Abstract
D.Ed.
The shared decision-making implied by the democratic governance of higher education, enforced in terms of section 27(3) of the Higher Education Act (RSA, 1997) has existed de
facto since the advent of democracy in the new South Africa. Members of college councils and their subcommittees, students and lecturers have, in effect, been involved in the governance and decision-making processes in teacher-colleges since the advent of the new democracy. Contrary to the assertion that decisions are easier to accept and implement if people participated in their making (Liontos, 1994; Gibson and Hodgetts,1991:153; Huber, 1980:141), managerial decisions in teacher-colleges continue
to be flouted by students and lecturers. Strikes and boycotts, which were previously blamed on undemocratic, unilateral decisions, are still common. This study, therefore, seeks to examine the relationship between democratic values, effective decision-making and decision implementation in teacher-college management. Questions to be investigated which emanate from the problem elucidated above are: what are the democratic values which underlie effective shared decision-making? do participants in the process know the values which are fundamental to shared decision-making? to what extent do participants have the perception that they are committed to democratic values in shared decision-making? what recommendations can be made which could serve as
guidelines for an effective decision-making model for teacher-college management?