Value for money and quality in higher education

Bhengu, Theo; Cele, Nhlanhla; Menon, Kirti

doi:10.4314/sajhe.v20i6.25618

Cited by 6 publications

(3 citation statements)

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“…South African student leadership takes on a different form in South Africa as compared to other contexts (Luescher-Mamashela 2013;Sebola 2019). Predominantly, South African student leadership relates to student governance or student representation as indicated by the Green Paper on Higher Education Transformation of 1996 (Bengu 1996), and the Higher Education Act, No. 101 of 1997 (Sebola 2019).…”

Section: Student Leadership Context In South Africamentioning

confidence: 99%

“…Student activists, despite being influential, receive no development attention either. Furthermore, the collective impact strategy should focus on developing student engagement and leadership within the co-governance framework of universities (Bengu 1996;Republic of South Africa 1997) towards their collective transformation role. This would enable universities to provide these (future) leaders with appropriate leadership nurturance (Sebola 2019).…”

Section: Insights To Aid Student Leadership Support For the South Africa Transformation Rolementioning

confidence: 99%

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Insights on student leadership using social dream drawing: Six propositions for the transformation role of South African student leaders

Pule

May

2021

Transformation in Higher Education

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Background: Student leadership is central to the South African transformation agenda in higher education. Even so the understanding of student leadership, especially regarding its purpose and its implementation varies across contexts.Aim: This article aims to present propositions for student leadership practice considering the current diverse and often fragmented understanding of student leadership. Such propositions should aid the formation of a streamlined multi-levelled and systemic co-curriculum for student leadership that equips student leaders for their significant transformation task.Setting: The study was conducted in a South African higher education institution within the associated Student Affairs department. The university where data was collected is referred to as a historically White university.Methods: Social dream drawing was utilised to elicit data that enabled insights into student leadership. The data was analysed by pluralistically fusing discourse analysis with a psychodynamic interpretation.Results: The findings reveal a preoccupation in student leadership with South African historical narratives and the implications thereof for the present, and future, of the country. Additionally, student leaders indicated that there are complex psychological implications that result from their leadership experiences. Six propositions for student leadership are presented.Conclusion: The insights gained from the research study have the potential to contribute positively to higher education legislation and student development practice, particularly regarding the psychological conflicts that student leaders experience, and to the possible ways to resolve these. Because student leaders are key to the transformation agenda in South Africa, these insights can contribute directly towards their suitability in fulfilling this role.

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Section: Student Leadership Context In South Africamentioning

confidence: 99%

Section: Insights To Aid Student Leadership Support For the South Africa Transformation Rolementioning

confidence: 99%

Insights on student leadership using social dream drawing: Six propositions for the transformation role of South African student leaders

Pule

May

2021

Transformation in Higher Education

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“…they have to account to the society for all study-related expenses. bhengu, Cele, Menon (2006) introduced South African experiences where the concept of quality as value for money is applied and highlighted that this concept was chosen due to financial efficiency, economic criteria and the fact that it is financially beneficial. However, the authors note that this concept of higher education quality requires taking into consideration needs of the state, its labour market, students bei sistemingai analizuoti vykdomos veiklos veiksmingumą.…”

Section: Kokybė -Kai Mažiausiomis Sąnau-domis Pasiekiamas Geriausias mentioning

confidence: 99%

Studijų kokybės koncepcijų priimtinumas pedagogikos studijų krypties pirmakursiams

Žibėnienė¹,

Savickienė²

2014

TQHE

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State-in-Society: the Mutual Constitutiveness of the Developmental State and Higher Education in South Africa

Thaver

2009

ASR

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Seeking to go beyond the pessimism and reification of contemporary analyses of the state in Africa, this article applies Migdal's State in Society (2001) approach to the field of higher education transformation in South Africa. it argues that the state is best understood through its actual practices, particularly at those points where it reaches into society through policy implementation and, conversely, where society through its institutions in turn reaches into the state. in the course of these engagements, social boundaries are constituted through alliances, accommodations and resistances and have a mutually transformative effect on both state and society. The article shows how, with regard to both the image and the practices of the state, the relationship between the developmental state and higher education in South Africa reveals a range of tensions around issues such as accountability, autonomy, transformation and globalisation; and it concludes that Migdal's approach offers a fruitful theoretical corrective to state-centric and socio-centric views of the state-society relationship.

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Value for money and quality in higher education

Cited by 6 publications

References 0 publications

Insights on student leadership using social dream drawing: Six propositions for the transformation role of South African student leaders

Insights on student leadership using social dream drawing: Six propositions for the transformation role of South African student leaders

Studijų kokybės koncepcijų priimtinumas pedagogikos studijų krypties pirmakursiams

State-in-Society: the Mutual Constitutiveness of the Developmental State and Higher Education in South Africa

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