Doctoral Degrees (School of Higher Education Studies)
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Browsing Doctoral Degrees (School of Higher Education Studies) by Advisor "Hay, H. R."
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Item Open Access Academic staff performance appraisal system for higher education in Lesotho(University of the Free State, 2004-05) Mpooa, Ts'ebetso Margaret 'M'amokheseng; Alt, H.; Hay, H. R.English: The changing social, political, economic and technological environment exerts pressure on governments throughout the world to ensure that higher education institutions are efficient and effective in the delivery of services. The continuing environmental change and, in particular, the financial decline has caused governments to apply stringent financial control measures and to demand higher education institutions to address external and internal demands for efficiency (see 2.2; 3.2.1; and 4.3). Likewise, the Lesotho government ensures that higher education institutions provide efficient services to justify the funds invested in them (see 2.2.2). In recognition of the significant role that a skilled workforce could perform in initiating change, governments - including the Lesotho government - shifted from a confidential to a developmental performance appraisal/management system as a performance control measure with the intention to improve efficiency (see 3.2.2; 4.3; and Table 4.1). This shift from the confidential performance appraisal system was based on the assumption that a holistic, integrated, democratic system would effect a change in staff performance compared to the autocratic system of assessing staff performance (see 3.2.2; Table 4.3; and 4.5.2). The purpose of this study was to determine the type of performance management system used in Lesotho institutions of higher learning and to suggest improvements that would ensure efficient staff performance. The main research question was what system of performance management could bring about efficient academic staff performance in the Lesotho higher education institutions, given the context within which higher education exists. In addressing the main question, this study set out to obtain responses from the Lerotholi Polytechnic (LP), the National Health Training College (NHTC) and the National University of Lesotho (NUL) concerning the following subsidiary questions: the meaning, purpose, principles and objectives of performance management; the existing policies and procedures of performance management; the relation between scholarship and performance management (see 4.2; 4.5.2; and 4.5.3). In addition it required suggestions for the improvement of the existing performance management system (see 8.6). Both a theoretical and a field study were conducted. In the field study, a combination of methods was used, which included a survey descriptive research design adopting both qualitative and quantitative techniques. Quantitative data was collected by means of the self-administered questionnaire. Qualitative data was gathered by means of interviews and focus group discussions. The findings from LP and NHTC with regard to the purpose of performance management revealed that performance management had been instituted to ensure efficiency and effectiveness. The intention was to make these institutions responsive to the demands of the internal and external stakeholders. The purpose of the system in both institutions seems to linger more towards judgement than towards scholarship development, which would result in staff efficiency. Similarly, findings from NUL seem to emphasise punishment and not scholarship development. The findings from NUL with regard to the performance management policy showed that a clear performance management policy did not exist and that preparations were made to introduce an appraisal policy. The staff were evaluated annually based on the point system. The activities of teaching and learning, research and community service are allocated points according to their perceived importance by management. Research is allocated more points, since it is considered to contribute to the improvement of subject content and the methodology of teaching. The findings also reflect that consultancy work contributes to the subject content. But it seemed that the respondents were dissatisfied with the value attached to research, since they had large teaching loads that made it difficult for them to conduct research. In addition, allocated funds were limited to conduct research. Also, the appraisal policy in the three institutions attached more value to research than teaching, yet the latter formed the core of the lecturers’ activities. These findings reflect that for a performance management system to be sustainable, a performance management policy should have clear guidelines to ensure that all forms of scholarship are equally valued and assessed. Based on the afore mentioned findings from the three institutions, it is recommended that the review of the existing performance management system should emphasise promotion of staff efficiency and effectiveness to enable the higher education institutions to respond to the internal and external demands for efficiency. The purpose of the appraisal should be to reflect staff skills and knowledge that need development and also factors that inhibit efficient performance. In all the institutions the recommendation is that the purpose of the performance appraisal system should be to develop staff competencies to enable staff to address knowledge and skill requirements in their contexts. This recommendation is in line with the argument of this thesis namely that for a performance management system to be effective, its purpose must be to develop scholarship. Various recommendations were made to ensure that a performance appraisal system, which supports scholarship development should be in place. The recommendations from both LP and NHTC were that the policy should be clear on the purpose and the procedure of the performance appraisal system. In addition, a policy that emphasises staff development is recommended, since it is not threatening and such a system supports staff to be efficient. With regard to the procedure the recommendation from LP and NHTC was that performance assessment should be based on agreed standards and indicators of performance; that job descriptions be aligned to the mission; the rating of staff should be consistent; and that the grievance procedure should be clear. The recommendations from NUL on procedures of performance management were that the methods and instruments used for collecting evidence on performance should be clearly stipulated; feedback on performance appraisal results should be provided to appraisees; and that the rating of the research and the teaching staff should be consistent. The recommendation from the respondents at LP, NHTC and NUL was that all forms of scholarship should be given equal recognition in appraisal. The institutions should also ensure that the necessary resources to conduct research are available. The respondents from the institutions studied indicated that the success of a developmental, continuous and democratic system of performance appraisal depended on the dynamic leadership that is supportive to change. Recommendations on future research are that research should be conducted on leadership and the management of staff performance in the three institutions studied. Such research is essential, since it will highlight whether the existing type of leadership is conducive for the success of a performance management system. Future research can also be conducted on the interaction between appraiser and appraisee in decisions on the action plans. Interaction promotes involvement in decisions. Without staff involvement in plans and decisions on appraisal, the appraisal system may not be sustainable. In addition, research on the process of appraisal is essential, since the processes determine the success and the continuity of appraisal.Item Open Access An analysis of factors inhibiting the access of students with special educational needs to higher education in the Free State(University of the Free State, 2006) Nkoane, Molebatsi Milton; Mahlomaholo, M. G.; Van Tonder, S. P.; Hay, H. R.English: The major focus of this study is an investigation into how higher education institutions in the Free State Province could enhance access of students with special educational needs. In order to make a systematic and scientific research analysis, the thesis seeks to examine practices that inform higher education, and how students with special educational needs make sense of their experiences concerning higher education. The purpose of the research is therefore to explore the factors that inhibit access to higher education institutions (HEIs) for the SEN students in the Free State region. Equally important, the challenges facing higher education institutions are investigated, drawing on evidence of the policy framework, i.e. the Bill of Rights (1996); the Constitution of the Republic of South Africa (1996); the South African Qualification Authority (1995); the National Qualification Framework (2002), the Education Green Paper on Higher Education Transformation (Notice 1196 of 1996); and Education White Paper No 6: Special Needs Education; Building an Inclusive and Training System (2001). These policies will be examined and the researcher identifies, defines and looks for causality and the manifestation of students with SEN in HEIs in order to propose ways for South Africa to initiate a public policy that will encourage understanding among policy-makers, practitioners and researchers in order that they might reflect upon these challenges. Equally important, interest in inclusive education has grown substantially in the last decade in South Africa as a new paradigm in the education sector has occurred whereby the Ministry of Education has to introduce an inclusive education system at school level [see DoE Education White Paper No 6 (2001)]. However, universities do not seem to be fully geared for SEN students. Access to higher education is used interchangeably with the concept inclusive education in this thesis because the researcher of this particular study understands them to basically mean and refer to the same process. Equally important, these concepts are central to this investigation. It is vital to provide a more in-depth and clear discussion thereof. In doing so, this thesis indicates why these concepts are so essential as well as central to this study. Furthermore, this research interrogates different literature sources on inclusive education. The review of challenges and possibilities for broadening access to education with focused view on (i) curriculum; (ii) assessment to promote access; (iii) access and fair chances to higher education. These are some of the issues that will be interrogated in this study. A close scrutiny and critical interrogation and/or review of possible barriers that could inhibit access to higher education for SEN students will be undertaken. This thesis presents and interprets data from seemingly contradicting approaches, namely positivistic; critical emancipatory and textual orientated discourse analysis (TODA). Thus implying the data collection techniques includes qualitative and quantitative methods, such as the use of questionnaires, open-ended questions using the free attitude interview (FAI) technique. The reason for this thesis to adopt the triangulation model are mutual validation of results on the basis of different methods and to assist the research to obtain a more in-depth or a complete picture of the phenomenon under investigation and produce a sound explanation. Equally important this thesis reflects on findings. It also draws various conclusions which lead to recommendations that could be followed up. These reflections are viewed against the backdrop of a situation that is unfolding in South Africa, a country that is beginning to shed some of the vestiges of the past. But contrary to popular belief, forces retarding progress towards aspired inclusivity and accessibility or democracy as well as a lack of “utopia” seem to have merely disguised themselves rather than actually retreating in shame. Based on the data collected and analysed it seems sound that the services provided by HEIs in the Free State serve certain section of the population of students. However, departments, units, administrators and SEN students alike believe that there are numerous administrative and other issues that must be addressed to provide equal services to all. Lastly, suggestions and recommendations that are important for the purpose of access to be realised in HEIs by students with SEN are made. This could enable future relevant research based on the theory generated in this study. The purpose of the thesis is to empower SEN students, rather than blowing the deficiencies or challenges out of proportion. The study aims to destroy the reproduction of the status quo of segregation, inequalities, exclusion and marginalisation of SEN students in HEIs. Access to equal higher education provision will be discussed and defined through various discourses. In fact, the understanding of SEN students and access to higher education remains a social construction. Access to higher education provision has to do with how marginalised and excluded SEN students understand the barriers and what they think could be done to overcome them and what they as equal human beings feel and aspire to become. The discourse raised challenges such as oppression, exclusion or marginalisation of students with SEN. HEIs should avoid ignoring the existence of SEN students at all costs. The vision and frame of reference of these institutions should always be conscious of those they are serving in the broad spectrum. Research in this area could be understood as playing a role in the process of the emancipation of marginalised SEN students. Inevitably, the thesis can therefore only be judged emancipatory after SEN students themselves have made their voices heard. This study can be viewed as a forum of amplification for the voices of those who are marginalised or excluded from mainstream university culture. It might also be engaged as a tool for those who are seeking emancipation for themselves.Item Open Access Developing the academic literacy of undergraduates studying by distance education in South Africa(University of the Free State, 2002-11) Collet, Philip Godfrey; Hay, H. R.English: This research has been conducted at a time of major transformation in higher education, both in South Africa and internationally, which involves the re-engineering of education processes, such as content delivery, assessment and learner support, in order to meet the needs of lifelong learning in an information society. Distance education, as an important component of South African higher education, is a key to this transformation due to the convergence of traditional and more open and flexible forms of higher education and as such needs to respond to multiple challenges of enabling access to growing numbers of non-traditional higher education students; improving teaching and learning; implementing new information and communications technologies; articulating with new qualifications and quality assurance frameworks; and rationalising and optimising available institutional resources to respond to these challenges. A review of the fields of distance education and academic literacy revealed that older 'transmission' type paradigms, epitomised by content based correspondence education in which the distance learner absorbs theoretical knowledge in isolation, are inimical to the development of academic literacy. Academic literacy is understood as that complex of knowledge, attitudes. and values which allows meaningful and successful participation of the student in the academic culture and, more broadly, in developing personal and professional competencies which equip the student for productive involvement in the society at a high level. Constructivist orientations to learning are generally considered to facilitate meaningful development of academic literacy. This study aimed to: } Illuminate the development of academic literacy in students studying undergraduate courses through distance education in South African higher education; } Identify and describe effective practice of distance education institutions, and effective learning behaviours of the learners themselves, in facilitating the development of academic literacy; ~ Identify and describe problem areas in the development of academic literacy in undergraduate distance learners; ~ Recommend improvements in practice and further research to facilitate the development of academic literacy in distance education. A mix of empirical and theoretical methods was used in a cycle of deductive and inductive research to pursue these aims. Data was gathered using postal and e-mail questionnaires to distance learners and lecturers and this was supplemented by interviews. The most important findings emerging from the study are: ~ Transmission models of teaching and learning are still very much in evidence, although some innovation is taking place in the areas of support, communication and materials development; ~ For many distance learners there is a critical lack of engagement with lecturers and with fellow students which precludes meaningful development of academic literacy; ~ For the most disadvantaged students, access to sufficient learning support, a prerequisite for academic literacy development, is problematic. Major conclusions drawn from the study include the following: ~ Innovations in support, communication and materials developments need to be implemented more quickly if a significant number of students are to benefit; ~ A critical threshold of involvement in the process of developing academic literacy, by means of constructive learning in a range of contexts, needs to be established in order to ensure acceptable learning outcomes in South African distance education; ~ Learner support structures need to be made available to the majority of students to ensure equity, student retention and mission achievement; ~ Sustained research by institutions of learner support needs, learning dynamics, and experience of services is vital to the successful adaptation of the sector.Item Open Access A framework for facilitating the transition from school to university in South Africa: a capabilities approach(University of the Free State, 12-Nov) Wilson-Strydom, Merridy; Hay, H. R.Access to university in South Africa has been, and continues to be, a highly contested area that is plagued with many layers of complexity rooted in the social, political and educational past and present. Situated within an overarching commitment to fair and just higher education, in this thesis I have attempted to understand the complex field of access to university. I have done this by focusing on the transition from school to university, through the lens of the capabilities approach as developed by Amartya Sen and Martha Nussbaum. The capabilities approach provides a framework for seeking to understand what young people entering universities are able to be and to do and what limits their being and doing. As such, the capabilities approach requires us to move beyond measurable access statistics to a more nuanced understanding of the agency and well-being of students admitted to university. Four research questions guided the study. 1. How do first-year students at the UFS experience the transition to university in their first year of study? 2. How do learners in Grades 10, 11 and 12 from local UFS feeder high schools experience the process of preparation for and access to university? 3. How can these experiences of the interface between school and university be theorised using a capabilities-based social justice framework? 4. Based on the evidence from the research, what interventions could support efforts towards a more socially just transition for these students? Working within a pragmatic paradigm, the study employed a mixed methods research design. My starting assumption was that in order to thoroughly understand the transition to university, it is necessary to study both the final years of schooling and the first-year at university. As such, the study focused on the University of the Free State (UFS) and a sample of 20 feeder schools. A total of 2816 learners in Grades 10, 11 and 12 completed the quantitative South African High School Survey of Learner Engagement (SAHSSLE) (adapted from the version used in the United States) in September 2009. The SAHSSLE provides a wealth of data regarding educational practices at school as well as learners’ experiences and attitudes towards their education. A smaller sample of 33 learners also completed qualitative reflections on their school experience, plans for universities and their ‘university knowledge’. At the university level, I collected qualitative data from 128 first-year students in 2009 using focus group methodology. In 2010 an additional sample of 142 first-year students were asked to provide a written description of their first month at university and to draw a picture of how they experienced the transition. The thesis covers much theoretical ground related to higher education and social justice as well as in the specific study area of access. In the access domain I make use of Conley’s multidimensional model of university readiness together with research on effective educational practices that underpins the student engagement literature and instruments. Drawing on the theory and literature, I propose an ideal theoretical capabilities list for the transition to university. Following a detailed presentation of the empirical results structured in two main sections, namely: transition to university experiences and readiness for university; I then make use of the capabilities framework to theorise the transition to university. Taking the well-being of students as the starting point, the capabilities framework for the transition to university asks what the outcome of a successful transition should be. Rather than defining success merely as measurable performance (such as changing enrolment demographics, credits passed in the first-year or progression to the second year of study for example) which does not take student well-being into account; the capabilities framework presented argues that educational resilience should be regarded as the outcome of a successful transition to university. In this context, resilience is defined as follows: • Being able to navigate the transition from school to university within individual life contexts; • Being able to negotiate risk, to persevere academically and to be responsive to educational opportunities and adaptive constraints; and • Having aspirations and hopes for a successful university career. A pragmatic capabilities list and framework for the transition to university is proposed and defended, together with specific recommendations for how this framework could be applied to facilitate the transition to university. The seven capabilities for the transition to university are as follows: 1. Practical reason 2. Knowledge and imagination 3. Learning disposition 4. Social relations and social networks 5. Respect, dignity and recognition 6. Emotional health and reflexivity 7. Language competence and confidence. These seven capabilities encompass the lessons learned from the literature review of university access and the first-year at university, the capabilities literature, and the empirical data within an overarching commitment to social justice and the promotion of the well-being of students. The thesis ends by considering what the UFS could do differently to facilitate the transition as well as what the UFS could do in partnership with schools.Item Open Access A model for student evaluation to enhance teaching and learning quality at the Central University of Technology, Free State(University of the Free State, 2009-01-25) Van der Merwe, Barend Christoffel; Hay, H. R.; Wilkinson, A. C.English: There seems to be a worldwide interest in enhancing the student learning experience, particularly through interactive learning - an educational philosophy that places the student at the centre of the learning process. Even more important is the fact that the learning facilitator is supposed to monitor students’ progress towards achieving specific and generic objectives much more progressively. However, to achieve these goals and to ensure that learning is maximised, it is imperative for higher education institutions to regularly receive feedback about the quality of the learning process and experience. Consequently, student evaluation of teaching and module content has been instituted by almost all higher education quality assurance agencies around the world. The responsibilities of the Higher Education Quality Committee in South Africa and its engagement in institutional audits, its support for institutionalising a culture of self-managed evaluation that builds on and surpasses minimum standards, and its endeavours to develop and implement accredited programmes in higher education institutions are examples in this regard. For many years, the impact of student evaluation on the South African higher education system has been limited. As governmental demands for educational accountability grow, the teaching profession finds itself under pressure to demonstrate its value with solid, credible data/evidence. However, in an environment in which there are so many emerging and competing demands, there is a danger that the essential focus on the teaching and learning function could be lost. Universities, therefore, need to quantify their value to provide hard evidence that they have succeeded in promoting learning among students. The most direct source of information about the quality of the learning experience in higher education is the students themselves. Accordingly, the purpose of student feedback is to meet quality assurance requirements and to demonstrate to internal and external stakeholders that students are receiving an adequate educational service. To make an effective contribution to internal improvement processes, the views of students need to be integrated into a regular and continuous cycle of analysis, reporting, action and feedback. The primary purpose of the study was to undertake research that would lead to the development of a model for student evaluation in order to enhance teaching and learning quality at the Central University of Technology, Free State (CUT). This research falls primarily within the qualitative research paradigm, although some of the data were gathered by utilising quantitative techniques. A qualitative approach was adopted since the experiences of and feedback from the various stakeholders were interpreted and described in a qualitative way. A variety of qualitative research methods were applied in this study. For example, an exploratory literature study was done, interviews with international and national experts/authorities were conducted and focus group discussions were organised. All of these techniques are applicable and appropriate when a case study is conducted, since case study methods involve an in-depth, longitudinal examination of a single event (Flyvjerg, 2006). It provides a systematic way of looking at events, collecting data, analysing information, and reporting the results. In the first place, the researcher explored the international and national driving forces behind the renewed interest in the enhancement of quality teaching and learning. Secondly, the researcher investigated student evaluation practices, both internationally and nationally, and thirdly, he determined which student evaluation measuring instruments are applied, internationally and nationally. Given the complexity of the student evaluation process, the unique and distinctive manner in which each of the various systems and measuring instruments in the United States of America, England, Australia, New Zealand and South Africa is managed, was found to be truly remarkable. The knowledge gained during the development and implementation of the paper-based student evaluation system at the CUT since 2001, has provided valuable insight into the development of an online student evaluation system. The researcher looked at the rationale behind the implementation of an online student evaluation system, traditional paper-based evaluations versus online student evaluation surveys, the outcomes of recently conducted studies on online surveys in the USA and Australia, the advantages of online student evaluation practices, and the challenges associated with online student evaluation surveys. The knowledge and insight obtained in this regard led to the development of a model for online student evaluation of teaching and module content at the CUT. The researcher argued that the ultimate challenge of online evaluations is to convince students that their active participation will enhance the quality of teaching and learning practices. He foresees that it is inevitable that online evaluations will eventually match and replace the traditional paper-based student evaluation system. The inclusion of signposts at the end of each section in Chapters 2, 3 and 4, which refers to the implications a specific section has for the whole student evaluation system, adds further value to the study. This single case study provides a detailed description of the student evaluation process at the CUT and the researcher’s interpretation of the case. It promotes a better understanding of student evaluation of teaching and module content at the CUT and facilitates informed decision-making.Item Open Access Quality assessment of the management of an instructional offering process: research methodology in the B.Tech. programme in technikons: a systems approach(University of the Free State, 2002-11) Du Toit, Lillette; Hay, H. R.English: This study focuses on the quality of the management of an instructional offering (10) process: Research Methodology, in the B.Tech. programme in technikons by means of a systems approach. The B.Tech.: Office Management and Technology in the School for Secretarial Studies and Education in the Faculty of Human Sciences at the Border Technikon, a historically disadvantaged technikon, was used as a case study. Theoretical perspectives of the challenges for change in the organisational culture of higher education institutions and the different organisational cultures the institutions need to embark on in order to prepare for quality improvement, are supplied. The context of quality assurance in the higher education statutory landscape, as well as the pivotal role of self-assessment in quality assurance in higher education is provided. The models and management approaches to quality assurance in higher education provided the context in which the self-assessment instrument was adapted for application to the 10 process. The objective of the extensive literature review on action learning and action research supplied a solid base to apply the methodology in practice. Theoretical perspectives on the different organisational cultures of higher education institutions are supplied. The purpose for this is to sensitise the reader to the challenges brought about by change which the higher education institutions are faced with if they are serious about quality assurance. The notions of quality and quality assurance as well as the various factors influencing quality assurance in higher education are sketched within the international quality assurance trends in higher education. South African policies and perspectives are also discussed to establish the impact of these on the quality assurance and self-assessment approaches of higher education institutions. This case study is undertaken to provide an in-depth study of the quality of the management of an 10 process in a B.Tech. programme at Border Technikon. A qualitative research method by means of action research and action learning was used to establish the quality of the management of the 10 process. An initial process map of the 10 was designed and critically reflected on by academic peers, resulting in an improved process map. A self-assessment of the 10 process was carried out by means of an adapted instrument based on the SAEF Level 3 criteria and the Baldrige Education Criteria for Performance Excellence. Within the framework of the literature consulted and the comprehensive annotated bibliography undertaken, the AL team critically reflected upon the outcomes of the self-assessment. The areas that were identified for improvement in the management of the 10 process were prioritised and action plans to address these were executed. The reason for the research done in this case study, as well as the positive reflection on the results from the action research and the action learning applied by the AL team reflects the need for quality management of the core processes (the 10 processes) of a higher education institution such as Border Technikon. This research was not merely carried out for the sake of obtaining a higher qualification or degree, but rather for the value of its outcomes for the quality assurance and quality management processes at Border Technikon, as well as for higher education institutions similar to Border Technikon. This study displayed the importance of the quality of process management in the quality assurance activities and the institutional review process of higher education institutions which have to be accredited by an external body such as the Higher Education Quality Committee.Item Open Access A service-orientated model for the development of non-academic middle managers in South African higher education(University of the Free State, 2004) Van Gensen, Dawn Theresa Denise; Hay, H. R.; Hay, J. F.𝑬𝒏𝒈𝒍𝒊𝒔𝒉 Currently higher education in particular is characterised by rapid change and transformation, globally as well as in South Africa. For administrative staff there are equally rapid changes in management processes, techniques and technology. In addition, there is no doubt that distinctive challenges are facing administrative middle managers. In this regard a "managerial revolution" is taking place in higher education and "new managerial cultures" are urgently needed. Many middle managers are insufficiently equipped to deal with this revolution or to adopt a "new managerial culture" to unlearn rigid and ineffective management styles and to learn and relearn new skills. This "revolution" requires middle managers who are able to contribute meaningfully to their institutions. Middle managers in the administrative cadre of higher education institutions - whether they are for example in finances, student services, library and information services, marketing, quality assurance and ICT among other things - all need to manage and interpret information, control and manage funds as well as staff. They also need to plan, organise, lead and control integrated and interdependent activities and apply their specialised knowledge not only to their units, but also in a multi- and interdisciplinary manner. Continually improving the productivity in both internal and external service delivery in a constantly changing landscape requires key competencies and skills. The wide range of competencies and skills that were identified in the study, are testimony to the complexity of the middle management functions in higher education institutions. Middle managers also have a vital part to play in higher education institutions' quality assurance processes and the promotion thereof. They need to facilitate quality awareness among administrative staff and promote the implementation of quality in their administrative processes and customer services. It is expected from institutions to become more client-focused and to deliver excellent services, similar to those expected in the corporate world. However, higher education institutions are not well known for delivering satisfactory levels of service to their internal and external customers. Middle management in administrative positions is at the heart of influencing as well as contributing to a new higher education landscape where quality service delivery to all customers is vital. It is therefore crucial for middle managers to be empowered and stay empowered in pursuing the objectives of their institutions. Adequate development of middle managers is essential to ensure that middle managers as well as the higher education institutions are sufficiently equipped to respond to the rapidly changing circumstances in higher education. This implies that middle managers in administrative positions need to be supported by means of training and development to adjust to the demands of their new roles. Staff development is a key activity in higher education institutions and is central to their quality. The quality of middle managers in higher education institutions is central to their effectiveness. To emphasise the importance of quality service to customers, middle management skills and competencies need to be continually strengthened and enhanced through development. Fortunately, the South African government - the primary funder of higher education in the country as is the case with governments elsewhere in the world - realised this fundamental requirement of management development by putting into place several "progressively enabling" acts and policies to underline the importance of transformation and development of higher education staff, which is accordingly also applicable to middle managers in administrative positions in higher education. But, at the institutional level, there is a large gap between the crucial need for middle management development and the low level of activity. A thorough literature study involving current and relevant literature on middle management development was undertaken, after which a mainly qualitative research approach was followed through semi-structured interviews and responses via e-mail from administrative middle managers. Participant observation in the workplace relating to middle management development in higher education also took place. The constant comparative method of data analysis was used to capture recurring patterns and themes during the research process. The primary purpose of the study was to create a model for the development of middle managers in administrative positions in higher education institutions in order to become more service- and client-orientated through enhancing their services and customer care. This model could ultimately lead to the empowerment of middle managers to render quality services to all their customers which, in turn, could also enhance their competitive edge and contribute meaningfully to their higher education institutions.Item Open Access A staff development programme for merged and incorporated South African higher education institutions(University of the Free State, 2003-11) Redelinghuys, Jacobus Nicolaas; Hay, H. R.English: Mergers and incorporations in higher education institutions are a world-wide phenomenon. The reasons why higher education institutions merge are not different from those of companies in the corporate sector, however, the initiators of the mergers/incorporations differs in the case of higher education institutions, because it is usually the government. When higher education institutions merge/incorporate, these institutions undergo major transformation. This transformation may include changes in the physical environment and resources, the location of the higher education institution, the administrative system of the higher education institution, its support structure, student and staff composition and as well as academic programmes. The South African higher education sector had to transform because it was characterised by fragmentation as a result of the previous political dispensation. The result was that the South African higher education sector consisted of 21 universities, 15 technikons and 96 colleges of education and was characterised by racial and gender inequalities. After the first democratic election of 1994, South African government departments became more integrated and started to function as a coordinated system. The South African higher education system started its transformation process with the establishment of the National Commission on Higher Education (NCHE) by presidential proclamation. The central proposal of the NCHE is that higher education in South Africa must be conceptualised, planned, governed and funded as a single, coordinated system. The change proposed by the NCHE is disruptive and traumatic, especially for people involved in the changing process. When mergers/incorporations occur, the corporations or identified higher education institutions are unaware of the impact of the merger/incorporation on staff. Staff may experience feelings of shock, denial, fear, anger, sadness and blame during the initial phases of the merger/incorporation. Staff may also lose a sense of loyalty towards the institution. This study addresses the problems staff experiences during a merger/incorporation process with a literature review on the history and transformation of South African higher education sector, international experiences of mergers and theoretical perspectives on mergers. It continues by describing how staff perceives a merger. The second stage of the study provides an empirical investigation on how staff perceives mergers/incorporations. The investigation focuses on staff and management, especially the interaction and communication between staff and management regarding the merger/incorporation. It concludes with the development of a staff developmental programme for merged and incorporated South African higher education institutions. One of the main proposals of the programme is the appointment of an independent merger/incorporation facilitator, who would be without bias towards any of the higher education institutions. This programme is also characterised by identifying staff and management needs during a merger/incorporation, for example: • the identification of management and staff needs; • training for management and staff; • psychological services for management and staff to assist with the merger/incorporation; and • addressing cultural diversity from an institutional and staff perspective. The merger/incorporation process is a changing process. In order for the changes to be as painless as possible, the programme proposes that continuous assessment should be built in throughout all the time-frames to ascertain if the merger/incorporation process, especially how the staff component is integrated, is going according to plan. The study concludes with recommendations on how staff should be accommodated through the different stages of the merger/incorporation process. It reiterates the fact that staff is one of, if not the most important, resource of any institution and should be given the attention it deserves.