Rural‐based universities in South Africa

Abstract

Purpose-The purpose of this paper is to focus on how two rural-based universities in South Africa can contribute towards sustainable development especially in their immediate rural communities. It addresses the following questions: what conditions or policy frameworks exist that can engender a sustainable development trajectory? How can rural-based universities reconstitute themselves so they can become effective agents for sustainable rural development? Historically, because of apartheid policies, these and other black universities were on the margins of the knowledge production process and have not effectively engaged in real development activities that would meaningfully improve the livelihoods of rural dwellers. The research identified policy and legislative instruments and strategies that can promote a dynamic interaction with other institutions thus empowering and promoting sustainability. The aim of the paper is to raise awareness about existing possibilities at the disposal of these institutions. Design/methodology/approach-The paper is the outcome of two research initiatives: one was a doctoral study by one of the authors, and the other was a study conducted at both universities. Both studies involved extensive interviews with a wide spectrum of stakeholders (local and provincial authorities, members of the business and university communities). Both also involved document analyses. Findings-That rural-based universities are advantageously situated and possess a variety of characteristics that can enable them to effectively contribute to sustainable development. These include their strategic location within the rural communities; reinventing their mission orientation so as to enhance their research capacity; expanding their intellectual/entrepreneurial/social capital; and the establishment of strong collaborative relationships. Practical implications-The first aim of the paper is to raise the awareness of policy makers and other stakeholders about the strategic value of these institutions. The awareness should lead to a series of engagements with appropriate individuals with the view to develop appropriate strategies for application. openUP (May 2007) Originality/value-The contribution of rural-based universities to sustainable development has not been sufficiently researched in South Africa and, therefore, the study fills the gap by adding valuable knowledge, new perspectives, and presents possibilities for consideration.

Student-perceived criteria for assessing university relevance in community development

“…Since the first university (University of Bologna in Italy) was established in 1088, promotion of teaching, research and knowledge transfer have remained as the major roles of these institutions. [21][22][23] However, universities have continued to evolve in response to new challenges facing nations and availability of improved technologies. According to Etzkowitz et al 24 , in order to address the new challenges, universities are expected to improve regional and national economic performance.…”

“…In South Africa, the potential of rural-based universities to play a significant role in facilitating sustainable development, especially in the communities within their vicinity, is not in doubt. This argument takes cognisance of: the universities' strategic locations within the rural communities which they are supposed to serve 25 ; availability of relevant physical infrastructure for training and empowering of communities; and potential to promote teaching and learning and build strong partnerships 21 . However, poverty and underdevelopment remain rife in rural areas and residents often struggle to feed themselves.…”

Relationship between access to ICT and the use of electronic library resources by scholars and postgraduate students in a rural-based South African university

“…Like other historically disadvantaged universities in SA, it was established to serve the black population, in its case, Tshivenda speakers in particular (Edwards 2015). Under the new political dispensation in 1997, it was mandated to be a comprehensive university that offers career, academic and vocationally focused programmes that address rural development and poverty alleviation (Nkomo & Sehoole 2007). Due to its location and historical background, UNIVEN is categorised as a rural university that offers both theory-and practice-oriented courses (Nkomo & Sehoole 2007).…”

“…Under the new political dispensation in 1997, it was mandated to be a comprehensive university that offers career, academic and vocationally focused programmes that address rural development and poverty alleviation (Nkomo & Sehoole 2007). Due to its location and historical background, UNIVEN is categorised as a rural university that offers both theory-and practice-oriented courses (Nkomo & Sehoole 2007). Edwards (2015) defined rural universities in the South African context as universities established by the apartheid government to serve ethnic groups such as Sotho, Tswana, Venda, Xhosa, and Zulu.…”

Influence of Cleanliness on Learners Learning Capabilities and Academic Performances: A South African Perspective

“…Learning remains a major constraint for learners in different parts of the environment, especially in rural societies [1,2,3,4,5]. Various factors have been explored on the causes of learners' challenges with regards to their learning abilities.…”