Institutions of higher learning in South Africa should establish and sustain their own quality management systems. These systems should improve quality of the core business of higher education i.e. teaching and learning, research and community engagement. It should yield reliable information for internal planning as well as external monitoring purposes. The integration of quality management with planning and resource allocation within a framework of continuous improvement is viewed as fundamental elements for successful quality management of institutions of higher learning. A key assumption of this research is that quality management models should be underpinned by the systems theory in order to enhance the integration of quality management, planning and resource allocation on institutional strategic, tactical and operational levels. This study utilised the key elements and phases of the PDCA and ADRI models to develop a model for the integration of quality management, planning and resource allocation within a context of continuous improvement This model will be suitable for implementation by one of the institutions of higher learning in South Africa that fails, according to its latest HEQC audit to integrate quality management, planning and resource allocation. It offers also a conceptual framework for any institution of higher learning that fails to integrate quality management, planning and resource allocation. / Ph.D., Education, North-West University, Vaal Triangle Campus, 2010

Institutions of higher learning in South Africa should establish and sustain their own quality management systems. These systems should improve quality of the core business of higher education i.e. teaching and learning, research and community engagement. It should yield reliable information for internal planning as well as external monitoring purposes. The integration of quality management with planning and resource allocation within a framework of continuous improvement is viewed as fundamental elements for successful quality management of institutions of higher learning. A key assumption of this research is that quality management models should be underpinned by the systems theory in order to enhance the integration of quality management, planning and resource allocation on institutional strategic, tactical and operational levels. This study utilised the key elements and phases of the PDCA and ADRI models to develop a model for the integration of quality management, planning and resource allocation within a context of continuous improvement This model will be suitable for implementation by one of the institutions of higher learning in South Africa that fails, according to its latest HEQC audit to integrate quality management, planning and resource allocation. It offers also a conceptual framework for any institution of higher learning that fails to integrate quality management, planning and resource allocation. / Ph.D., Education, North-West University, Vaal Triangle Campus, 2010

Thesis (MBA)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: Quality assurance has become a prominent and permanent feature of Higher Education in many countries, and South Africa has been no exception in this regard. The pressing need for social and economic development and the competition for scarce resources has spearheaded the demands for accountability in Higher Education and given rise to the promulgation of a series of Acts and regulations aimed at the transformation of the sector. The most important legislation introduced was the SAQA Act No 58 of 1995. It provides the legal framework for the transformation of the entire educational system in South Africa, and in particular for the evaluation of the quality of Education and Training by establishing structures such as National Standards Bodies (NSB's), Standard Generating Bodies (SGB's) and Education and Training Quality Assurance Bodies (ETQA's). A significant development in South African Higher Education was the publishing of the Education White Paper 3 and the promulgation of the South African Higher Education Bill in 1997. One of the outstanding features of this legislation is that the evaluation of the quality of Higher Education is compulsory, and will be done by the Council on Higher Education (CHE), co-ordinated by its permanent committee, the Higher Education Quality Committee (HEQC). There is a concern that rigidly enforced quality assurance systems could have a negative impact on the academic freedom of institutions. The purpose of this study was, therefore, to determine the most likely impact of quality assurance on academic freedom. In order to achieve this objective, quality assurance and academic freedom frameworks were developed respectively, and the interaction of the various elements in this framework explored. In most instances it was found that quality assurance could have a negative impact on academic freedom. One particular aspect that is of serious concern at the tertiary level is the programme-based as opposed to discipline-based approach to qualifications. This poses a serious threat to academic freedom as it effectively diminishes the space within which academic freedom is practised. However, this conclusion is based on a meta-physical study, and needs to be confirmed by appropriate empirical studies. / AFRIKAANSE OPSOMMING: Kwaliteitsversekering is reeds in baie lande 'n vername en blywende kenmerk van Hoër Onderwys, en Suid-Afrika het in hierdie verband nie agtergebly nie. Die dringende behoefte aan sosiale en ekonomiese ontwikkeling en die mededinging om skaars hulpbronne was aan die spits van die eise om aanspreeklikheid in Hoër Onderwys en het aanleiding gegee tot die promulgering van 'n reeks wette en regulasies wat op die transformasie van die sektor gerig is. Die belangrikste wetgewing wat ingevoer is, is die Wet op die Suid-Afrikaanse Kwalifikasieowerheid 58 van 1995. Dit maak voorsiening vir die wetlike raamwerk vir die transformasie van die hele onderwysstelsel in Suid-Afrika, en veral vir die evaluering van die kwaliteit van Onderwys en Opleiding deur strukture soos Nasionale Standaardeliggame (NSL'e), Standaarde-ontwikkelingsliggame (SOL'e ) en Onderwys-en-Opleidingskwaliteitversekeringsliggame (OOKVL's). 'n Betekenisvolle ontwikkeling in Suid-Afrikaanse Hoër Onderwys was die afkondiging van die Onderwys Witskrif 3 en die promulgering van die Wet op Hoër Onderwys in 1997. Een van die besondere kenmerke van hierdie wetgewing is dat die evaluering van die kwaliteit van Hoër Onderwys verpligtend is en deur die Raad vir Hoër Onderwys (RHO) uitgevoer en deur sy permanente komitee, die Hoër Onderwyskwaliteitskomitee (HOKK), gekoordineer word. Daar bestaan kommer dat streng toegepaste kwaliteitsversekeringstelsels 'n negatiewe uitwerking op die akademiese vryheid van instellings kan hê. Die doel van hierdie studie was dus om die waarskynlikste uitwerking van kwaliteitsversekering op akademiese vryheid te bepaal. Ten einde hierdie doelwit te bereik, is kwaliteitsversekerings- en akademiesevryheidsraamwerke onderskeidelik ontwikkel en is die wisselwerking van die onderskeie elemente in hierdie raamwerk verken. Daar is in die meeste gevalle bevind dat kwaliteitsversekering 'n negatiewe uitwerking op akademiese vryheid kan hê. Een besondere aspek wat ernstige kommer op tersiêre vlak wek, is die programgegronde benadering tot kwalifikasies in teenstelling met die dissiplinegegronde benadering daartoe. Dit hou 'n ernstige bedreiging vir akademiese vryheid in aangesien dit die ruimte waarbinne akademiese vryheid beoefen word, effektief inkort. Hierdie gevolgtrekking is egter op 'n metafisiese studie gegrond en moet deur toepaslike empiriese studies bevestig word.

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This diploma thesis explores the dissolution of the Law Faculty of the Masaryk University in Brno, which took place after the 1949/1950 academic year. The cancellation of the faculty was finalized by the new Higher Education Act no. 58/1950 Coll., which was passed on May 18, 1950. The act also ruined all traditional academic freedoms in the Czechoslovakia. The Communists claimed that there is no need to have so many lawyers in the new socialistic country. Therefore the legal studies remained only in Prague and Bratislava. Several faculty members were dismissed from the Law Faculty of the Masaryk University right after the overturn in 1948 due to their activity during the previous regime. Those who remained could stay at the university only for two more years. However, after the cancellation of the faculty even those professors were not allowed to pursue their life mission. A majority of them ended up working in the Academy of Sciences. The Law Faculty of the Masaryk University remained cancelled for 19 years.

Sandstedt, Thomas (2013) – On Recruitment in Academia in the Cases of Department Heads and Research Students   This thesis study how academic and scientific culture act and handle the balance between different interests, demands and preferences and what is considered central and valuable in the leading and managing within universities in Sweden. These are set against each other whenever department heads and research students are to be recruited.  Questions are asked whether procedures come into play when recruiting heads of department, and whether the final choice is determined by regulations and/or academic norms. There has only been marginal research in the field. The recruitment of department heads has not been statutory since 1993, while admission to research studies is regulated in detail.  The study was implemented before the autonomy reform of 2011. Central and local regulatory systems between 1993 and 2011 form the juridical framework of the study.       My frame of reference is a New Institutional Theory approach together with studies of the environment, history and traditions of academia.  The basis of the studied context is the scholarly community of academics.  Demands from government and parliament as expressed in regulatory systems, general guidelines, funding, policies and letters of regulation have also been taken into account within the reference frame.  The empirical material consists of interviews with professors including associate professors conducted in seven universities and eight departments between 2007 and 2009. The results show that there are certain rules of the game that are applied when department heads and research students are being recruited, which give an indication of what is considered valuable for internal management within Swedish universities. The recruitment processes are informal, collegial and institutionalized. When department heads are recruited all colleagues have the possibility to participate, whereas when research students are recruited the group involved is more limited.  In the latter case it is financing as well as the role of the supervisor that seem to play the crucial role in finding the most suitable doctoral student. Internal criteria are reformulated into rules of the game by colleagues and the process is situation-bound. These rules are based on collegial and scholarly interests, demands, norms, traditions and values. Informal criteria offer the opportunity for flexibility and situational adaptation when departments choose their head. These criteria contribute to limiting the number of candidates, which may make it difficult to find the right person. The students admitted to research education are expected to be able to profit by such education and to possess a scientific attitude. These requirements may vary from one admission to another, and the impression is that the circle of potential research students is limited.

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Universities have traditionally stood as bastions of academic freedom and forums for open discourse and free expression. In recent years, however, this role has been questioned in instances where university administrators have, either directly or complicity, denied students the opportunity to express certain viewpoints they deem “controversial”. This research paper explores whether a university, or its delegates, should be allowed to deny students access to campus facilities and resources solely on the basis of ideological viewpoint. The relevance of the Canadian Charter of Rights and Freedoms, statutory human rights provisions, and common law doctrines to the student-university relationship are explored in turn. It is argued that, notwithstanding the fact that universities may be “private” actors to whom the Charter does not directly apply, they are institutions invested with a public interest, and as such ought to be subject to special duties of non-discrimination.

Universities have traditionally stood as bastions of academic freedom and forums for open discourse and free expression. In recent years, however, this role has been questioned in instances where university administrators have, either directly or complicity, denied students the opportunity to express certain viewpoints they deem “controversial”. This research paper explores whether a university, or its delegates, should be allowed to deny students access to campus facilities and resources solely on the basis of ideological viewpoint. The relevance of the Canadian Charter of Rights and Freedoms, statutory human rights provisions, and common law doctrines to the student-university relationship are explored in turn. It is argued that, notwithstanding the fact that universities may be “private” actors to whom the Charter does not directly apply, they are institutions invested with a public interest, and as such ought to be subject to special duties of non-discrimination.

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