The Politics and Economics of Postapartheid Higher Education Transformation

Ntshoe, Isaac

doi:10.1086/382623

Cited by 18 publications

(13 citation statements)

References 15 publications

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“…We have also seen the restructuring of universities' faculties, departments, and programmes to be more responsive to the needs of the market and the economy in general, which has meant that external stakeholders -such as business enterprises, employers, and the state -have come to exert more of an influence over the internal structures, curriculum, and 'knowledge' produced and disseminated by universities -ultimately these now aim, to some degree, to prepare graduates for the workplace (Ntshoe 2004). At the same time, we have seen a massive movement in the higher education sector globally towards the recognition of a second external stakeholdernamely the broader public.…”

mentioning

confidence: 99%

The university as a site for transformation: developing civic-minded graduates at South African institutions through an epistemic shift in institutional culture

Paphitis¹,

Kelland²

2016

Educ. as change

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At least one of the goals of the transformation of universities in South Africa is to develop civic-minded graduates who leave university to become agents of positive social change in broader society. More specifically, universities in South Africa aim to develop graduates who are critical, capable and balanced -graduates who are aware of their social responsibilities in post-apartheid South Africa. In this paper we, first, consider why South African universities should want to promote the development of socially-responsive civic-minded agents. Second, we analyse three plausible suggestions for the transformation of universities into sites that could increase a university's ability to foster civic-minded graduates on its campus: transformation of the university structures and demographics; the implementation of transformative teaching and learning practices; and the implementation of community engagement programmes. While all three of these suggestions are found to be plausible, we argue that in order for universities to become sites for transformation par excellence -sites which foster the development of civicmindedness -universities must embrace an epistemic shift in institutional culture. Education as Change

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confidence: 99%

The university as a site for transformation: developing civic-minded graduates at South African institutions through an epistemic shift in institutional culture

Paphitis¹,

Kelland²

2016

Educ. as change

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“…New managerialism refers to global trends in which private sector ideas, practices and values continue to permeate the world of universities (Ntshoe 2004b). Central to managerialism are the concepts of economic rationalism and private management.…”

Section: University Entrepreneurialism and New Managerialismmentioning

confidence: 99%

Whose interest does it serve? A confucian community engagement

Khanyile

2020

sajhe

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“…According to Bass (2008:103), cognitive traits 'provide task competence and problemsolving abilities' and include intelligence, judgement, decisiveness, knowledge, fluency of speech, resourcefulness and technical abilities. The concept of transformation is multifaceted, multidisciplinary and multiperspectival with various scholars relating it to various variables including race, efficiency, change, organisational strategy and structure, systems and processes and capabilities (Francis & Hemson 2010;Meyer & Botha 2004;Ntshoe 2004;Oloyede 2007;Seedat, Khoza-Shangase & Sullivan 2014:69). Powell (2001:17) defines change as any activity that alters the current state within an organisational or sociological setting.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

The effects of leadership traits on transformation: A case study of a South African university

Ngcamu

2017

TDSA

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This article investigated the effects of leadership traits on transformation in a merged and incorporated higher education institution in South Africa. Few studies have been conducted on leadership traits in universities, with none linking them to transformation. The study was guided by the traits theory, one of the systematic attempts to study the effect of leadership on transformation. Both quantitative and qualitative approaches were used, the former through a structured survey questionnaire and the latter through in-depth interviews. The questionnaire generated a high reliability rate of 0.947, indicating a high degree of internal consistency of the results, which reflected nearly 40% of the research participants who felt that the university creates a platform for open debates. However, 30% of them did not feel that independent thinking and freedom of speech are promoted, a finding partly corroborated by the qualitative findings. It was also found that business processes were inflexible, there was no reward for performance, unproductive change interventions were introduced and decision-making centralised, all seen as contrary to the transformation agenda and reflecting poor leadership traits. It is hoped that the study will assist university decision-makers under the current state of turmoil in the South African higher education landscape to exhibit leadership traits that will bring about transformation. The study also fills a void in the scant literature on the effects of leadership traits on transformation in South African universities, thus contributing to the body of knowledge.

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The Politics and Economics of Postapartheid Higher Education Transformation

Cited by 18 publications

References 15 publications

The university as a site for transformation: developing civic-minded graduates at South African institutions through an epistemic shift in institutional culture

The university as a site for transformation: developing civic-minded graduates at South African institutions through an epistemic shift in institutional culture

Whose interest does it serve? A confucian community engagement

The effects of leadership traits on transformation: A case study of a South African university

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