The changing academic profession in higher education and new managerialism and corporatism in South Africa

Talent Management of Academics: Balancing Job Demands and Job Resources

“…One possible explanation for these findings are related to the fact that HEIs are struggling to attract younger academics to vacant positions and therefore older and more seasoned researcher are faced with escalating workloads (see Pienaar & Bester, 2008). Another possible explanation can be attributed to the fact that higher education institutions are operating in a rapid changing work environment (see Ntshoe et al, 2008). Older academics are not necessarily prepared for all these changes and may experience a loss of scholar identity which in turn can result in their jobs becoming more demanding (see Bitzer, 2008;Ylojoki, 2013).…”

“…These changes have become prevalent through increases in student enrolment, increases in entrepreneurship, changes in funding and accountability, increased importance of performance-based incentives and increased emphasis on the efficiency of HE staff (Ntshoe, Higgs, Higgs & Wolhuter, 2008). As a result the work of academics has become more emotionally demanding, fragmented and implies a loss of professional autonomy, scholar identity and psychological ownership (Bitzer, 2008;Ylojoki, 2013;Ylojoki & Ursin, 2013).…”

Translation Studies and Critical Global Citizenship Pedagogy in Contemporary Anglophone Caribbean Higher Education

“…It would be surprising if such contradictions were not also observable in other Global South contexts, equally caught in the cleft stick of pressing developmental and social justice goals, on the one hand, and the interpellations of globalization in the form of ranking systems or regimes of international accreditation, on the other (Dzvimbo & Moloi, 2013;Mok, 2007;Ntshoe, Higgs, Higgs, & Wolhuter, 2008;Rhoads, Torres, & Brewster, 2005). Nonetheless, as the concept of internationalization moves to the center of higher educational endeavors in the Caribbean as elsewhere, there is surely an overwhelming need to interrogate the modes of international engagement being posited as desirable.…”

A Guide to Educating Different Generations in South Africa

“…Massification and managerialism have led to an increased reliance on information and communication technology (ICT), and an increased need for university staff to learn and use ICT for both teaching and administration (Brewer & Walker, 2010;Moratis & van Baalen, 2002;Ntshoe, Higgs, Higgs, & Wolhute, 2008). Until recently, the principal impact of ICT in universities has been in administration and in libraries (Coaldrake & Stedman, 1999).…”

“…Managerial approaches such as strategic planning, management by objectives, performance appraisals, decentralised budgeting, fewer levels of decision-making, flatter administrative structures, executive dashboards, and outsourcing have been introduced into universities (Barnett, 2005;du Toit, 2000;Rinne, 2009). As a result, universities have seen an increasing emphasis on accountability, performance management, productivity, commitment, risk management, quality assurance, and professional standards (Baird, 2010;Grummell, Devine, & Lynch, 2009;Ntshoe, Higgs, Higgs, & Wolhute, 2008). Managerialism changed universities from 'communities of scholars' into 'workplaces', and many academics feel that universities have lost their unique culture (Deem, Hillyard, & Reed, 2007).…”