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A conceptual exploration of academic freedom and institutional autonomy in South African higher education : postmodernism, globalisation and quality assurance.Webbstock, Denyse Jean. January 2008 (has links)
This thesis proposes a conceptual framework for the discussion of concepts of academic freedom and institutional autonomy in a South African higher education context. A four-cell matrix is presented at the start of the thesis that distinguishes four types of understandings of these concepts. Having discussed these concepts-in-use in different contexts, the grid is used as a framework to explicate local debates on academic freedom and institutional autonomy. Beyond the conceptual exploration, the thesis traces a variety of broader debates in higher education in an attempt to add a richness to the South African conversations relating to academic freedom and institutional autonomy. Postmodernism and its implications for higher education in South Africa is explored, as is the more recent phenomenon (or ideology) of globalisation. Finally, the advent of external quality assurance in South Africa is considered and its role in changing perceptions of academic work and academic identity through the potential circumscribing of the academic domain is explored. My hope is that this thesis will contribute to a broadening and deepening of the current South African debates, and at the same time, offer a uniquely South African perspective on global conversations on academic freedom and institutional autonomy. / Thesis (Ph.D.) - University of KwaZulu-Natal, Pietermaritzburg, 2008.
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Interpretations of academic freedom :Baloyi, Colonel Rex. January 1998 (has links)
Thesis (M.Ed.)--University of South Africa, 1998.
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Academic freedom, institutional autonomy and public accountability : a case study of academics' and managers' perceptions of the National Review of the Master of Education Programme.Jogibhai, Kamal Bhagwandas 11 January 2013 (has links)
Globalization has had an impact on higher education in South Africa. There is a growing emphasis on public accountability. Consequently there is a rise in quality assurance interventions like the national review of the M.Ed programme. Sometimes these quality assurance interventions are perceived as infringing on academic freedom and institutional autonomy. In this research report, I examine how academics at the University of X (UX), experience the relationship which is emerging by current policy in higher education between ―academic freedom‖, ―institutional autonomy‖ and ―public accountability‖.
This research report followed a case study design that used a qualitative approach. I used a phenomenological research methodology with specifically semi-structured interviews to understand the phenomenon of the review and to ascertain academics‘ and managers‘ perceptions thereof. I used non-probability purposive sampling to interview seven academics and five management staff. The interviews were recorded and transcribed.
The findings were analysed and separated into three themes, viz. the value of the national review process; management versus teaching and learning as areas of focus with the review; and the programme review methodology. The staff found the review to be useful because of the programme focus of the review. It was most useful for management of the programme and for developing collegiality in the sector. Whilst the review criteria tended to focus on management instead of teaching and learning, some participants were comfortable with the review exploring their teaching and learning via direct classroom observations. There was a wide spectrum of views on what makes a good programme, with some participants believing that both teaching and learning and management are important for a successful programme. There are pros and cons to the national M.Ed review methodology. The commendations can be summed up as being fair, using standard programme review methodologies. The criticisms of the methodology includes criticism of the process as being archival, concern over the panel selection, dissatisfaction at the panel‘s report and criticism that the criteria are checklist and that institutions need to go beyond them in order to achieve excellence.
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An investigation of the impact of quality assurance on academic freedom within a South African Higher Education frameworkFarmer, John 03 1900 (has links)
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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University autonomy and academic freedom in South AfricaDlamini, C. R. M. 11 1900 (has links)
Throughout the history of universities, university autonomy
and academic freedom have come ~o be regardeci as indispensable
if the university has to fulfill its function of generating
and disseminating knowledge and information for the benefit of
society. Al though these are often conflated, they are
distinguishable though interdependent. Autonomy relates to
the self-governance of the university without external
interference. Academic freedom entails the freedom of an
individual academic to hold whatever views, orthodox or
unorthodox, without censure or other penalty.
critical inquiry.
It also entails
Although academic autonomy and freedom are critical to the
academic function, they are not beyond dispute. There is
always a continuous debate on what are the proper boundaries
of legitimate academic autonomy and freedom. These boundaries
are not fixed and keep on shifting. The shifting is often
caused by government intervention into university education by
way of subsidising it.
As a quid pro quo for subsidizing university education, the
government often feels entitled to stipulate conditions for
the granting of such subsidies. Various governments follow
different ways of doing this. There is a general trend in
terms of which the government is defining the degree of
academic autonomy. With autonomy it emphasizes accountability
and with academic freedom it emphasizes responsibility. These
are not mutually in conflict.
iii
Al though universities cherish their autonomy and academic
freedom, these are always subject to threat. These cannot
flourish in an authoritarian culture, but can only thrive in a
democratic culture where other civil liberties are respected.
The reason for this is that human freedom is indivisible and
academic freedom cannot survive when other rights ar-e
violated.
The South African Constitution protects academic freedom.
This is not generally done in most constitutions of the world.
The reason why the South African Cons ti tut ion expressly
protects academic freedom is because academic autonomy and
freedom were severely violated in the past. Al though the
protection of academic freedom in the Constitution does not
provide indefeasible security, it makes the way of a
transgressing government difficult. This is important because
even a democratic government can violate academic freedom. / Constitutional, International & Indigenous Law / LL.D. (Constitutional, International & Indigenous Law)
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University autonomy and academic freedom in South AfricaDlamini, C. R. M. 11 1900 (has links)
Throughout the history of universities, university autonomy
and academic freedom have come ~o be regardeci as indispensable
if the university has to fulfill its function of generating
and disseminating knowledge and information for the benefit of
society. Al though these are often conflated, they are
distinguishable though interdependent. Autonomy relates to
the self-governance of the university without external
interference. Academic freedom entails the freedom of an
individual academic to hold whatever views, orthodox or
unorthodox, without censure or other penalty.
critical inquiry.
It also entails
Although academic autonomy and freedom are critical to the
academic function, they are not beyond dispute. There is
always a continuous debate on what are the proper boundaries
of legitimate academic autonomy and freedom. These boundaries
are not fixed and keep on shifting. The shifting is often
caused by government intervention into university education by
way of subsidising it.
As a quid pro quo for subsidizing university education, the
government often feels entitled to stipulate conditions for
the granting of such subsidies. Various governments follow
different ways of doing this. There is a general trend in
terms of which the government is defining the degree of
academic autonomy. With autonomy it emphasizes accountability
and with academic freedom it emphasizes responsibility. These
are not mutually in conflict.
iii
Al though universities cherish their autonomy and academic
freedom, these are always subject to threat. These cannot
flourish in an authoritarian culture, but can only thrive in a
democratic culture where other civil liberties are respected.
The reason for this is that human freedom is indivisible and
academic freedom cannot survive when other rights ar-e
violated.
The South African Constitution protects academic freedom.
This is not generally done in most constitutions of the world.
The reason why the South African Cons ti tut ion expressly
protects academic freedom is because academic autonomy and
freedom were severely violated in the past. Al though the
protection of academic freedom in the Constitution does not
provide indefeasible security, it makes the way of a
transgressing government difficult. This is important because
even a democratic government can violate academic freedom. / Constitutional, International and Indigenous Law / LL.D. (Constitutional, International & Indigenous Law)
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