Submitted in fulfilment for the requirements for the degree of Doctor of Technology: Human Resource Management, Durban University of Technology, 2010. / Since the advent of democracy in 1994, South African society has been undergoing a rapid transformation. By the time the second democratic elections had come around, the focus had turned to transforming and restructuring the higher education sector. Mergers became an instrument in the hands of the Government to restructure and configure the higher education landscape. Mergers are not new and have been used by many countries to transform or restructure their higher education sector. However, comparison with higher education mergers in other countries would point to the most ambitious change programme ever undertaken in recent times, especially given the large scale of mergers and incorporations that were planned for the South African higher education sector. The Durban University of Technology merger which took place in 2002 preceded the main wave of the Government decreed mergers that took place in 2004 and in 2005. This thesis focuses on contributing to the knowledge of higher education mergers by investigating higher education mergers in South Africa from a micro as well as macro perspective. At a micro level the study undertaken is a case study of the Durban University of Technology (DUT), the first merged higher institution in the country, while from a macro perspective, an examination into the impact that mergers have had on the transformation of the higher education sector. This second part has been undertaken through a perception survey of staff at merged institutions. The emphasis is on providing a detailed analysis of DUT merger in terms of its problems, pitfalls and peculiarities. It covers an examination of the processes, procedures, practices and trials and tribulations when two or more higher education institutions merge. This study is guided by two central research questions. The first is: What can be learned about higher education mergers as examined through the Durban University of Technology (DUT) case study? The second question, whether higher education mergers have been successful or otherwise in South Africa? In particular this question seeks to elicit whether the broader goals and objectives of higher education transformation have been or are being achieved or accomplished through mergers in the sector. The literature review emphasized a conceptual understanding of higher education mergers, merger processes and steps. The review also touches on the limitations and gaps in higher education literature when examined from a iv South African perspective. In particular a detailed study of the South African merger policy development was undertaken. The DUT merger experience allows one to draw a distinction between what is termed the technical merger issues and the soft issues. Technical aspects of a merger would simply be those aspects that have to be done to ensure the physical merger of two or more institutions. In a sense it is the soft issues which shape the merger process. These soft issues largely relate to people, the consultation with stakeholders, the negotiations and the cultural dimensions. Despite the assumption that voluntary mergers are generally easier to negotiate and execute because of the perceived greater involvement of stakeholders, the DUT case provides no evidence to support this position. If anything, the DUT merger although voluntary was at best difficult and beset with people and human relations problems. The findings from the case study point to the following: Government initiated mergers (forced mergers) are less likely to failure because of a greater national agenda; that an all new embracing style of leadership is needed when institutions undergo great changes such as through a merger; that where trade unions exist they will become powerful forces if people management issues are neglected or dealt with poorly during the merger. A genuinely co-operative and consultative process is the way to go; that to overcome past cultural differences a new cultural identity must be established early in the merger by sharing the new vision and mission of the new entity; that mergers could be understood and managed in three distinct phases, which are, the pre-merger phase, the integration phase and the consolidation phase. Equally there are a number of merger steps. By reviewing the processes, procedures and practices of the DUT merger, a model has been developed to understand how mergers take place. In respect of the perception survey of merged institutions, respondents saw some benefits accrue to the academic goals and there were some efficiency gains. More students came into the higher education system. Not many were complementary about their state of physical resources including teaching and learning facilities. Some even felt that teaching and learning were set back during the merger period and this is backed up by key statistics for example like pass rates and dropout rates. Given the difficulty with the softer issues in mergers, much of the blame seems to have been directed at Management and Leadership. Nearly 50% of respondents felt that mergers did not result in high quality Management, while a slightly lower percentage of 42% thought that v mergers did not help establish high quality Councils. Many thought that their governance structures and systems were also weakened. Mergers are complex and it invariably affects the entire institution. It requires careful planning and preparation, inclusivity and a developmental approach to mergers. It also requires effective leaders to manage change of such magnitude. These are the ingredients to ensuring successful higher education mergers.

Thesis (MBA)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: The theme of this study is an investigation of the financing issues of Universities, with specific reference to the Graduate School of Business of the University of Stellenbosch. The goal of the study is to determine what influence the successful or non-successful completion of studies at the Management School have on the subsidies that the University of Stellenbosch, and therefor the Business School, receive from the state. The following critical factors influence the University's revenue from subsidies. Firstly, time plays a role. It is a fact that when a student is successful in obtaining a degree within the minimum period or longer, or not al all, this directly influences the funding of the University, and therefor also that of the specific department, because each cost unit at University and Faculty level is directly influenced by the number of enrolled students who successfully complete their credits. The principles of the subsidising of instruction inputs and outputs causes that it is more important for the university that students attain their specific credits and therefor their degrees in the minimum prescribed period of time, rather than eventually attaining their degrees. If a student enroll for a number of credits in a specific year, but he does not attain those credits that year, it means that the university will effectively only receive half of the normal subsidy amount, because subsidy will not be calculated for the next year for success. The second factor is the demographic profile of students. Because of the entry of previously disadvantaged communities, and their bigger demand and need for training, there will in future be more and more pressure on the funding principles and the subsidies that universities receive from the government. This will force universities to find ways to support students, and encourage them to attain their degrees within the prescribed time frame, without compromising standards. The third factor is that the central government does not pay the subsidies that it should pay in terms of the so-called subsidy formula. These factors make it imperative that enrolled students should attain their degrees as soon as possible. This study focuses therefor on the so-called subsidy formula and how the success ratio of MBA-students impact on the financing of current expenditure of the Business School of the University of Stellenbosch. In order to make recommendations on which actions the Business School needs to take in the light of successful completion of studies, the following work method was followed. Various personnel of the Administrative Department of the University of Stellenbosch (US), as well as the Business School of the University of Stellenbosch (USB), was interviewed to determine how the formula is used within the framework of the University, as well as to obtain information and statistics on the study patterns of students of the USB. A study was conducted of previous, the current and future funding formulae. Personal interviews were conducted with people at the Management School of the University of Potchefstroom to compare their MBA-course with that of the USB. The most important finding of this study is that Universities should do everything in their power to ensure that students successfully obtain their course credits within the prescribed minimum period, as the subsidy payable for non-successful students are half of that payable for successful students. / AFRIKAANSE OPSOMMING: Die tema van hierdie studie is 'n ondersoek na die finansieringsvraagstukke van universiteite, met spesifieke verwysing na die Bestuurskool van die Universiteit van Stellenbosch. Die doelwit van die studie is om te bepaal watter invloed die afstudering of nie-afstudering van studente aan die Bestuurskool (USB) het op die subsidie wat die Universiteit van Stellenbosch, en uiteindelik die Bestuurskool, van die Staat ontvang. Die volgende kritieke faktore beïnvloed die Universiteit se inkomste uit subsidies. Eerstens speel tyd 'n rol. Dit is 'n feit dat indien 'n student suksesvol binne die minimum tydperk of langer afstudeer, of glad nie, dit 'n direkte invloed op die befondsing van die Universteit, en uiteindelik die befondsing van die departement het, omdat elke koste-eenheid op Universiteits- en Fakulteitsvlak direk geraak word deur die getal ingeskrewe studente wat hulle krediete suksesvol voltooi. Die beginsels ten opsigte van die subsidiëring van instruksie-insette en -uitsette veroorsaak dat dit belangriker is vir die universiteit dat studente hulle spesifieke krediete en dus hulle grade binne die voorgeskrewe minimum periode moet behaal, eerder as dat hulle uiteindelik grade moet behaal. Indien 'n student inskryf vir 'n aantal krediete in 'n sekere jaar, maar nie in daardie jaar sy krediete behaal nie, beteken dit dat hy effektief net die helfte van sy normale subsidiebedrag vir die universiteit beteken, aangesien daar vir die volgende jaar nie weer subsidie bereken kan word ten opsigte van sukses nie. Die tweede faktor is die demografiese profiel van studente. Die toetrede van die voorheen agtergeblewe gemeenskappe, en hulle groter eise en behoefte aan opleiding, veroorsaak dat daar in die toekoms meer en meer druk op die befondsingsbeginsels en die subsidie wat universiteite van die staat ontvang, gaan wees. Dit sal universiteite noodsaak om wyses te vind om studente te ondersteun en aan te moedig om hulle grade binne die voorgeskrewe tyd te behaal, sonder om standaarde te verlaag. Die derde faktor is dat die sentrale regering vir die afgelope paar jaar al, nie die volle subsidies betaal wat hy behoort te betaal ingevolge die sogenaamde subsidieformules nie. Hierdie faktore noodsaak dit dat ingeskrewe studente dus so vinnig as moontlik moet afstudeer. Die studie fokus derhalwe op die sogenaamde subsidieformule en hoe die suksesratio van MBA-studente impakteer op die finansiering van lopende uitgawes van die Bestuurskool van die Universiteit van Stellenbosch. Ten einde aanbevelings te maak oor watter optredes die Bestuurskool in die lig van suksesvolle afstudering behoort te neem, is die volgende werkswyse gevolg. Onderhoude is gevoer met verskeie persone verbonde aan die Administratiewe Departement van die Universiteit van Stellenbosch (US), sowel as die Bestuurskool van die Universiteit van Stellenbosch (USB), om te bepaal hoe die formule binne die raamwerk van die Universiteit toegepas word, asook om inligting te opsigte van die afstuderingstendense van studente aan die USB te bekom. Daar is 'n studie gedoen ten opsigte van vorige, die huidige en toekomstige subsidieformules. Die respondent het ook onderhoude gevoer met persone verbonde aan die Bestuurskool van die Potchefstroomse Universiteit vir Christelike Hoër Onderwys om vergelykings te tref tussen hulle MBA-program en die van die USB. Die belangrikste bevindings van hierdie studie is dat Universiteite alles in hulle vermoë moet doen om te verseker dat studente hulle kursuskrediete op tyd suksesvol voltooi, aangesien die subsidie betaalbaar ten opsigte van nie suksesvolle studente die helfte beloop van die subsidie wat betaal sal word vir 'n suksesvolle student.

Thesis (MPhil)--Stellenbosch, 2001. / ENGLISH ABSTRACT: The aims of this study were to establish whether there had been discernable changes in the nature of knowledge production at higher education institutions in the Eastern Cape since the transition to democracy, and to relate these to international and national trends in the way knowledge is produced. In view of the emphasis in government policy on the development of science and technology, the study was focused on researchers in this area and on the administration of research in this context. The research was conducted through structured interviews with administrators and active researchers at the three technikons and five universities in the province. The study found that there had indeed been changes, both in the way research is managed, and in the nature of the research itself. Research has become more applied over the last five years and there has been a move towards multidisciplinary, multi-institutional research, although administrators tended to underestimate the extent of this change. Research management has also become businesslike with the establishment of dedicated Deans/Directors of research on most campuses. Administrators ascribe these changes to new government policies and to changes in the requirements of funding agencies. Researchers, however, generally ascribe the changes to factors more directly related to themselves, such as changes in institutional research policy, more opportunities for multidisciplinary work and to greater linkage with the private sector. The study also found that many of the changes were already underway some time ago and that there was a degree of proactiveness in the way some institutions had realigned their research. The study found that there are significant differences between formerly advantaged institutions and their historically disadvantaged counterparts. The latter are dominated by less well qualified staff and produce fewer research outputs than the former. Research cultures are less well developed and researchers complain of a lack of institutional support for research. Despite this, research continues to be a significant activity on these campuses. In general, staff at technikons are more positive about the future of research than their colleagues at universities, irrespective of historical advantage. The study found that knowledge production has assumed some of the characteristics of so-called Mode 2 knowledge production as a result of a variety of national and international influences, and historically advantaged institutions have been able to initiate adjustments to the way in which research is done in anticipation of new policies. Publication of government policy on science and technology and on higher education may have accelerated the change but did not initiate it. The historically disadvantaged institutions, however, appeared to have done little in anticipation of new policy and have been forced to be reactive to recent government initiatives. / AFRIKAANSE OPSOMMING: Die doel van die studie was om ondersoek na die voorkoms van waarneembare veranderinge in die karakter van die lewering van kennis by hoer-onderrig institute in die Oos- Kaap, na die oorgang van demokrasie, in te stel. Verder is gepoog om hierdie veranderinge in verband met internasionale en nasionale tendense, met betrekking to die wyse waarop kennis voortgebring word, te bring. In die lig van die regering se beleid aangaande die ontwikkeling van wetenskap en tegnologie was die studie op navorsers in hierdie rigting, sowel as die aanpassing van navorsing in hierdie konteks, gefokus. Die ondersoek was deur middel van gestruktureerde onderhoude met administrateurs en aktiewe navorsers aan die drie tegnikons and vyf universiteite in hierdie provinsie uitgevoer. Die ondersoek het aangedui dat veranderinge in die wyse waarop navorsing bestuur word en in die karakter van navorsing op sigself, inderdaad plaasgevind het. Navorsing het gedeurende die afgelope vyf jaar toenemend toepaslik geword en hoewel administrateurs geneig het om die omvang daarvan te onderskat, was daar 'n merkbare verplasing na multidissiplinere en multi-institution ale navorsing. Die administrasie van navorsing het ook, na die aanstelling van teogewyde Dekane/Direkteurs van navorsing by die meerderheid kampusse, toenemend bedryfsgerig word. Administrateurs skryf hierdie verplasing toe aan die nuwe staatsbeleid sowel as die veranderinge in die voorskrifte van befondsingsliggame. Op hul beurt skryf navorsers die varanderinge egter aan faktore wat meer op hulself van toepassing is, toe. Hierdie faktore sluitveranderinge in die institutionele beleid, die toename in geleenthede met betrekking tot multi-dissiplinere werk, sowel as die toename in skakeling met die private sektor, in. Dit is gevind dat verskeie van hierdie veranderinge al 'n geruime tyd onderweg is en dat daar 'n mate van pro-aktiwiteit met betrekking tot die wyse waarop sommige institute hul navorsing hers poor het, bestaan. Die studie het bevind dat betekenisvolle verskille tussen voormalige bevoorregte institute en hul histories onbevoorregte ekwivalente voorgekom het. U it die resultate het dit duidelik geword dat die personeel van die laasgenoernde institute oor die algemeen minder gekwalifiseerd is en dat 'n laer navorsingsopbrengs geproduseer word. Die navorsingskultuur is minder ontwikkel en navorsers is ontevrede oor die gebrek aan institutionele ondersteuning wat navorsing aanbetref. Ten spyte hiervan is navorsing voortdeurend 'n betekenisvolle akwitiwiteit op hierdie kampusse. Personeel verbonde aan tegnikons is oor die algemeen meer positief oor die toekoms van navorsing in teenstelling met hul kollegas verbonde aan universitiete, ongeag die historiese agtergrond. Die studie het ook bevind dat, weens die verskeidenheid nasionale en internasionale invloede en die oorspronklike aanpassings wat historiese bevoorregte institute tot stand laat kom het met betrekking tot die wyse waarop navorsing, met die oog op nuwe beleid, uitgevore word, die produksie van kennis van die eienskappe van "Mode 2" aangeneen word. Die bekendmaking van die staatsbeleid aangaande wetenskap en tegnologie en hoer-onderrig kon uit eie beweging hierdie veranderinge bespoedig het, maar het dit nie geinisieer nie. Histories onbevoorregte institute het tot dusver min werk gemaak van die vooruitsigte van die nuwe beleid en word genoodsaak om op onlangse regerings inisiatiewe te reageer.

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When the national Democratic Party began to transform to progressive era politics because of the New Deal, conservative reactionaries turned against the social welfare programs and used red scare tactics to discredit liberal and progressive New Deal Democrat professors in higher education. This process continued during the Second World War, when the conservatives in Texas lumped fascism and communism in order to anchor support and fire and threaten professors and administrators for advocating or teaching “subversive doctrine.” In 1948 Texas joined other southern states and followed the Dixiecrat movement designed to return the Democratic Party to its original pro-business and segregationist philosophy. Conservatives who wanted to bolster their Cold Warrior status in Texas also played upon the fears of spreading communism during the Cold War, and passed several repressive laws intended to silence unruly students and entrap professors by claiming they advocated communist doctrine. The fight culminated during the Civil Rights movement, when conservatives in the state attributed subversive or communist behavior to civil rights organizations, and targeted higher education to protect segregated universities. In order to return the national Democratic Party to the pro-business, segregationist philosophy established at the early twentieth century, conservatives used redbaiting tactics to thwart the progressivism in the state’s higher education facilities.

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The central argument of this thesis is that a series of China's state policies, before and during the reform era, were conducive to the rise of the 1989 Chinese Student Movement (CSM). The most important of these were (1) leftist policies during Mao's era which fostered the formation of pro-democratic yet impractical intellectuals and created a university ecology that was remarkably conducive to student movements, and (2) the state-led reform which over produced students on the one hand, and blocked upward mobility channels for intellectuals and students on the other hand. These and other conducive factors to the rise of the 1989 CSM were not simply state mistakes. To a large extent, they were characteristic of the regime. / The thesis does not reject non-state centered factors such as anomic feelings toward uncertainties brought by the reform, the conflict between reformers and hardliners within the Chinese Communist Party (CCP), the rise of civil society during the eighties, the impact of Western ideologies following the open door policy or the intrinsic character of Chinese culture, that have all been hitherto proposed to explain the rise of the CSM. Rather, it incorporates these explanations under a state-centered paradigm in light of a general model (the DSSI model) that I am proposing to explain the general causes, and to a lesser extent, the dynamics of large scale social movements.

Before 1959 Blacks were admitted to study at certain White universities; Kollege ya Bana BaAfrika and Fort Hare. In 1959 Parliament passed two Acts of far reaching significance in the history of university education for Blacks in South Africa. These were the Extension of University Education Act (Ac t No . 45 of 1959) and the Fort Hare Transfer Act (Act No. 64 of 1959) . The first Act provided for the establishment of the university colleges of the North and that of Zululand. The second Act provided for the transfer of Fort Hare to the then Department of Bantu Education. This study will show why government found it necessary to establish Black universities, together with their merits and demerits. Suggestions are given as to how Black universities could become universally accepted academic institutions. Although dealing with Black university education in general , particular reference is made to Turfloop. / Educational Studies / M. Ed. (History of Education)

This thesis examined the 2004 SA higher education merger processes in order to determine the extent to which these mergers have achieved in the context of the broader transformation goals of the post-1994 government’s policy objectives. Mergers have become part of the South African higher education landscape and system since their implementation in 2004. The merger process induced the reduction of higher education institutions from 36 to 23 (at least until 2012 at the time of writing this report). The merger implementation process itself was not voluntary. Some South African universities did not just willingly opt for the transformation process. It took the government a range of strategies, elaborate consultations and ‘carrot and stick’ approaches to convince some of the targeted institutions. The merger was not only limited to physical reconfiguration, but also to the systemic aspects motivated by the need to open the doors of learning and culture to all South Africans without barriers of ethnicity, race and other forms of discrimination. The ‘ivory tower’ universities had to be reigned into the national transformation project as well. Curriculum which was mainly crafted from an epistemological-ideological premise of the supremacy of Afrikaans as a language of the government of the day and the employer of choice had to be reviewed. Admission criteria, advanced access restrictions to the majority of black students to urban and more advanced universities, also warranted scrutiny / Public Administration / Ph. D. (Public Administration)