A service-orientated model for the development of non-academic middle managers in South African higher education
| dc.contributor.advisor | Hay, H. R. | en_ZA |
| dc.contributor.advisor | Hay, J. F. | en_ZA |
| dc.contributor.author | Van Gensen, Dawn Theresa Denise | en_ZA |
| dc.date.accessioned | 2017-03-24T06:05:26Z | |
| dc.date.available | 2017-03-24T06:05:26Z | |
| dc.date.issued | 2004 | en_ZA |
| dc.description | Thesis (Ph.D. (Higher Education Studies))--University of the Free State, 2004 | en_ZA |
| dc.description.abstract | 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. | en_ZA |
| dc.description.abstract | 𝑨𝒇𝒓𝒊𝒌𝒂𝒂𝒏𝒔 Veral hoër onderwys word tans gekenmerk deur snelle veranderinge, wêreldwyd sowel as in Suid-Afrika. Wat administratiewe personeel betref, is daar in 'n soortgelyke mate snelle veranderinge in bestuursprosesse, tegnieke en tegnologie en daar bestaan geen twyfel dat definitiewe uitdaginge administratiewe middelbestuurders in die gesig staar nie. In hierdie verband is 'n "bestuursrevolusie" besig om in hoër onderwys plaas te vind en "nuwe bestuurskuiture" word dringend benodig. Baie middelbestuurders is onvoldoende toegerus om hierdie revolusie te hanteer of om 'n "nuwe bestuurskuituur" aan te neem met die oog daaroop om rigiede en oneffektiewe bestuurstyle af te leer, asook om nuwe vaardighede aan te leer/herhaaldelik aan te leer. Hierdie "revolusie" vereis middelbestuurders wat daartoe in staat is om 'n betekenisvolle bydrae tot hul instellings te lewer. Middelbestuurders in die administratiewe kader van hoëronderwysinstellings - hetsy hulle byvoorbeeld in finansies, studentedienste, biblioteek- en inligtingsdienste, bemarking, gehalteversekering, IKT of 'n ander afdeling is - het almal die behoefte daaraan om inligting te interpreteer en te bemeester; om fondse te kontroleer; asook om personeel te beheer. Dit is ook vir hulle nodig om geïntegreerde en interafhanklike aktiwiteite te beplan, te organiseer, te lei en te kontroleer, nie net in hul eenhede nie, maar ook op 'n multi- en interdissiplinêre wyse. Om voortdurend die produktiwiteit in beide interne en eksterne dienslewering in 'n landskap wat voortdurend verander, te verbeter, vereis sleutelbekwaamhede en -vaardighede. Die wye reeks vaardighede en bekwaamhedewat in hierdie studie geïdentifiseer is, is bewys van die kompleksiteit van middelbestuursfunksies in hoëronderwysinstellings. Middelbestuurders speelook 'n essensiële rol in hoëronderwysinstellings se gehalteversekeringsprosesseen die bevordering daarvan. Dit is nodig dat hulle 'n bewustheid van gehalte onder administratiewe personeel moet bevorder, asook die implementering van kwaliteit in hul administratiewe prosesseen kliëntedienste. Daar word van instellings verwag om meer op hul kliënte te fokus en om voortreflike dienste te lewer wat soortgelyk is aan die korporatiewe wêreld. Hoëronderwysinstellings is egter nie besonder bekend vir die lewering van bevredigende vlakke van diens aan hul interne en eksterne kliënte nie. Middelbestuur in administratiewe posisiesvorm die middelpunt van die uitoefening van asook die lewering van 'n bydrae tot 'n nuwe hoëronderwyslandskap waar gehaltedienslewering aan alle kliënte essensieel is. Dit is daarom uiters belangrik dat middelbestuurders bemagtig moet word en bemagtig moet bly in die nastrewe van die doelwitte van hul instellings. Voldoende ontwikkeling van middelbestuurders is essensieel om te verseker dat middelbestuurders sowel as die hoëronderwysinstellings voldoende toegerus is om by die snelle veranderende omstandighede in hoër onderwys aan te pas. Dit impliseer dat middelbestuurders in administratiewe posisies ondersteun moet word deur middel van opleiding en ontwikkeling om by die nuwe eise wat hul rol stel, aan te pas. Personeelontwikkeling is 'n sleutelaktiwiteit in hoëronderwysinstellings en is sentraal wat betref hul kwaliteit. Dieselfde geld vir die kwaliteit van middelbestuurders in hoëronderwysinstellings. Om die belangrikheid van kwaliteitsdiens aan kliënte te beklemtoon, is dit nodig dat middelbestuursvaardighede en -bekwaamhede voortdurend deur middel van ontwikkeling versterk en verhoog moet word. Gelukkig het die Suid-Afrikaanse regering, die belangrikste befondser van hoër onderwys in die land - net soos die geval elders in die wêreld is - die belangrikheid van hierdie fundamentele vereiste van bestuursontwikkeling besef deur verskeie wette en beleide daar te stelom die belangrikheid van transformasie en die ontwikkeling van hoëronderwyspersoneel te beklemtoon. Laasgenoemde is dienooreenkomstig ook van toepassing op middelbestuurders in administratiewe posisies in hoër onderwys. Op die institusionele vlak egter, bestaan daar 'n groot gaping tussen die essensiële behoefte aan middelbestuursontwikkeling en die geringe vlak van aktiwiteit. 'n Deeglike literatuurstudie wat geldige en relevante literatuur oor middelbestuursontwikkeling ingesluit het, is onderneem, waarna 'n hoofsaaklike kwalitatiewe navorsingsbenaderinggevolg is deur semi-gestruktureerde onderhoude en response via e-pos van middelbestuurders. Deelnemerwaarneming in die werksplek wat betrekking het op middelbestuursontwikkeling het ook plaasgevind. Die konstante vergelykende metode van data-analise is gebruik om repeterende patrone en temas gedurende die navorsingsproseste bepaal. Die hoofdoel van die studie was om 'n model te skep vir die ontwikkeling van middelbestuurders in administratiewe posisies in hoëronderwysinstellings met die oog daarop om meer diens- en kliëntgeoriënteerd te word deur hul dienste en kliëntediens te verhoog. Hierdie model kan uiteindelik tot die bemagtiging van middelbestuurders lei om gehaltediens aan al hul kliënte te lewer, wat op sy beurt weer ook hul mededingendevoordeel kan verhoog en op 'n betekenisvolle wyse tot hul hoëronderwysinstellingskan bydra. | af_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/5986 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | University of the Free State | en_ZA |
| dc.publisher | Abstract in other languages 𝘚𝘤𝘳𝘰𝘭𝘭 𝘥𝘰𝘸𝘯 𝘧𝘰𝘳 𝘈𝘧𝘳𝘪𝘬𝘢𝘢𝘯𝘴 | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Management processes, techniques and technology | en_ZA |
| dc.subject | Managerial revolution | en_ZA |
| dc.subject | New managerial cultures | en_ZA |
| dc.subject | Integrated and interdependent activities | en_ZA |
| dc.subject | Key competencies and skills | en_ZA |
| dc.subject | Internal and external customers | en_ZA |
| dc.subject | Rapidly changing circumstances in higher education | en_ZA |
| dc.subject | Training and development | en_ZA |
| dc.subject | Progressively enabling acts and policies | en_ZA |
| dc.subject | Qualitative research approach | en_ZA |
| dc.subject | Model for the development of middle managers | en_ZA |
| dc.subject | Quality services | en_ZA |
| dc.subject | Middle managers -- Training of -- South Africa | en_ZA |
| dc.subject | College personnel management -- South Africa | en_ZA |
| dc.subject | Education, Higher -- South Africa -- Employees | en_ZA |
| dc.title | A service-orientated model for the development of non-academic middle managers in South African higher education | en_ZA |
| dc.type | Thesis | en_ZA |