This thesis examined the manifestations of the various forms of racism in a South African institution of higher learning, the Nelson Mandela Metropolitan University (NMMU). The study further attempted to confront racism from the perspective of finding ways in which human relations of a diversified higher education population could be improved. As the issue at hand in this study relates to racism, critical race theory (CRT) was explored in an attempt to understand different perceptions and ways of dealing with racial inequality. CRT recognizes the complexities of racism and the construction of race as a way of justifying political, economic and social inequality (Stovall, 2006:247). This understanding played a role in making sense of perceived racial discrimination which is also connected to gender, age and social class. CRT conceptual tools, such as stories and counter stories featured strongly in the data collection process. Understanding the relationships of power, race and racism, as advocated by CRT, was vital in the process of analyzing data, reporting on the findings, and the proposed recommendations. The empirical data and literature provided insight in the design of a ‘Wheel of Humanity’ which serves as a succinct portrayal of ideas that can work in nurturing acceptable, to better, human relations. The study revealed that Meta-stereotypes influenced the perceptions of racist attitudes, behaviours and practices. As much as overt forms of racism were reported as minimal, subtle and implicit forms still exist, and are aggravated by the ‘culture of power’ that is taken for granted. The success of initiatives designed for the purposes of going beyond race, and adopting a humane approach in instilling the principles of ubuntu, depends on changing attitudes and preconceived ideas.

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

This research explored stakeholder experiences of a quality enhancement project (QEP) in South African universities. Stakeholder views were considered regarding the impact of the policy shift embodied by the QEP on implementation strategies and the gains made since its inception in improving student retention and throughput. The study employed a multiple-qualitative case study research design involving four universities (one traditional, one university of technology, one comprehensive, one traditional merger) and purposive sampling. Data collection techniques involved document analysis, in-depth interviews with Deputy Vice Chancellors: Teaching and Learning, Directors: Teaching and Learning, quality assurance (QA) managers, quality enhancement (QE) coordinators, Council on Higher Education (CHE) officials and the Department of Higher Education and Training (DHET) QA experts and focus group interviews with student leaders. The theoretical framework for this study was drawn from Ball et al.’s (1992) theory on policy processes and it focuses on three contexts of policy processes: the contexts of influence, text production, and practice. The findings revealed multi-layered stakeholder perspectives of the QEP based on stakeholders’ situated contexts in the higher education sector. The CHE and DHET viewed the QEP as an instrument (intervention) to capacitate institutions through promotion of best practice initiatives and collective engagement, shared practice and “learning from each other”. The institutions, on the other hand, were divided on how they experienced the QEP as follows: i) as an essential and valuable process to address structural and transformational issues for institutional effectiveness and change, ii) as an ambitious, uncoordinated, expensive, and to a certain extent futile process for address teaching and learning issues across the sector, and iii) as a lens to evaluate progress in meeting institutional goals and creating graduate attributes. The students expressed feelings of frustration about their voices not being heard in policy and institutional decision-making processes. The findings also revealed the complexities surrounding the shift from quality assurance (QA) to quality enhancement (QE), differences in approach and practice resulting from a lack of common understanding of what policy is, the role played by the QEP and the different understandings amongst the stakeholders about its intentions. At the same time, the lack of a theory underpinning practice translated to different experiences and interpretations of the shift from QA to QE. Strategies employed were informed by individual institutional visions located in the DVC: Teaching and Learning portfolios and not in the collective university community of practice. The findings also revealed that borrowing educational policy from other countries and contexts can have adverse effects for policy implementation owing to differences in political, social, economic and cultural contexts and different institutional dynamics. Importantly also, the top-down approaches where policy makers design policy to fit their ‘mandate’ and ‘philosophy’ of policy resulted in a project mentality that was not useful. / Thesis (PhD)--University of Pretoria, 2019. / Education Management and Policy Studies / PhD / Unrestricted

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Thesis (D. Tech.) - Central University of Technology, Free State, 2005 / Distinctive challenges are currently facing South African higher education institutions. Among others they are funding; quality assurance; globalisation; the emergence of private higher education; the idea of an entrepreneurial university as an alternative; enrolment capping; as well as merged and incorporated institutions. It is critical that these challenges be addressed urgently. However, the lack of proper marketing and branding strategies at institutions of higher learning in view of the new unfolding national and international landscape, leaves much to be desired. In the past, branding of higher education in South Africa was not an area of priority, because higher education operated in a protected, regulated market with a steady income. The current higher education scenario necessitates higher education institutions to revisit their branding strategies as a means to grapple with the distinctive challenges facing them with the purpose of enhancing quality; delivering graduates to the world of work; as well as being relevant by being responsive to society and the economic needs of the country in order to adhere to the outcomes of the National Plan for Higher Education (NPHE) (RSA DoE 2001). A thorough literature study involving current and relevant literature on branding and branding practices was undertaken, after which a mainly qualitative research approach was followed. Focus group interviews at two entrepreneurial universities abroad; informal conversation interviews at seven South African higher education institutions; as well as a case study were conducted. Participant observation in the workplace relating to branding and branding practices also took place. The constant comparative method of data analysis was used to capture recurring patterns and themes during the research process. What became evident from the literature was that branding strategies of higher education institutions are generally restricted to informing and visual identity. The results of a survey done in 2004 by UNITECH, a body representing marketing and communication units of universities and former technikons (currently Universities of Technology) in South Africa, was also quite significant for this study. The following deductions regarding marketing and communication practices at South African higher education institutions could be made from this survey: There is a lack of an integrated marketing approach; executive management lacks understanding of branding practices; there is a lack of strategy with regard to marketing and branding; as well as a lack of internal communication. These deductions were consistent with the researcher’s own observations and are also confirmed by the informal conversation interviews held at the seven South African higher education institutions as part of the empirical investigation. The case study to highlight the branding practices of a higher education institution in the central region revealed that the implementation phase focused strongly on external/outward exercises, and that the internalisation aspects of their branding were narrowed to information only. The new visual identity of the institution was emphasised, whilst the internal processes remained the same as always. The aforementioned aspects are an indication that South African higher education institutions need to re-visit their internal practices. A market orientation mindset is of crucial importance for higher education institutions in South Africa to move towards an entrepreneurial mindset. The Universities of Warwick (England) and Twente (the Netherlands) were selected for this study as a result of the astounding successes they have achieved with their entrepreneurial activities. According to the respondents from both universities, the following aspects – among others - are extremely important for their successes: visionary leadership; an integrated entrepreneurial culture; a focus on external as well as internal communication; and relevance. The primary purpose of this study was to develop a model for South African higher education institutions which would ultimately result in brand enhancement of institutions that would be perceived as relevant and society-minded to live up to the challenges of the new and changing landscape in South Africa. The proposed model in this study is based on two overarching fundamentals, namely the experience economy and its relatedness to brand, as well as relevance and branding, which should be an integrated approach that could ultimately lead to successful external branding.

This study, The lived experiences of black women academic researchers at the University of South Africa, investigated the factors that impacted on the lives of the black women academics at Unisa in the College of Education. It was a phenomenological study wherein the participants shared their lived experiences through in-depth interviews. This was a qualitative study that employed an interpretive paradigm. This permitted the view that reality is multiple layered. It took into account the various viewpoints of the participants as different realities that were narrated in this report by using the verbatim quotations of the participants. The findings revealed that Black women academic lecturers at Unisa faced challenges in the teaching and learning area. They had no ownership of modules that they taught because they were not primary lectures. They experienced racism and alienation from both Black and White academics that have long been at Unisa. White staff questioned their qualifications and, they received no orientation in the teaching of ODL modules. In the research area, challenges concerned the supervision of postgraduate students and article writing for publication. It also arose that they received less support from senior colleagues and from their supervisors in their personal studies. There was general complaint about the 2010 Unisa mentoirship programme but there was commendation of the recent CEDU mentorship programme. The participants felt that Unisa should introduce academic support programmes that would cater for staff over the age of 50 because the current programmes only cater for those below 50 years of age. / Educational Studies / M. Ed. (Comparative Education)

A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Wits School of Education, University of the Witwatersrand, Johannesburg, 2016. / Gender inequality has been an area of concern internationally, regionally and nationally. Black South African women in general suffered triple oppression during the apartheid regime, based on race, gender and class oppression. Higher education mirrored the varied forms of marginalisation that existed in society and therefore the majority did not have the access to quality higher education afforded their white minority counterparts. The few black women who did have access were concentrated in historically disadvantaged institutions or studied through correspondence (Chisholm & September, 2005). The courses for which they were enrolled were aimed at perpetuating male dominance in the public sphere and domesticating them through women’s traditional roles of nurturing and caring. With the advent of democracy in 1994 the gates of higher education were opened to students who had previously been excluded. Effectively, black people in general and women in particular benefitted from race and gender categories of equity, according to the Department of Education, White Paper (1997). The equity clause that has been integrated in higher education policies encapsulates a clause that targets the redress of gender-related inequities and inequalities, aimed at ameliorating women’s access to higher education. Although race, gender and disability were identified, the National Plan (2001) notes that race equity had been given primacy in policies over gender equity. I argue that aggregated data emanating from recent studies in higher education indicate that 57% of the current female population are accessing public higher education. Although the figures from documentary evidence affirm a high presence, on examination of other factors this study found a more nuanced picture. Specifically, a change in equity deduced from the same data indicates that fewer women were enrolled in courses such as Science, Engineering and Technology (SET) or in postgraduate studies. Other areas of concern include high dropout rates, attrition and throughput (CHE, 2010; Draft Green Paper, 2012). This argument is made using theoretical and thematic exploration of post-apartheid South African gender equity reform agenda in higher education. In addition, higher education policy documents (National Council for Higher Education, 1996; White Paper, 1997; Higher Education Act, 1997; National Plan for Higher Education, 2001) and gender laws and frameworks have informed the study. It has aligned itself to one of the goals of White Paper (1997) that noted that in order for equity to be meaningful to the formerly disadvantaged; access and success have to run concurrently. Ultimately, the study has contended that by homogenising women the particular contexts of social justice have not been recognised (Young, 1990). The implication of the misrecognition of the particular and specific experiences of black women in higher education could be contributing to the enigmatic low throughput, high dropout rates and high levels of attrition currently being experienced in higher education. This thesis poses a challenge to policymakers and institutions of higher learning to shift their attention from viewing the attainment of gender equity and equality through notions of expanded access (global participation). To narrow the current gap it proposes a hybridisation of equity and equality policies (macro) with initiatives that target the particular and specific conditions (micro) of black women who access higher education. Key words: gender, equity, higher education, post-apartheid, policy, women.

Submitted in fulfilment of the requirements for the Masters Degree in Technology: Quality, in the Department of Operations and Quality Management, Durban University of Technology, 2009. / Higher education institutions are faced with an increasing number of complex challenges including implementing and maintaining a quality management system. In addition, the transformation of higher education brought about further regulations, especially to private higher and further education institutions. Managing the change in private higher and further education became complex as institutions were required to meet the Department of Education’s registration requirements and the HEQC and Umalusi Council’s quality audit criteria requirements. Hence, this study reviewed related literature which represented sources of information, to determine the nature of PHE and FET institutions. The literature further scanned business quality tools and the SAEM and their applicability to private higher and further education. It was established that the TQM philosophy and the ISO 9001: 2000 quality standard, applied in an integrated system, was suitable for higher education. The review identified the SAEM as a suitable model to use as a basis for an integrated quality management system. From the literature review, the nature of PHE and FET institutions and the requirements of the HEQC and Umalusi Council were established. A significant finding was that PHE and FET institutions did not have an internal quality management system in place. This revelation led to the research investigation on finding the needs and deficiencies of FET and PHEIs. A questionnaire, using mainly open-ended questions, was designed and administered to FET and PHEIs for this purpose. The responses revealed that some quality practices were in place but, overall, the quality arrangements were inadequate. The results of the research investigation and the principles of the business quality tools were integrated into the SAEM’s principles. This process led to the formation of an Integrated Quality Model. This Integrated Quality Model was recommended as an internal quality management system for FET and PHEIs

Thesis (MA)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Major gaps exist in the understanding of career development across diverse population groups and cultures, a lacuna that postmodern career counselling approaches aim to address. Career choices have been historically constrained for many South Africans by the Apartheid system, indicating the prescribing effects that socio-political and economic factors exert on the field of career psychology. Because disadvantaged adolescents are such an under-researched group, research is needed to provide cogent accounts of their experiences. The Systems Theory Framework of career development (STF) was chosen to contextualise the multitude of career influences present in facing a key life transition in Makupula High School learners in the Kayamandi township. The present research examined the complex interplay of contextual influences that impacts this sample of Grade 12 learners in making career decisions, to provide insight into perceived career opportunities, enablers and unique contextual constraints. The research aimed to identify individual, social and environmental-societal level influences present in career decision-making, using the qualitative career measure My Systems of Career Influences (MSCI) as well as individual interviews and a focus group. Respondents‟ accounts of self-awareness, surrounding environmental resources, influences of significant others (parents, teachers and peers), and past, present and future effects were analysed. At an individual level, a scarcity of opportunities for self-reflection and critical thinking was observed, which culminated in limited insight into personal abilities and poor integration of personal information in occupational choices. High self-efficacy beliefs and expectations were noted, with a sense of responsibility assumed for constructing successful career paths. However, high order cognitive processes, such as future planning, were absent, showing the need for career counselling to build career adaptability and resilience. Social level influences were the most prominent influences, indicating the importance attached to family support, although a lack of parental involvement in career planning was voiced due to the low occupational status of parents. The school context provided examples of subject mastery and career information from teachers; in contrast, friends were described as dual entities, being supportive and providing negative influences. A lack of visible local role models and success pathways resulted in career choices being based on media depictions of careers as well as media role models, in the absence of additional accessible career information. The theme of career myths illustrated the need for accurate career information, and the theme of cultural identity emerged. Africentric narratives of overcoming suffering formed resilient mechanisms that were linked to a black racial identity, yet constrained movements away from extended family structures and the township. The reconciliation of “western” career aspirations with rural roots in forming a coherent self-concept may be the greatest challenge in vocational identity development for disadvantaged adolescents. At the environmental-societal level, Kayamandi was discussed as an enabling and disadvantageous environment, and reference was made to the resources and language barriers that were inherent in Stellenbosch town. Lastly, MSCI feedback indicated the necessity of reflection processes, and criticisms were also discussed. Themes that emerged from the learners‟ career stories can assist in providing insight that would aid future career development, counselling processes and the creation of context-specific interventions. / AFRIKAANSE OPSOMMING: Daar bestaan groot leemtes in die verstaan van loopbaan-ontwikkeling by verskillende bevolkingsgroepe en kulture, „n gaping wat postmoderne beroepsberaders poog om aan te spreek. In die verlede is beroepskeuses vir vele Suid-Afrikaners beperk deur die Apartheidstelsel, wat dui op die voorskriftelike impak van sosio-politiese en ekonomiese faktore op die gebied van beroepsielkunde. Gegewe dat daar min navorsing gedoen is aangaande benadeelde adolessente, is navorsing nodig om koherente weergawes van hul ervarings te verskaf. Die Sisteemteorieraamwerk van loopbaan-ontwikkeling (Systems Theory Framework, STF) is gebruik om die menigte van beroeps-invloede te kontekstualiseer wat gepaard gaan met „n belangrike lewensverandering by leerders verbonde aan die Hoërskool Makupula in die Kayamandi-dorpsgebied. Die huidige navorsing het die komplekse wisselwerking van kontekstuele invloede ondersoek wat hierdie steekproef van graad 12-leerders beïnvloed het rakende loopbaankeuses, en poog om die nodige insig te verskaf van waargenome loopbaangeleenthede, ondersteuningsnetwerke (“enablers”) en spesifieke kontekstuele beperkings. Die navorsingsdoelwitte behels die identifisering van individuele-, sosiale- asook omgewings-en-samelewingsvlakke wat loopbaankeuses beïnvloed. Die kwalitatiewe loopbaanmeetinstrument “My Systems of Career Influences” (MSCI), individuele onderhoude en „n fokusgroep is gebruik. Die respondente se weergawes van “self,” beskikbare omgewings-hulpbronne, invloede van betekenisvolle ander (ouers, opvoeders en portuurgroepe) asook die impak van die verlede, hede en die toekoms is ontleed. Die individuele vlak van ontleding het gebreke rakende self-refleksie en kritiese denke aangedui, wat gelei het tot die beperkte insig van persoonlike vermoëns en die gebrekkige integrasie van persoonlike inligting aangaande loopbaankeuses. Die respondente het sterk oortuigings van self-doeltreffendheid getoon, en „n sin van die nodige verantwoordelikheid vir die daarstelling van suksesvolle loopbaanrigtings. Hierteenoor egter het hoë-orde kognitiewe prosesse, soos toekomsbeplanning ontbreek, wat die behoefte aan loopbaanberading getoon het sodat loopbaan aanpasbaarheid en veerkragtigheid ontwikkel kan word. Die sosiale vlak van ontleding het die mees prominente invloede getoon wat die belangrikheid van familie-ondersteuning aandui, alhoewel die gebrekkige betrokkenheid van ouers rakende loopbaanbeplanning geblyk het as gevolg van die die lae beroepstatus van die ouers. Die skoolkonteks het voorbeelde gebied van die vakke wat die respondente bemeester het asook loopbaan-inligting soos verskaf deur die onderwysers; hierteenoor is die vriende beskryf as tweevoudige entiteite wat aan die eenkant ondersteuning bied, maar aan die anderkant ook die negatiewe invloede. „n Gebrek aan sigbare plaaslike rolmodelle en suksesvolle loopbaanrigtings het gelei tot loopbaankeuses wat gebaseer word op die voorstellings van beroepe soos in die media, asook media-rolmodelle in die afwesigheid van aanvullende en toeganklike loopbaan-inligting. The tema van loopbaan-mites het die behoefte aan akkurate loopbaan-inligting ge-illustreer; en die tema rakende kulturele-identiteit het na vore gekom. Afri-sentriese narratiewe van die oorkoming van swaarkry wat gelei het tot veerkragtige hanteringsmeganismes, is gekoppel aan „n swart rasse-identiteit, alhoewel dit ook die bewegings weg van die uitgebreide familie-strukture en die dorpsgebied belemmer. Die versoening van “westerse” loopbaan-verwagtings met die landelike verbondenheit om „n koherente selfkonsep te vorm, kan die grootste uitdaging wees in die ontwikkeling van „n loopbaan-identiteit vir benadeelde adolessente. Op die omgewings-samelewingsvlak van ontleding is die volgende bespreek: Kayamandi as „n bemagtigende én „n nadelige omgewing; die hulpbronne; en probleme aangaande taalkwessies wat deel is van die Stellenbosse gemeenskap. Ten slotte, die MSCI terugvoering het die behoefte aan refleksie-prosesse aangedui en kritiekpunte is ook bespreek. Temas wat geïdentifiseer is in die leerders se loopbaan-stories kan bydra tot die verkryging van insig vir toekomstige loopbaan-ontwikkeling, beradingsprosesse, en vir die ontwikkeling van konteks-spesifieke intervensies.