideration human experiences nor strives to correct the unfairness of the past (Dlamini 2018). The realities of students in institutions of higher learning in South Africa largely resemble those of the apartheid system.…”

The question of access and spatial justice in universities in sub-Saharan Africa: A capabilities approach

“…It is clear from the research reported in this article that whilst enrolment intended to provide access for transformation in higher education (Dlamini 2018;Martinez-Vargas et al 2020), students and staff at the universities in this study are aware that there are better conditions in other universities. This makes them feel uncomfortable in the places where they are, making these places undesirable and therefore unjust (Moroni 2020:255;Van Wyk 2015).…”

Universities trailing behind: Unquestioned epistemological foundations constraining the transition to online instructional delivery and learning

“…Given the endemic inequality in Africa at large and South Africa in particular, "the speed with which this move to online instruction is expected to happen is unprecedented and staggering" (Hodges et al 2020, 2). Therefore, a reactive and simplistic approach to the implementation of digital technologies in universities could promote ideals of classism (Dlamini 2018). The transition to the ERT approach and online learning is quite complex and requires long-term planning instead of simply adding technological activities to existing courses (Batchelor 2018).…”

“…The challenge is to transform social structures that could deepen inequalities and restrict access to higher education (Dlamini 2018). Instead of rationalizing education, the unfathomable challenges must be understood so that universities are "responsive to the goals of equity, efficiency, democratic participation and development" (Habib 2016, 36).…”