South African universities

Matthew Lynch published in Higher Education, International Education

University transformation: the wrong research questions are being asked

This article was written by Anné H. Verhoef

“Transformation” is a word regularly in global higher education research. It normally implies deep change in knowledge and curriculum. It often entails questions about inclusion, identity, diversity, power, intellectual traditions and intellectual justice.

In South Africa, the word means something quite different in higher education. Its definition is rooted in the country’s apartheid history. The transition to democracy in 1994 gave impetus to transform the higher education system into one that was open, relevant and non-discriminatory.

The problem is that transformation is often loosely defined. There’s no clear consensus about its scope and aims. This lack of clarity means that research in South Africa about a wide variety of themes under the umbrella term of “transformation” may not actually be asking the right questions.

And asking the wrong questions means getting the wrong and irrelevant answers. It also sets back policy changes. Eventually this may discourage much needed transformation in higher education.

To understand what questions are and are not being asked, two of my colleagues and I analysed 1050 articles published in the South African Journal of Higher Education between 2005 and 2015.

We found four main patterns in how authors engaged with issues of transformation. We also identified a few shortcomings in their engagements. If these are addressed, it could help ensure that this crucial topic is properly understood. This can then be translated into solid, realistic policy and changes.

Research trends in South Africa

Only 30 of the 1050 articles we examined used the words “transformation”, “transformative” or “transforming” in their titles. We then analysed the 30 in more depth. Four quite distinct approaches to understanding transformation emerged.

These were transformation through curriculum; transformation through structures; transformation through redressing equity; and transformation through access.

1. Transformation through curriculum

Twelve articles positioned transformation in the higher education curriculum. They suggested that transformation takes place through what is taught and how it is taught, how results are measured and, for instance, how technology is integrated into teaching.

The articles in this pattern also presented a curriculum as something that’s flexible and constantly evolving. The authors explored the ways that professional development and student feedback could be used to test, critique and apply curricular reforms.

Some of the articles in this pattern presented teacher education as a space in which to start transforming the curriculum.

2. Transformation through structures

Nine articles related transformation to structures in higher education. There were three key aspects in these articles: ideas, practices and the role of structure in nation building; broader national trends such as higher education policy evaluation and reform; and the structures within institutions that influence transformation.

These structures include institutional culture underpinned by hegemonic forces that shape institutional transformation. That is: university education with whom, by whom and for whom. The research in this pattern explored how an institution’s leaders can emerge as sceptics or advocates for transformation. It also looked at transformation emanating from the institutional mergers of the mid 2000s.

3. Transformation through redressing equity

Six of the articles viewed transformation as redressing equity in higher education. In a post-apartheid South African context the expectation – as outlined in the Education White Paper of 1997 – is that

the higher education system must be transformed to redress past inequalities, to serve a new social order, to meet pressing national needs … to overcome the fragmentation, inequality and inefficiency which are the legacy of the past.

These articles viewed equity redress as being embedded in race, gender and class. They took the view that once universities open up access across class, race and gender – for students and staff – they’re on the road to transformation. These researchers referred specifically to the inclusion and exclusion of academic staff within institutions, including through recruitment policies.

So transformation was viewed as occurring through employment equity, the reconfiguration of power structures and alternative ways of conceptualising an institution’s staff diversity profiles.

4. Transformation through access

Three of the articles argued that access is a prerequisite for successful transformation in higher education. These articles contended that access was shaped by contextual and personal forces. In these arguments, specific reference was made to the access of black women academics. The articles also discussed the access to tertiary education of underprepared students.

These students struggled with language barriers or literacy challenges. They often battled to read and write in the language of instruction.

Shortcomings in research

These national research trends give close attention to the structural and ideological dimensions that shape transformation. This focus echoes the issues articulated in national policy.

The research trends we uncovered address some crucial aspects of transformation. But they fall short in three critical ways: internationalisation, interdisciplinary contributions and embracing transformation’s inherent complexity.

In higher education, internationalisation refers to universities crossing borders to attain certain academic, economic, political and cultural aims. It is the process of integrating an international and intercultural dimension into the core activities of higher education – teaching, learning, research and community engagement.

Internationalisation is necessary to broaden the discourse around transformation.

It’s also crucial that research in higher education should look beyond the education discipline alone. It needs to include input from other disciplines. The value of interdisciplinary research and education is that it increases competitiveness: knowledge creation and innovation frequently occur at the interface of disciplines. It also helps to ensure better educational programmes, which then improves students’ ability to work in a problem-oriented way.

Finally, embracing the complexity of transformation – understanding it as as a fluid open-ended construct rather than a static notion that is only focused on demographic changes – would help to bring about profound changes in the higher education domain.

If these approaches are given more attention in future research, South Africa’s policies can be greatly improved. This could make transformation in higher education tangible rather than just a pipe dream.

The Conversation

Anné H. Verhoef, Associate Professor in Philosophy, North-West University

This article was originally published on The Conversation. Read the original article.

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Matthew Lynch published in Education News, International Education

Young scientists seek solutions to South Africa’s higher education crisis

This article was written by Sahal Yacoob and Karen Jacqueline Cloete

The South African Young Academy of Science (SAYAS) has decided it is time to speak out about the country’s higher education crisis. The academy constitutes 50 young academics and 20 alumni from multiple disciplines – including health sciences, natural and social sciences, engineering and the humanities. They are selected on academic merit from institutions of higher education and research.

This is a summary of a statement formulated at the organisation’s 2016 general assembly in October. In it, the academy warns of “catastrophic” consequences if university protests continue and no long-term solutions to the sector’s complex, multi-tiered problems are implemented.

We are acutely aware of the challenges that students face. We teach and supervise undergraduate and postgraduate students. These are South Africa’s future young academics.

We financed the completion of our own higher education. A number of us are now burdened with high levels of debt that – as young academics employed in varied temporary, permanent, funded and self-funded positions –- we struggle to repay.

As a group of young academics committed to the South African academic project, we can no longer avoid engaging with these crucial issues at this complicated moment. If this situation remains unresolved, the implications will be catastrophic. This is true for undergraduate and postgraduate students, including both South African and international students. Those who are on time-limited bursaries and fellowships are also at risk.

As an example, if any academic year is compromised, the country could experience a shortage of medical doctors and allied health professionals. Internship placements in those fields will be vacant without graduates. This will place further stress on an overburdened public health system upon which most South Africans rely.

There has so far been a lack of constructive leadership at the national level and lack of effective engagement between staff and student leaders. This has triggered escalating tensions. It has also led to the development of unproductive, often confrontational and personalised debates. These run counter to the principles of scholarly engagement. They hinder the possibility of finding collective solutions to this crisis.

We call for urgent and peaceful resolutions across our campuses that will result in the removal of police and private security. We want to avoid confrontations between police and private security with students and staff. We acknowledge the presence of diverse experiences of structural and direct violence, and the threat these forms of violence pose across our campuses.

We also acknowledge that the presence of police and security is experienced differently. It creates contexts in which teaching, learning, research and innovation cannot take place.

Universities need to recognise the anxiety and psychological trauma experienced by many staff and students during this period. Institutions must commit to addressing this trauma and anxiety. Doing so will help facilitate the resumption of high-quality teaching and learning when institutions reopen.

Recommendations

It’s crucial to develop spaces for respectful engagement that acknowledges and supports continued debate and differences of opinion. We offer our members as a resource to support constructive national dialogue on this crisis.

Fee-free higher education could be financed in different ways, guided through the development of evidence-informed financing models. But it is not academics alone who ought to be involved in this process.

We call on the President of South Africa to:

  • urgently address the root cause and not just the symptoms of the crisis being experienced across institutes of higher education;
  • commit to increased funding streams for the sector, which will improve equity in access to quality higher education;
  • immediately convene a national dialogue. It needs to include student, parent and academic representatives. University administrators, the private sector and industry must also be included. This will be a safe space to discuss approaches and develop a consensus statement committing to realising the goal of fee-free quality higher education for poor and “missing middle” students. The missing middle are those whose parents earn too much money to qualify for government loans but not enough to afford tuition;
  • urgently reformulate the emergency task team he established around this crisis to include the National Treasury. This is necessary to move away from reducing the crisis to one associated only with security concerns. The National Treasury is a key player in realising funding goals.

It’s also important that the President work with the fees commission he established to complete its inquiry into different financing models. The commission needs to release an approved model for implementing fee-free quality higher education for poor and “missing middle” students.

We offer the President our academy’s expertise to support the development of sustainable solutions.

Dire consequences

South Africa will struggle to maintain and grow its internationally respected research-intensive environment if academic programmes are suspended and university campuses closed.

The country’s academy and science innovation needs room to transform and grow. We are very concerned that this crisis will negate the gains made to date – and will have dire consequences moving forward.

The Conversation

Sahal Yacoob, Experimental Particle Physics, University of Cape Town and Karen Jacqueline Cloete, Postdoctoral researcher in the biological applications of ion beam analysis techniques, iThemba LABS

This article was originally published on The Conversation. Read the original article.

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