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Thesis (MPA) --University of Limpopo, 2007 / The aim of this study was to check on the impact of transformation in a higher education institution with particular reference to the University of Limpopo (Turfloop Campus), hence the work entitled “Evaluation of the impact of transformation at the University of Limpopo (Turfloop Campus): A review of the progress during the period 2000 – 2007”. The 1990s marked the period during which all government departments went through a rough time in that they were required to transform or sink. The higher education realm was not immune to this tedious process with challenging factors, which were, among others, economic forces, the emergence of technology, competition in terms of educational products, new funding programmes with public accountability, mergers and globalisation trends. In order for the universities to keep pace with the aforementioned challenges, a need for not merely administering, but managing the process of change as it presented itself to the universities, the need for visionary and transformational leadership became apparent. To ensure that the process of transformation in the higher education realm took place, the government enacted a number of items of legislation, and among others, the White Paper on Programme for the Transformation of Higher Education (Government Gazette, no. 4, 18207, 15 August 1997) was passed. It was abundantly clear from the literature reviewed that the Transformation of Higher Education in South Africa was long overdue. This was marked by the 1975 uprisings and other related activities such as the demand for academic autonomy by institutions of higher learning. It was evident from the results of the study that transformation at the University of Limpopo (Turfloop Campus) was anathema to many. It is advisable for the University to take note of the results of this study, and that there is need for a turn-around strategy that would include Total Quality Management to be drawn up, implemented and monitored forthwith.

Current socio-cultural and technological changes world-wide and their epistemological consequences in educational discourse form the study's backdrop. It is hypothesised that changes in our surroundings, globally and locally are inevitable. To make sense of evolving realities, our conceptual schemes should change. The latter problematic was investigated as part of analytic-philosophical research within the qualitative paradigm. This comprises an extensive literature study, disciplined subjectivity and consistent argumentation. A small scale document analysis of selected study material was conducted to ascertain the prevalent epistemology in the local context, the Faculty of Education, Unisa. Major findings emerged: In the field of Education, particularly in an Afrikaner research tradition, an essentialist and foundationalis! epistemology has prevailed. The latter assumptions of knowledge are typical of the Enlightenment paradigm and a Newtonian worldview. Furthermore these views were exacerbated by the academic isolation of the apartheid years and the limitations posed by distance education. Lecturers are often impoverished by their unfamiliarity with their students' life worlds, and a lack of exposure to the Other or 'difference'. A close link" between epistemology and the ability and willingness to participate in transformation processes exists. A transformed educational discourse is essential and should be reflected in a living educational theory, whereby assumptions of knowledge should exhibit integrity and wholeness. A relational ontology and a participatory worldview replace e substantialist ontology and a correspondence theory of tru!h. Assumptions of knowledge require ongoing contestation, whilst thinking modes and metaphors of an emerging paradigm can facilitate conceptual transformation in a postmodern, postindustrial world. Complexity theory yields alternative metaphors and modes of thinking conducive to a dynamic surrounding. Mechanistic metaphors should be replaced by an organic and dynamic discourse. A position, wherein humankind is regarded as 'opposite' of the world, is no longer useful. The metaphor of the hologram is appropriate. Emphasis is given to wholeness and ethical responsibility instead of prediction and control which led to the earth's exploitation. Scientific certainty gives way to nonlinearity and unpredictability within boundaries of patterns. Simultaneously this creates hope, because small inputs can eventually make a difference to an interconnected world. / Comparative Education / D. Ed. (Comparative Education)

Current socio-cultural and technological changes world-wide and their epistemological consequences in educational discourse form the study's backdrop. It is hypothesised that changes in our surroundings, globally and locally are inevitable. To make sense of evolving realities, our conceptual schemes should change. The latter problematic was investigated as part of analytic-philosophical research within the qualitative paradigm. This comprises an extensive literature study, disciplined subjectivity and consistent argumentation. A small scale document analysis of selected study material was conducted to ascertain the prevalent epistemology in the local context, the Faculty of Education, Unisa. Major findings emerged: In the field of Education, particularly in an Afrikaner research tradition, an essentialist and foundationalis! epistemology has prevailed. The latter assumptions of knowledge are typical of the Enlightenment paradigm and a Newtonian worldview. Furthermore these views were exacerbated by the academic isolation of the apartheid years and the limitations posed by distance education. Lecturers are often impoverished by their unfamiliarity with their students' life worlds, and a lack of exposure to the Other or 'difference'. A close link" between epistemology and the ability and willingness to participate in transformation processes exists. A transformed educational discourse is essential and should be reflected in a living educational theory, whereby assumptions of knowledge should exhibit integrity and wholeness. A relational ontology and a participatory worldview replace e substantialist ontology and a correspondence theory of tru!h. Assumptions of knowledge require ongoing contestation, whilst thinking modes and metaphors of an emerging paradigm can facilitate conceptual transformation in a postmodern, postindustrial world. Complexity theory yields alternative metaphors and modes of thinking conducive to a dynamic surrounding. Mechanistic metaphors should be replaced by an organic and dynamic discourse. A position, wherein humankind is regarded as 'opposite' of the world, is no longer useful. The metaphor of the hologram is appropriate. Emphasis is given to wholeness and ethical responsibility instead of prediction and control which led to the earth's exploitation. Scientific certainty gives way to nonlinearity and unpredictability within boundaries of patterns. Simultaneously this creates hope, because small inputs can eventually make a difference to an interconnected world. / Comparative Education / D. Ed. (Comparative Education)

Met die implementering van die Wet op Tegniese Kolleges, 1981 (Wet 104 van 1981) het 'n nuwe tydvak vir hierdie inrigtings begin. Indien die kort tydperk waarin tegniese kolleges in hulle huidige vorm bestaan in ag geneem word, kan aanvaar word dat daar nog verskeie probleme op hierdie terrein le. In hierdie werk is daar gepoog om enkele relevante probleme aan te spreek. Met die toekomstige rol van tegniese kolleges in die RSA in gedagte is veral drie belangrike knelpunte ondersoek, naamlik: * die werkterrein van tegniese kolleges; * bestuurstrukture vir tegniese kolleges binne dieAfrikaanse onderwysstelsel; en * die outonomie van kollegerade. Ten einde hierdie probleme te kon deurskou, is die huidige posisie van naskoolse beroepsonderwys aan tegniese kolleges, en die bestuurstrukture van hierdie kolleges binne die Suid­ Afrikaanse onderwysstelsel, nagegaan. Uit die literatuurondersoek, wat ook die situasie van soortgelyke onderwysinrigtings in 'n paar oorsese lande insluit, het dit geblyk dat sekere aanpassings aan die bestaande stelsel gemaak sal moet word ten einde tegniese kolleges in staat te stel om hulle toekomstige rol in die RSA te kan vervul. Om die menings van kundiges op die gebied van tegniese kolleges en naskoolse beroepsonderwys oor genoemde knelpunte te bekom, is 'n kwalitatiewe studie uitgevoer. Tydens ongestruktureerde onderhoude met tien informante is beskrywende data ingewin. Om 'n meer volledige siening oor die aspekte te verkry is resente uitsprake in toesprake, referate en skrywes bygewerk. Nadat alle data geanaliseer en bespreek is, is tot die gevolgtrekking gekom dat die wyse waarop tegniese kolleges huidiglik funksioneer aangepas sal moet word sodat hierdie inrigtings hulle toekomstige rol in die RSA sal kan vervul. Die vernaamste aanpas­sings wat aanbeveel word is: * die werkterrein van tegniese kolleges moet so wees dat hulle onderrigprogramme inpas by die van technikons; * die ideale bestuurstruktuur sal wees as alle tegniese kolleges onder 'n sentrale onderwysdepartement ressorteer; * die outonomie van kollegerade moet uitgebrei word; maar * ten einde dit te kan doen sal kolleges gerasionaliseer moet word. / The implementation of the Technical Colleges Act, 1981 (Act 104 of 1981) introduced a new era for these institutions. If the short period of time in which technical colleges have been in existence in their present form is considered, it can be accepted that many problems still exist in this field. The researcher has endeavoured to address certain relevant problems. With the future role of technical colleges in the RSA in mind, three important aspects came under close scrutiny, namely: * the fields of study of technical colleges; * management structures for technical colleges in the South African education system; and * the autonomy of college councils. In order to deal with these matters, the present position of post-school vocational education at technical colleges and the management structures of these colleges in the South African education system were examined. The study of literature, which included the study of educational systems of similar institutions in several overseas countries, revealed that certain adjustments would have to be made to the existing system in order to enable technical colleges to fulfil their future role in the RSA. A qualitative study was conducted in order to acquire the opinions of knowledgeable persons in the field of technical colleges and post-school vocational education on the above-mentioned aspects. During unstructured interviews with ten informants descriptive data was elicited. In order to obtain a more comprehensive view of these aspects, recent statements in speeches, papers and articles were also taken into consideration. After all the data was analysed and discussed, the conclusion was reached that the way in which technical colleges are functioning at present will have to be modified to enable these institutions to fulfil their future role in the RSA. The most important modifications which are recommended are: * the fields of study of technical colleges should be such that their instructional programmes fit in with those of the technikons; * the ideal management structure would be for all technical colleges to fall under a central education department; * the autonomy of college councils should be extended; but * in order for this to take place, colleges will have rationalised. / Educational Management and Leadership / D. Ed. (Onderwysbestuur)

Met die implementering van die Wet op Tegniese Kolleges, 1981 (Wet 104 van 1981) het 'n nuwe tydvak vir hierdie inrigtings begin. Indien die kort tydperk waarin tegniese kolleges in hulle huidige vorm bestaan in ag geneem word, kan aanvaar word dat daar nog verskeie probleme op hierdie terrein le. In hierdie werk is daar gepoog om enkele relevante probleme aan te spreek. Met die toekomstige rol van tegniese kolleges in die RSA in gedagte is veral drie belangrike knelpunte ondersoek, naamlik: * die werkterrein van tegniese kolleges; * bestuurstrukture vir tegniese kolleges binne dieAfrikaanse onderwysstelsel; en * die outonomie van kollegerade. Ten einde hierdie probleme te kon deurskou, is die huidige posisie van naskoolse beroepsonderwys aan tegniese kolleges, en die bestuurstrukture van hierdie kolleges binne die Suid­ Afrikaanse onderwysstelsel, nagegaan. Uit die literatuurondersoek, wat ook die situasie van soortgelyke onderwysinrigtings in 'n paar oorsese lande insluit, het dit geblyk dat sekere aanpassings aan die bestaande stelsel gemaak sal moet word ten einde tegniese kolleges in staat te stel om hulle toekomstige rol in die RSA te kan vervul. Om die menings van kundiges op die gebied van tegniese kolleges en naskoolse beroepsonderwys oor genoemde knelpunte te bekom, is 'n kwalitatiewe studie uitgevoer. Tydens ongestruktureerde onderhoude met tien informante is beskrywende data ingewin. Om 'n meer volledige siening oor die aspekte te verkry is resente uitsprake in toesprake, referate en skrywes bygewerk. Nadat alle data geanaliseer en bespreek is, is tot die gevolgtrekking gekom dat die wyse waarop tegniese kolleges huidiglik funksioneer aangepas sal moet word sodat hierdie inrigtings hulle toekomstige rol in die RSA sal kan vervul. Die vernaamste aanpas­sings wat aanbeveel word is: * die werkterrein van tegniese kolleges moet so wees dat hulle onderrigprogramme inpas by die van technikons; * die ideale bestuurstruktuur sal wees as alle tegniese kolleges onder 'n sentrale onderwysdepartement ressorteer; * die outonomie van kollegerade moet uitgebrei word; maar * ten einde dit te kan doen sal kolleges gerasionaliseer moet word. / The implementation of the Technical Colleges Act, 1981 (Act 104 of 1981) introduced a new era for these institutions. If the short period of time in which technical colleges have been in existence in their present form is considered, it can be accepted that many problems still exist in this field. The researcher has endeavoured to address certain relevant problems. With the future role of technical colleges in the RSA in mind, three important aspects came under close scrutiny, namely: * the fields of study of technical colleges; * management structures for technical colleges in the South African education system; and * the autonomy of college councils. In order to deal with these matters, the present position of post-school vocational education at technical colleges and the management structures of these colleges in the South African education system were examined. The study of literature, which included the study of educational systems of similar institutions in several overseas countries, revealed that certain adjustments would have to be made to the existing system in order to enable technical colleges to fulfil their future role in the RSA. A qualitative study was conducted in order to acquire the opinions of knowledgeable persons in the field of technical colleges and post-school vocational education on the above-mentioned aspects. During unstructured interviews with ten informants descriptive data was elicited. In order to obtain a more comprehensive view of these aspects, recent statements in speeches, papers and articles were also taken into consideration. After all the data was analysed and discussed, the conclusion was reached that the way in which technical colleges are functioning at present will have to be modified to enable these institutions to fulfil their future role in the RSA. The most important modifications which are recommended are: * the fields of study of technical colleges should be such that their instructional programmes fit in with those of the technikons; * the ideal management structure would be for all technical colleges to fall under a central education department; * the autonomy of college councils should be extended; but * in order for this to take place, colleges will have rationalised. / Educational Leadership and Management / D. Ed. (Onderwysbestuur)

Mergers and incorporations are relatively new phenomena in the South African higher education landscape. The unbundling of Vista University, and the subsequent incorporation ofVUDEC into the merger between Unisa and TSA, posed a major challenge to all affected employees. This thesis focuses on how these employees experienced the various stages of the incorporation process. A social construction of inner and outer voices heard, shared, and read during the different phases of the incorporation process attempts to describe how to conserve the self in a merger. The aim of the thesis is to build towards a framework for dealing with the human aspect during institutional mergers and incorporations. The thesis consists of a prologue, a series of four manuscripts that report on the experiences of employees during the different phases of the merger process, and an epilogue. Each manuscript focuses on a specific phase or aspect of the incorporation process, with its own research focus, aims, and methodology. The first two manuscripts reflect on the pre-merger phase. The first manuscript reports on employees' preparation for the incorporation. Following a social constructionist grounded theory approach, four participating employees gained the opportunity to reflect on their own experiences of well-being during the pre-merger phase. The manuscript also reports on a wellness development workshop, attended by 35 representatives from various departments and units of Vista University during the pre-merger phase. The second manuscript reports on how employees embraced the VUDEC institutional culture. A case study approach was selected for semi-structured interviews with 17 participants from governance, academic and administrative departments, and post-graduate programmes. By means of content analysis, the institutional culture ofVUDEC was captured on the eve of the incorporation into Unisa. The third manuscript focuses on employees' experiences of the four-year transition and implementation phases of the incorporation. This manuscript follows a social identity approach, and through thematic analysis, reports on how 24 participants experienced the four-year implementation of the incorporation process. The fourth manuscript provides an overview of the human side of mergers as depicted in both national and international literature. The aim is to position the current longitudinal investigation and its findings in the broader higher education landscape, and a survival kit for conserving the self in a merger is proposed. / Psychology / D. Litt. et Phil. (Psychology)

The aim of the National Union of South African Students (NUSAS) was to represent the interests of all South African students nationally and internationally. The challenge then to the liberal NUSAS leadership was how to meet the demands of black students for a politically relevant policy while simultaneously retaining the loyalty of its white middle class and often conservative membership. In 1957, the black University College of Fort Hare returned to NUSAS to participate in the national union’s campaign against the imposition of apartheid on the universities. Consequently, NUSAS adopted the United Nations Universal Declaration of Human Rights as the foundation of its policy. Sharpeville and the increasing number of black students associated with NUSAS contributed to the further politicisation and leftward movement of the national union. The emergence of two new exclusively African student organisations together with the decision of a student seminar in Dar es Salaam that NUSAS be barred from all international student forums as its demographics precluded it from representing the aspirations of the black majority was the pretext for a far-reaching interrogation of NUSAS’s structure and functioning. Henceforward NUSAS would play a ‘radical role’ in society. This played into the hands of the government and its proxies, the new conservative students associations which sought to slice away NUSAS’s moderate to conservative white membership. The arrest of current and former NUSAS officers implicated in sabotage provided more grist to the right wing mill. In an attempt to manage this most serious crisis, as well as to continue functioning in the increasingly authoritarian and almost wholly segregated milieu of the mid-1960s, NUSAS abandoned its ‘radical role’ and increasingly focussed on university and educational matters. Nonetheless, the state intensified its campaign to weaken NUSAS. By means of legislation, the utilisation of conservative student structures and the intimidation of university authorities, the government attempted to ensure that segregation was applied at all NUSAS-affiliated universities. It was the application of segregation by cowed university authorities that precipitated the New Left-inspired student protests at NUSAS-affiliated campuses in the late 1960s as well as the establishment of the separate black South African Students Organisation, the latter leading to the exodus of all black students from NUSAS. / History / D. Litt. et Phil. (History)

Student leadership in South African (SA) universities has undergone radical change since the transformation of Higher Education in post-apartheid South Africa and this has consequently resulted in shifts in priorities for student leaders. In addition, this leadership can be viewed as occurring in multiple forms in SA universities and in the literature about student leadership in SA. Furthermore; student leadership comprises different and more diverse demographics now in the post-apartheid era. Thus the concept of student leadership may be constituted differently for different student leaders in SA universities today. This research has been undertaken to explore the latter in a particular SA university with the specific aim of studying the social construction of student leadership in a SA university. A social constructionist lens was adopted as the underpinning worldview to adopt a pluralistic qualitative approach in this psychosocial research. Data were gathered using a social dream drawing technique, accessing information on three levels: conscious, subconscious and unconscious. The findings express the fusion of discourse analysis and a psychodynamic interpretation employed in the data analysis. The major findings suggest a two-way interaction between identity in student leadership and relational dynamics in student leadership: these set up a conversation about the anxiety of working with diversity dynamics. Therefore the social construction of student leadership in a SA university has been found to be a space for a conversation about the said anxiety. Metaphors employing Mandela and Moses as leadership symbols have been related to psychodynamic themes such as narcissistic injury and stillbirth and grief in terms of the conversation about the given anxiety amongst such leaders in a SA university. The research makes a methodological contribution by recommending pluralism as a favourable research approach in the study of student leadership. In addition, recommendations for practice such as the implementation of student leadership schools and the incorporation of the relevant psychology professionals to intervene from an adjustment perspective are proposed to inform consulting psychologists and other relevant practitioners in terms of fit for purpose interventions that are linked to student leadership in SA universities. / Industrial and Organisational Psychology / Ph. D.(Consulting Psychology)

Mergers and incorporations are relatively new phenomena in the South African higher education landscape. The unbundling of Vista University, and the subsequent incorporation ofVUDEC into the merger between Unisa and TSA, posed a major challenge to all affected employees. This thesis focuses on how these employees experienced the various stages of the incorporation process. A social construction of inner and outer voices heard, shared, and read during the different phases of the incorporation process attempts to describe how to conserve the self in a merger. The aim of the thesis is to build towards a framework for dealing with the human aspect during institutional mergers and incorporations. The thesis consists of a prologue, a series of four manuscripts that report on the experiences of employees during the different phases of the merger process, and an epilogue. Each manuscript focuses on a specific phase or aspect of the incorporation process, with its own research focus, aims, and methodology. The first two manuscripts reflect on the pre-merger phase. The first manuscript reports on employees' preparation for the incorporation. Following a social constructionist grounded theory approach, four participating employees gained the opportunity to reflect on their own experiences of well-being during the pre-merger phase. The manuscript also reports on a wellness development workshop, attended by 35 representatives from various departments and units of Vista University during the pre-merger phase. The second manuscript reports on how employees embraced the VUDEC institutional culture. A case study approach was selected for semi-structured interviews with 17 participants from governance, academic and administrative departments, and post-graduate programmes. By means of content analysis, the institutional culture ofVUDEC was captured on the eve of the incorporation into Unisa. The third manuscript focuses on employees' experiences of the four-year transition and implementation phases of the incorporation. This manuscript follows a social identity approach, and through thematic analysis, reports on how 24 participants experienced the four-year implementation of the incorporation process. The fourth manuscript provides an overview of the human side of mergers as depicted in both national and international literature. The aim is to position the current longitudinal investigation and its findings in the broader higher education landscape, and a survival kit for conserving the self in a merger is proposed. / Psychology / D. Litt. et Phil. (Psychology)