Abstract
Zimbabwe’s post-independence education system was created to do away with the unequal system of education created by the colonial system. Following political independence, it was hoped that, among other things, academic staff appointments, grading and promotions would be managed democratically. However, as the thesis shows, the management of these processes within public universities has diminished any of such hopes. The study used an interpretive critical case study informed by micropolitical theory that was merged with Foucault’s analysis of power and discourse. The study employed a variety of methods such as documentary analysis of archival records, policies, media reports, interviews, and direct observation. Data were analysed through thematic analysis. Although the findings of this study relate to two research sites, that is two public universities in Zimbabwe; this study is of the view that these results can be applied to universities elsewhere within a similar context...
Ph.D. (Education and Curriculum Studies)