This study investigates the role of the higher education sector in capacitating the developmental state in South Africa. This research is motivated by the rising need to assess the role that the South African higher education sector plays in capacitating the developmental state. The research objectives of this study are to describe the environment within which higher education attempts to address the needs of the developmental state and to explain the composition, role, and functions of partnership structures which will address the needs of a developmental state. To achieve the study’s objectives, the qualitative method of research was implemented as it attempts to propose actions to strengthen the intergovernmental relations between the Department of Higher Education and Training and higher education institutions. Pre-determined open-ended interview questions were used to interview representatives of the Department of Higher Education and Training, the University of Pretoria, as well as the University of the Free State with the purpose of discovering what is currently being done in the higher education sector to assist the South African government to achieve the state’s developmental agenda. The study provided explanation of various concepts and terms, including Public Administration, the South African developmental state and agenda, and intergovernmental relations. The study highlights the fact that in South Africa the concept of “developmental state” has a slightly different meaning to that of the internationally accepted on the basis of the “Asian Tigers”. The study contextualises the Public Administration, higher education, and intergovernmental relations. The research explains and describes the South African developmental agenda, external and internal environment of the higher education sector and its policies, as well as the main players in the higher education intergovernmental relations. The main players are the Department of Higher Education and Training, higher education institutions and statutory bodies (the Council on Higher Education and Higher Education South Africa). This research describes current developments in the higher education sector and pertaining to it intergovernmental relations, based on the views and opinions of the representatives from the DHET, UP, and the UFS, as well as policy documents and strategic plans. This study shows that currently there is a framework for intergovernmental relations in the higher education sector. However the framework is not effective and efficient for the sector to assist the South African government in meeting the developmental agenda. This research suggests restructuring current intergovernmental relations structure in the sector, as well as including more role players, such as the Department of Trade and Industry (the DTI), Department of Science and Technology, the National Research Foundation (NRF), the National Planning Commission, the Department of Monitoring and Evaluation, the Evaluation and the Economic Development Department (EDD), private and public sectors as well as the community. Copyright / Dissertation (MAdmin)--University of Pretoria, 2013. / School of Public Management and Administration (SPMA) / unrestricted

Doctor Educationis / The #FeesMustFall (#FMF) movement which began in 2015 and continued in 2016 was initially a call for free tuition, but soon grew to include substantial academic demands, quickly spiralling into violence and destruction of property. This required university leaders to step into roles for which they were largely untrained and inexperienced –– even for those who were once among the ranks of the protesting students. Neither the operational systems nor the personnel had ever conceived of or anticipated such an unprecedented revolt, and the leadership had to summon all their intuition and acumen to navigate, deciding whether to merely defend their institutions or to concede to students’ demands. Did they manage the moment or lead it, and did they steel their institutions against similar future confrontations? This study used an interpretative phenomenological analysis (IPA) approach to answer the primary research question, and to understand the lived experiences of the participants, which aligned with the interpretive paradigm. Leadership theories and chaos and complexity theories were employed and provided the lens through which the data was collected and analysed. Semi-structured interviews were used as data collection methods with 29 participants. University leaders and staff who did not belong to the leadership band of universities, from six universities participated in the study. The findings revealed that South African university leaders are not adequately trained to lead during crises, and that leadership-enhancement programmes need to be developed to include this component in the training of future leaders for the higher education sector. It further revealed that the Department of Higher Education and Training should take a proactive role in training and supporting university leaders, as well as developing a national communication strategy. This research makes a contribution towards crisis leadership in the South African higher education sector by providing insights for both university leaders as well as the Ministry of Higher Education and Training, as well as proposing a model of crisis leadership.

Phasing out of existing qualifications and phasing in new ones on a large scale is a costly exercise. This research sought to determine how the implementation of the Higher Education Qualification Sub-Framework (HEQSF) would affect human and financial resources at Universities of Technology and to develop a tool to manage the phasing in and phasing out of qualifications on a large scale in a sustainable way. The Faculty of Engineering and the Built Environment (FEBE) at a University of Technology (UoT) was used as a case study. The study utilised existing Higher Education Management Information System (HEMIS) data to develop a model to conduct a needs analysis and to predict future requirements. The model takes into consideration the programme qualification mix, the number of students enrolled in each programme, the estimated throughput and graduation figures based on historical data of similar qualifications. The primary contribution of this study is the development of a model that predicts how the phasing in/phasing out of programmes of a faculty affects the workload of academic staff and the subsequent financial implications for the institution. The purpose of the developed model is to enable the faculty to predict accurately the quantity of additional human resources needed during this process of phasing in and phasing out new and old programmes. This will enable the faculty to determine human resource requirements and student enrolments to align them with the university’s targeted budget allocation. / Dissertation (MEd)--University of Pretoria, 2019. / Education Management and Policy Studies / MEd / Unrestricted

Masters in Public Administration - MPA / This study investigated the administration of the National Student Financial Aid Scheme (NSFAS) for undergraduate students and its impact on the students' academic progress at a Historically Black University (HBU) in the Western Cape Province. It therefore dealt with the students' inability to fund their university education and the challenges they experienced because of the way in which NSFAS was administered at the university. The aim of the study was to investigate how the financial assistance received from NSFAS, or a lack thereof, impacted on the students' academic progress, and ultimately, their retention and success. The objective was to arrive at recommendations that could improve the process and enable the students to concentrate on their academic studies without financial stress and agony.

In South Africa, writing and publishing scientific articles is an important activity of academic life. It not only enhances the academic status and profile of the author and his or her institution, but also contributes towards the subsidy transfers of the Department of Higher Education and Training to universities. Furthermore, academic promotion is increasingly subject to a strong track record of research publications. Most importantly, academic publishing is the primary vehicle for the advancement of scientific knowledge required to enhance the quality of life of the society and also to strengthen the economy. Therefore, the government introduced the Policy and Procedures for the Measurement of Research Output of Public Higher Education Institutions, 2003, as a tool to sustain and encourage research productivity in order to increase research output. However, despite the compelling advantages of academic publishing, research outputs of South African universities are very low and are largely contributed by a small number of academics. This dissertation set out to critically examine the implementation of the Policy and Procedures for the Measurement of Research Output of Public Higher Education Institutions, 2003, at the University of Pretoria and the University of Venda. The purpose of this study is to investigate the policy implementation challenges that exist in both universities in the effort to effectively implement the research output policy. The qualitative research methodology was adopted towards the realisation of the aims and objectives of the study. The study employs the 5-C Protocol Model of Policy Implementation as a critical apparatus for analysing data acquired through case studies, field interviews and textual analysis of relevant books and documents. This will provide the researcher with critical aspects of the policy that are important for the implementation process. Furthermore, the study recommends possible solutions and strategies for addressing the implementation challenges that were identified in the analysis. / Dissertation (MPhil)--University of Pretoria, 2014. / gm2014 / School of Public Management and Administration / unrestricted

No description available.

M. Tech. (Department of Accountancy, Faculty of Management Sciences) Vaal University of Technology. / Efficient planning and effective budget and cost control are key to the financial survival of universities in South Africa. Given the #FeesMustFall, students and their parents, starting in 2018, no longer contribute to the development of new infrastructure, payroll expenditure, maintenance and other daily operational expenses of public universities in South Africa. A new funding model for higher education calls for even stricter planning and allocation of budgets to departments within an institution of higher education. Evenly important, stricter control over the actual spending of these allocated funds needs improved planning and implementation of more effective policies and procedures to answer to the needs of the post #FeesMustFall funding model. Public universities will then be even more greatly funded by taxpayer’s money via government grants. There is this constant factor of the current situation of the South African economy, which will always bring the need for best possible use of scarce resources of funds. To eliminate the abuse of funds and elements of corruption, internal control strategies and systematic automation of controls need to be employed and even more rigorously enforced. The current phenomenon of different political parties’ that interfere with autonomous public universities to use #FeesMustFall and free education as a political “play-ball” is in full swing. These political structures and unions will in all probability have a huge impact, largely on the principals and methods used to plan an annual budget and the procurement policies and procedures of operational needs and on the expenditure control in public universities in South Africa. This study investigates the budgetary planning processes and expenditure control in universities in Gauteng, South Africa. This research is done by means of a detailed empirical study of the budgeting processes, cost and expenditure control processes, procedures followed and the internal control mechanisms at some universities in Gauteng. The empirical study was conducted with public universities in Gauteng and applicable research online questionnaire were used to analyse. The primary objective of this empirical study was to investigate what budget model and budgetary processes and principles regarding decision making to allocate budgets to specific allocations in the budget. Furthermore, the research study investigated how cost management and expenditure are controlled and how internal control mechanisms are applied in higher education institutions that formed part of this study. This study investigated the manner in which the budgets for annual expenditure are planned and how the internal controls are employed to ensure effective control over expenditure at public universities in Gauteng, South Africa. This research is supported by a literature study into the role of higher education in South Africa, the different controlling bodies in South African Higher Education, funding of South African public universities, budgetary planning and earmarked spending, procurement and expenditure control and reporting by universities in South Africa.

The South Africa higher education environment has been regulated through the enactment of policies promulgated by the governments of the day since the establishment of South African higher education. Even in the early days, the higher education sector comprised both public and private higher education institutions. Since South Africa’s democratic election in 1994, the higher education environment has been altered by the current government by means of policy enactment. Limited research has been conducted on the impact of the current regulatory context on the management of a private higher education institution. Therefore, the focus of this study was to determine how a private higher education institution within the current higher regulatory context in South Africa is managed. A qualitative research methodology was used to study the phenomenon. For this purpose, a case study, an accredited and registered private higher education institution was identified and individual interviews conducted with its six managers. The study adhered to ethical principles and techniques to enhance the validity/trustworthiness of the findings. The study found that the current regulatory enactment that was initiated under the new democratic government elected in 1994 had far-reaching implications for the private higher education sector. As a consequence, management structures, policies and procedures, quality assurance processes and procedures and management functions were altered. However, some of the regulatory criteria still have an impact on the management functions as private providers still struggle for full recognition by the government. / Educational Studies / M. Ed. (Education Management)

The South Africa higher education environment has been regulated through the enactment of policies promulgated by the governments of the day since the establishment of South African higher education. Even in the early days, the higher education sector comprised both public and private higher education institutions. Since South Africa’s democratic election in 1994, the higher education environment has been altered by the current government by means of policy enactment. Limited research has been conducted on the impact of the current regulatory context on the management of a private higher education institution. Therefore, the focus of this study was to determine how a private higher education institution within the current higher regulatory context in South Africa is managed. A qualitative research methodology was used to study the phenomenon. For this purpose, a case study, an accredited and registered private higher education institution was identified and individual interviews conducted with its six managers. The study adhered to ethical principles and techniques to enhance the validity/trustworthiness of the findings. The study found that the current regulatory enactment that was initiated under the new democratic government elected in 1994 had far-reaching implications for the private higher education sector. As a consequence, management structures, policies and procedures, quality assurance processes and procedures and management functions were altered. However, some of the regulatory criteria still have an impact on the management functions as private providers still struggle for full recognition by the government. / Educational Studies / M. Ed. (Education Management)

The aim of this study was to investigate the management of the function shift of Technical and Vocational Education and Training Colleges at the Department of Higher Education and Training. When the function shift of TVET Colleges took place, it provided an opportunity to research a phenomenon and obtain data that were not previously researched, as this was the first ever function shift or migration of colleges from the Department of Basic Education to the Department of Higher Education and Training. As such, this research not only explores a new phenomenon but also contributes to the body of knowledge regarding TVET in South Africa. This research was conducted at a TVET College in Newcastle, Kwa-Zulu Natal, South Africa. A qualitative, phenomenological study was conducted. The instruments for collecting data were individual and focus group interviews. Field notes were compiled during the various interviews, as deemed necessary by the researcher. All interviews were recorded digitally. The said digital recordings were transcribed and emanating themes were identified. Managers were selected as the interviewees. As this research was based on the management of the function shift, they were the most appropriate choice. A sample of staff was also interviewed, as two separate focus groups, to balance the scope and extent of the data, thus attempting to not only view the managerial paradigm as the sole reality. Findings made from the data were that the function shift was preceded by a previous migration of staff. That migration, however, saw colleges remaining in the same educational stream or level namely that of basic education. The staff at colleges, or technical colleges as they were called at the time, were previously employed by the State. This changed when the State created governing bodies for colleges or college councils, as they are known. Technical Colleges were then renamed Further Education and Training Colleges. These colleges were reporting to the Department of Education which saw a name change to the Department of Basic Education, as explained above. Employees were given the opportunity to migrate from State employment to council employment, which most staff members did. These college councils were later found to be dysfunctional, and the State arranged for colleges to be returned to the auspices of the State, but this time round they were usurped in the newly formed Department of Higher Education and Training. From a management perspective, the function shift was successful with minor challenges. Thus the staff felt that they did not receive adequate communication, thereby adversely affecting their financial positions. The researcher recommends further research among TVET Colleges regarding the management of this function shift. It is also recommended that all current channels of communication with staff be revisited, and improvement therein pursued, where possible. A final recommendation is that managers involved in a function shift be subject to a refresher course in change management before a function shift is implemented. / Educational Leadership and Management / M. Ed. (Education Management)