Developing an integrated management model for Private Higher Educational Institutions in South Africa
- Authors: Khatle, Anthony Gladwin
- Date: 2012
- Subjects: Private universities and colleges - Administration , Private universities and colleges - Management , Education, Higher - Administration , Education, Higher - Management
- Type: Thesis
- Identifier: uj:3145 , http://hdl.handle.net/10210/6563
- Description: D. Ed. (Educational Management) , The cornerstone of this research is to understand the role of the Private Higher Education (PHE) sector in South Africa, including the challenges and problems encountered by the Private Higher Education Institutions (PHEIs) in competing in the public HE sector that is legally accountable to and funded by government. The country’s HE sector is deeply fragmented owing to the past racial divisions and inequalities, and the research thus intends to contribute to the debate on implementing a unified and inclusive model for HE. The model will include Private HE as one of the major stakeholders, offering much-needed programmes and requisite skills. The research focuses on how PHEIs perceive the policies and regulations that govern them, in terms of governance, management and funding, based on their quest to operate on the same level and standards with public HE institutions. There are many existing problems, tensions and contestations in the HE sector. The research method is quantitative, designed to elicit the views of PHE institutions, private providers, authorities and regulatory bodies. A structured questionnaire consisting of 50 items was sent to 500 private HE management staff, lecturers, trainers and owners, with a return rate of 61, 2%. After two successive factor analytic procedures the responses to the 50 items were reduced to two factors or dimensions, namely responsive governance (27 Items with α = 0.75) and policy intervention (14 Items with α = 0.63). On reflection, the items were renamed as aspects facilitating management (FB2.1) and aspects impeding management (FB2.2), and were used as parameters for the quantitative research paradigm. The responses from participants were coded and analysed, and themes or factors emerged from the first-order analysis of the data. The results of the data analysis revealed that holistic management models are developed by engaging all the stakeholders through the process of merging collegiality and managerialism, by adapting to change and transformation in higher education. There was a striking similarity between the literature review and the structured questionnaire in that the integrated management model is composed of the various emerging themes, such as systemic tensions, aspects of restrictive governance, government funding, regulatory constraints, franchising concerns about outsourcing and equity issues. The recommendations in this research are based on the six identified themes on the findings from the literature review as well as the findings from the structured questionnaire.
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Performance management in higher education : critical leadership perspectives for academic heads of department
- Authors: Seyama, Sadi Elizabeth
- Date: 2018
- Subjects: Education, Higher - Management , Performance - Management , College department heads , Total quality management in higher education
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/474796 , uj:42808
- Description: Ph.D. (Education Leadership and Management) , Abstract: This thesis explores academics and academic heads of departments’ (HODs) experiences and understanding of the leadership of performance management as enacted by HODs. Following the transformational mandate of higher education in South Africa, higher education institutions (HEIs) have had to demonstrate measurable accountability. Hence performance management was introduced to manage academic staff performance in line with institutional visions and strategic goals as aligned to broader national political goals. This thesis responds to criticisms that the implementation of performance management in HEIs represents a new form of governance that undermines academics’ professional authority in determining the meaning of quality of teaching and research. Of significance is the critique that performance management is a technology of power used as a surveillance tool that serves to control academics and eventually engender self-disciplinary behaviours that subjugate academics’ subjectivity. Within the execution of performance management, HODs are hierarchically positioned to ensure the performance of the rest of the academics. The performance of HEIs is largely dependent on their leadership of the process. Drawing upon the notions of panopticism, governmentality and the dynamic of power-resistance, and using critical performativity as an analytical framework for the study, I adopted a critical social constructionist approach in my case study of academics in South Africa. The study reveals three predominant accounts of critical leadership, namely, conscious leadership, deliberated leadership and resistance leadership. I argue that the interconnectedness of these leadership accounts shaped how academics and HODs made meaning of critical leadership perspectives for HODs in their leadership of performance management. In the South University context, leadership as invited, demanded or authorised by academics, pertains more to HODs creating a humane, harmonious environment where leadership is relational and effected through the continuum of leader-colleague or colleague-colleague and a neutralised power...
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Postmodernism, democratisation and transformation : implications for teacher college management
- Authors: Lowan, Vongane Manasse
- Date: 2012-09-12
- Subjects: Universities and colleges - Administration , Education, Higher - Management , Educational change - South Africa , Politics and education - South Africa , Community and college - Northern Province
- Type: Thesis
- Identifier: uj:10162 , http://hdl.handle.net/10210/7540
- Description: D.Ed. , Since postmodernism according to Von Recum (1990:10) has to do with the dissolution of universal meanings for the world and life, along with the process of egalitarianism, that is, equality for all people, and dehierarchisation, and dismantling of authority, the administration and management processes of colleges of education are invariably influenced by the movement. This investigation therefore seeks to find out the influence of postmodernism, that is, dehierarchisation and dismantling of bureaucratic authority by students and lecturers on the generic processes of administration and the significance of it for educational management. The dehierarchisation process will, in the view of this study, make it possible for the colleges of education to be democratised and to be transformed. It would appear that the colleges of education have difficulties in coping with the demands of the postmodern times that are characterised by democratisation and transformation. This study therefore intends to examine the paradigms or models that may help these institutions to succeed in accomplishing the missions for which they were established which is to nurture and to train teachers.
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