Universitätskultur kann als eines der Haupthindernisse für die Implementierung von strategischem Management an Universitäten angesehen werden. Vorhandene Ansätze der Organisationsforschung betrachten zwar Veränderungsprozesse, diskutieren die Rolle der Organisationskultur jedoch nur am Rande und fragen nicht nach dem Wie der Umsetzung einer solchen organisationalen Veränderung. Dieser Artikel betrachtet strategisches Management an Universitäten aus einer kulturtheoretischen Perspektive und überträgt das kohäsionsorientierte Organisationsmodell auf den Hochschulkontext. Es wird gezeigt, wie dieses Modell strategische Prozesse unterstützen kann, so dass es einen praktischen Nutzen für das Hochschulmanagement bietet. / University culture is seen as one of the main obstacles to the successful implementation of the process of strategic university management. Although existing organisational approaches of changing processes give theoretical insight, they fail to consider the cultural perspective and how change can be implemented successfully. This article focuses on a cultural approach and therefore introduces a cohesive cultural model to the Higher Education (HE) context. It will be shown how this paradigm can be used in strategic management processes at universities and how it can support them. It therefore offers an approach that is applicable to the practice of university management.

University culture is seen as University culture is seen as one of the main obstacles to the successful implementation of the process of strategic university management. Although existing organisational approaches of changing processes give theoretical insight, they fail to consider the cultural perspective and how change can be implemented successfully. This article focuses on cultural approach and therefore introduces a cohesive cultural model to the Higher Education (HE) context. It will be shown how this paradigm can be used in strategic management processes at universities and how it can support them. It therefore offers an approach that is applicable to the practice of university management. / Universitätskultur kann als eines der Haupthindernisse für die Implementierung von strategischem Management an Universitäten angesehen werden. Vorhandene Ansätze der Organisationsforschung betrachten zwar Veränderungsprozesse, diskutieren die Rolle der Organisationskultur jedoch nur am Rande und fragen nicht nach dem Wie der Umsetzung einer solchen organisationalen Veränderung. Dieser Artikel betrachtet strategisches Management an Universitäten aus einer kulturtheoretischen Perspektive und überträgt das kohäsionsorientierte Organisationsmodell auf den Hochschulkontext. Es wird gezeigt, wie dieses Modell strategische Prozesse unterstützen kann, so dass es einen praktischen Nutzen für das Hochschulmanagement bietet.

In consequence of the economic restructuring of universities the issue of equality programme implementation to boost the standing of academic organisations in the competition for economic resources and young scientists is focused increasingly. Therefore the importance of expert gender knowledge as well as academic gender knowledge has intensified in the university context. Having this in mind, the following article asks which gender knowledge (cf. Wetterer, 2008; Wetterer, 2009) affects three different academic disciplines (mechanical engineering, disciplines of linguistic, literature and cultural studies and architecture) and to what extent can this become an impediment or an enabler on the shift towards gender-equitable universities.

In consequence of the economic restructuring of universities the issue of equality programme implementation to boost the standing of academic organisations in the competition for economic resources and young scientists is focused increasingly. Therefore the importance of expert gender knowledge as well as academic gender knowledge has intensified in the university context. Having this in mind, the following article asks which gender knowledge (cf. Wetterer, 2008; Wetterer, 2009) affects three different academic disciplines (mechanical engineering, disciplines of linguistic, literature and cultural studies and architecture) and to what extent can this become an impediment or an enabler on the shift towards gender-equitable universities.

This study of the legal and management frameworks for private higher education institutions in Swaziland provides a theoretical framework for the establishment and management of such institutions and especially the Southern Africa Nazarene University (SANU). A literature review of Swaziland’s education legislation and education system, the legal processes for the establishment of private higher education institutions, the types and legal status of these, their funding of, and their organisational and management structures provided the theoretical framework upon which the study was based. The review indicated that: a private higher education system in Swaziland was in the process of being developed; such institutions were established and operated within the overall higher education system; there were two legal instruments that could be used to establish these institutions – an Act of Parliament and a Certificate of Registration; the government was the major funder of private higher education institutions; and there are different organisational and management structures in existence. Against this background an empirical qualitative investigation was conducted. Data was collected from education managers, government officials, Church leadership, and legal representatives through in-depth interviews, focus group discussions, and participant observation. The findings of the empirical investigation complemented the findings obtained from the literature review. The underdevelopment of the private higher education system resulted in two major implications: uncertainty of the legal process for the establishment of SANU, and the development as well as immediate implementation of education legislation and policies. The application of the legal procedures outlined by the Higher Education Bill of 2007 to the establishment, management and funding of SANU affords a good example. Even though the people entrusted with the establishment of SANU selected the Act of Parliament for this process and developed the SANU Bill, government officials instead advocated and implemented the certification process regarding the establishment and management of SANU. Subvention, tuition fees, commercial farming and provision of short term occupational training programmes were identified as income-generating strategies for SANU. A unique organisational and management structure was developed for SANU. Based on those findings, several recommendations for the improvement of the management of the process of establishment of universities in Swaziland and especially SANU were made. / Educational Studies / D. Ed. (Education Management)

This study of the legal and management frameworks for private higher education institutions in Swaziland provides a theoretical framework for the establishment and management of such institutions and especially the Southern Africa Nazarene University (SANU). A literature review of Swaziland’s education legislation and education system, the legal processes for the establishment of private higher education institutions, the types and legal status of these, their funding of, and their organisational and management structures provided the theoretical framework upon which the study was based. The review indicated that: a private higher education system in Swaziland was in the process of being developed; such institutions were established and operated within the overall higher education system; there were two legal instruments that could be used to establish these institutions – an Act of Parliament and a Certificate of Registration; the government was the major funder of private higher education institutions; and there are different organisational and management structures in existence. Against this background an empirical qualitative investigation was conducted. Data was collected from education managers, government officials, Church leadership, and legal representatives through in-depth interviews, focus group discussions, and participant observation. The findings of the empirical investigation complemented the findings obtained from the literature review. The underdevelopment of the private higher education system resulted in two major implications: uncertainty of the legal process for the establishment of SANU, and the development as well as immediate implementation of education legislation and policies. The application of the legal procedures outlined by the Higher Education Bill of 2007 to the establishment, management and funding of SANU affords a good example. Even though the people entrusted with the establishment of SANU selected the Act of Parliament for this process and developed the SANU Bill, government officials instead advocated and implemented the certification process regarding the establishment and management of SANU. Subvention, tuition fees, commercial farming and provision of short term occupational training programmes were identified as income-generating strategies for SANU. A unique organisational and management structure was developed for SANU. Based on those findings, several recommendations for the improvement of the management of the process of establishment of universities in Swaziland and especially SANU were made. / Educational Studies / D. Ed. (Education Management)