Transformation: The Changing Context of Academia in Post-Apartheid South Africa

Hugo, Pierre

doi:10.1093/oxfordjournals.afraf.a007920

Cited by 21 publications

(6 citation statements)

References 2 publications

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“…During the past two decades, universities all over the globe have been confronted with a series of complex changes, challenging their mandates, traditional practices, authority and organizational structures (Doyle and Hind 1998;Hugo 1998;Nixon et al 2001). The realities of globalization of higher education are forcing structural changes on universities and creating new organizational realities (Du Toit 2000).…”

Section: Discussionmentioning

confidence: 99%

UK university leaders at the turn of the 21st century: changing patterns in their socio-demographic characteristics

Breakwell

Tytherleigh

2007

High Educ

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While not the only title used by UK university leaders, the term Vice Chancellor will be used throughout this paper to include the other titles used (including Rector, Provost, Principal and President). According to data obtained pre-1997, UK Vice Chancellors (VCs) were predominantly scientists, largely former professors, Pro-VCs or deputy directors in universities, with only a few recruited from industry or the civil service. There have been changes in the fundamental demands being placed on UK universities in the recent past and the aim of our study was to explore if there had been changes in the socio-demographic characteristics of UK VCs since 1996. Our analysis of data available in the public domain on VCs appointed between 1997 and 2006 established that several changes had occurred. Most interestingly, we report an increase in the numbers of women and social scientists, and an increase in the age at which appointments are made. We also report an increase in appointments to universities established post-1992 of academics previously working in institutions established pre-1992.

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Section: Discussionmentioning

confidence: 99%

UK university leaders at the turn of the 21st century: changing patterns in their socio-demographic characteristics

Breakwell

Tytherleigh

2007

High Educ

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“…In an effort to meet the needs of the increasing diversity of students, some universities duplicate their lectures in Afrikaans and English, thereby doubling their 68 IJEM 28,1 teaching load (Hugo, 1998). However, it is debatable whether such strategies are accommodative and responsive to the needs of the present university student population or whether they are resistance to transformation.…”

Section: Higher Education In South Africamentioning

confidence: 99%

Experiences of university students regarding transformation in South Africa

Seabi

Seedat

Khoza-Shangase

et al. 2014

International Journal of Educational Management

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2005),"Equal opportunity and affirmative action for South African women: a benefit or barrier?", Women in Management Review, Vol. 20 Iss 1 pp. 56-71 http://dx.Access to this document was granted through an Emerald subscription provided by emerald-srm:368933 [] For AuthorsIf you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this paper is to investigate students' perceptions of the challenges that they face and the factors that facilitate and impede teaching and learning within the context of transformation at the University of the Witwatersrand. The paper also explores students' perceptions of transformation directly and their ideas related to facilitating this process. The authors reflect briefly on colonialism and apartheid in South Africa and the state of higher education after 18 years of democracy. Design/methodology/approach -A qualitative, explorative, descriptive survey research design was employed to gain a deeper understanding of how students experience living, learning and teaching in higher education. A sample of 194 students with a mean age of 22.40 participated in the study. Findings -The results revealed positive facilitative factors such as quality of teaching, social support, material resources and practical/clinical training; as well as negative hindering factors that included high workload, English as a medium of instruction and limited access to "other" resources which impacted the learning processes. There was a general feeling of dissatisfaction with the current status of the school regarding transformation. Originality/value -This study makes novel contributions to the literature, especially related to the South African context. For instance, white students in professional degree programs reported that their inability to speak indigenous African languages hindered their provision of services to clients. This finding contrasts with previous literature that suggests that students who speak English as a first language have greater advantages than multilingual students whose mother tongue is not English.

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“…One of the focus areas of redress is the education system (Cross, Mungadi & Rouhani, 2002). This has resulted in a restructuring of the broad higher education system, which implies consequences for the governance of all higher education institutions (Dlamini, 1995;Hugo, 1998). At the same time, the realities of globalisation require of higher education institutions to become internationally competitive (Du Toit, 2000).…”

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confidence: 99%

Occupational stress, organisational commitment and ill-health of employees at a higher education institution in South Africa

Coetzee

Rothmann

2005

SA j ind psychol

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The objectives of this study were to assess the indicators and moderators of occupational stress at a higher education institution in South Africa, as well as differences based on language and years of experience at the institution. A cross-sectional survey design was used. The participants included academic and support staff at a higher education institution (N = 372). An Organisational Stress Screening Tool (ASSET) and a biographical questionnaire were administered. Workload, control, work-relationships and pay and benefits were the major occupational stressors in the institution. Compared to the international norm, participants reported higher levels of physical and psychological ill-health and perceived lack of commitment from the organisation. Analysis of variance revealed differences in occupational stress levels for all the biographical variables tested. Organisational commitment moderated the effect of occupational stress on ill-health.<p> <strong>Opsomming</strong> <br>Die doelstellings van hierdie studie was om die aanwysers en verligtende faktore van beroepstres in ’n hoëronderwysinstansie in Suid-Afrika te identifiseer, asook moontlike verskille gebaseer op taal en jare ervaring by die instansie te bepaal. ’n Dwarsdeursnee-opnameontwerp is gebruik. Die deelnemers het bestaan uit akademiese en ondersteuningspersoneel verbonde aan ’n hoëronderwysinstansie (N = 372). ’n Organisasiestresgraderingsinstrument (ASSET) en ’n biografiese vraelys is afgeneem. Oorlading, kontrole, werksverhoudinge en salaris en byvoordele was die vernaamste stressore in die instelling. Vergeleke met die internasionale norm, het deelnemers hoër vlakke van fisieke en psigologiese ongesondheid gerapporteer, en ook ’n gebrek aan verbondenheid komende van die werkgewer ervaar. Variansieanalise het verskille in werkstresvlakke uitgewys vir al die biografiese veranderlikes wat getoets is. Organisasieverbondenheid het die effek van beroepstres op ongesondheid gematig

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Transformation: The Changing Context of Academia in Post-Apartheid South Africa

Cited by 21 publications

References 2 publications

UK university leaders at the turn of the 21st century: changing patterns in their socio-demographic characteristics

UK university leaders at the turn of the 21st century: changing patterns in their socio-demographic characteristics

Experiences of university students regarding transformation in South Africa

Occupational stress, organisational commitment and ill-health of employees at a higher education institution in South Africa

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