Doctoral Degrees (School of Higher Education Studies)
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Browsing Doctoral Degrees (School of Higher Education Studies) by Advisor "Hay, J. F."
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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.