scholarly journals Human resources department in crisis: A case of a university in South Africa

2014 ◽  
Vol 10 (3) ◽  
pp. 19-27
Author(s):  
Bethuel Sibongiseni Ngcamu
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Human Resources ◽  
Higher Education Institutions ◽  
The Body ◽  
Staff Members ◽  
Management Interventions ◽  
Department Staff ◽  
University Leaders ◽  
Depth Interviews

Human Resources (HR) departments in previously disadvantaged higher education institutions (HEI) in South Africa have contributed to the crisis that has led them to be governed by appointed Administrators assigned by the Ministry of Higher Education and Training. The malfunctioning of HR departments persists even in the post-Administrator’s era, with a prevalence of personal, interpersonal and operational challenges. This study aimed at interrogating challenges faced by the HR Department of the university concerned post the appointed Administrator era and its negative effects. This study adopted a qualitative research approach whereby in-depth interviews were conducted with a sample of 10 HR Department staff members. Focus group discussions were also carried out with 20 academic and non-academic university leaders. Further data was also collected through ethnographic observation and secondary data was also used. The non-probability purposive sampling was used for qualitative analysis and NVivo was used for organizing and analyzing data gleaned from the in-depth interviews. The study findings consistently revealed unclear roles and responsibilities, outmoded recruitment and selection processes and poor interpersonal relations amongst the HR department staff members as some of the challenges that still persist post the Administrator’s era, all of which have contributed to the paralysis of organizational culture. University leaders can use the study findings as a tool to devise and implement radical change management interventions aiming at re-engineering HR departments that are operating abnormally, as well as for designing a responsive HR Strategic Architect. This study will contribute to the body of knowledge in the HR fraternity as there is a dearth of published studies on the internal challenges faces by HR Departments (both interpersonal and operational), which have the potential to hamper smooth operations of higher education institutions.

INVESTING IN YOUNG ACADEMIC STAFF AT AN HEI: A PARTICIPANT’S EXPERIENCES OF THE UNISA RESEARCH DEVELOPMENT PROGRAMME

2016 ◽  
Vol 12 (2) ◽  
pp. 90-98
Author(s):  
Thulile Pearl Shandu
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Career Development ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Development Programme ◽  
Research Development ◽  
Staff Members ◽  
The University

This article is based on the views and experiences of one participant who was part of the Young Academics Programme (YAP) for staff members at the University of South Africa (Unisa) in 2011. In the article, the author presents the scope of the programme, including its contents; her experiences of the programme; as well as the contributions of the programme to personal and career development. While previous research on YAP is acknowledged, the thrust of the article is on one participant’s experiences and how the programme contributed specifically to the particular participant’s development, especially in research. The article, therefore, highlights and validates some of the previous findings on YAP, while presenting new insights based on the 2011 YAP group. At the end of the article, recommendations are presented with reference to the programme, Unisa as an institution as well as other higher education institutions (HEIs).

scholarly journals The effectiveness of sexual harassment policies and procedures at higher education institutions in South Africa

2011 ◽  
Vol 9 (1) ◽  
Author(s):  
Pierre Joubert ◽  
Christo Van Wyk ◽  
Sebastiaan Rothmann
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Sexual Harassment ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Staff Members ◽  
Policies And Procedures ◽  
Sexual Harassment Policies

Orientation: Sexual harassment policies are generally in place in higher education institutions without any indication of its effectiveness as determined by the awareness of the policy.Research purpose: The aim of this study was to investigate the awareness levels of academic staff members at higher education institutions in South Africa of sexual harassment policies and procedures in their institutions.Motivation for the study: A number of high profile court cases emphasised the need for effective policies to reduce the incidence of sexual harassment complaints.Research design, approach and method: A cross-sectional survey design was conducted amongst 161 academic staff members, representing 10 higher education institutions in South Africa. The measuring instrument that was used is the Sexual Harassment Questionnaire (SHQ) that was developed specifically for this study.Main findings: The results showed that despite indications that sexual harassment policies do exist and that they are regarded as effective tools in addressing sexual harassment, the implementation of such policies is not effective and few academic staff members received training and/or guidance on the utilisation of the policy. Significant correlation coefficients were found between the elements of an effective policy and between population group and some of the elements.Practical/managerial implications: Employers across the board should regularly conduct an audit to determine the level of awareness of sexual harassment policies and procedures and plan interventions.Contribution: No other study in South Africa attempted to measure the awareness levels of academics and its impact on the management of sexual harassment.

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽  
2003 ◽  
Author(s):  
ME Herselman ◽  
HR Hay
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

Influence of the characteristics of competences on the employability of graduates of Higher Education Institutions

2020 ◽  
Vol 3 (3) ◽  
Author(s):  
Miguel Cueva Zavala
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Public Sector ◽  
Human Resources ◽  
Human Resource ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Institutions Of Higher Education ◽  
Contemporary World ◽  
Active Population

This research has a singular and notable importance, because if something should concern a Higher Education Institution, it is knowing what is the destiny within society of the human resource trained in its classrooms, that product that the institution delivers to the community who are its graduates and professionals. For the Institutions of Higher Education it is satisfactory on the part of employers, that the training received in the Institution of Higher Education is indicated, that the majority of graduates and professionals are incorporated into the occupational market; that is to say; some exercise their profession and others do it in occupations that do not correspond to their profession, which is justified, being aware that one of the great problems of the contemporary world is undoubtedly the lack of demand for human resources for stable work, which according to Authorized and reliable studies of every 10 people who join the economically active population, only 3 have real possibilities of fully joining the labor market, either in the private or public sector.

scholarly journals Shape-shifting and pushing against the odds: staff perceptions of the experiences of first generation students in South Africa and the UK

2021 ◽  
Author(s):  
Rachel Forsyth ◽  
Claire Hamshire ◽  
Danny Fontaine-Rainen ◽  
Leza Soldaat
Keyword(s):  
Higher Education ◽  
South Africa ◽  
First Generation ◽  
Teaching Practice ◽  
First Generation Students ◽  
Staff Perceptions ◽  
Staff Members ◽  
Diversity And Inclusion ◽  
University Life ◽  
The Uk

AbstractThe principles of diversity and inclusion are valued across the higher education sector, but the ways in which these principles are translated into pedagogic practice are not always evident. Students who are first in their family to attend university continue to report barriers to full participation in university life. They are more likely to leave their studies early, and to achieve lower grades in their final qualifications, than students whose families have previous experience of higher education. The purpose of this study was to explore whether a mismatch between staff perceptions and students’ experiences might be a possible contributor to these disparities. The study explored and compared staff discourses about the experiences of first generation students at two universities, one in the United Kingdom (UK), and the other in South Africa (SA). One-to-one interviews were carried out with 40 staff members (20 at each institution) to explore their views about first generation students. The results showed that staff were well aware of challenges faced by first generation students; however, they were unsure of their roles in relation to shaping an inclusive environment, and tended not to consider how to use the assets that they believed first generation students bring with them to higher education. This paper explores these staff discourses; and considers proposals for challenging commonly-voiced assumptions about students and university life in a broader context of diversity and inclusive teaching practice.

Accelerating the implementation of SDG 4: stakeholder perceptions towards initiation of sustainable community engagement projects by higher education institutions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Lombuso Precious Shabalala ◽  
Sisa Ngcwangu
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Community Engagement ◽  
Narrative Analysis ◽  
Qualitative Methodology ◽  
Higher Education Institutions ◽  
Reciprocal Relationship ◽  
Stakeholder Perceptions ◽  
Content Type ◽  
Sustainable Community

Purpose This paper aims to present the results of an investigation on how a reciprocal relationship between the University of Mpumalanga (UMP) in South Africa and the surrounding communities can be used to accelerate the implementation of sustainable development goal 4 (SDG 4). The aim of this paper is to establish stakeholder perceptions on the role of higher education institutions (HEIs) in the development and implementation of sustainable community engagement (CE) projects geared towards the acceleration of SDG 4. Design/methodology/approach A qualitative methodology was adopted. This consisted of a presentation at UMP, an educational tour of the campus and discussion sessions with 3 education officials and 19 high schools representatives from Ehlanzeni District Municipality, Mpumalanga Province, South Africa. Content and narrative analysis were used to analyse the data obtained during the discussions. Findings The key findings indicate that a reciprocal relationship between HEIs and their surrounding communities can be used to accelerate the implementation of SDG 4 by positioning HEIs to take the lead with initiatives and implementation of CE projects. Research limitations/implications For HEIs to be in a better position to take a leading role in CE, they must guide without imposing, else it may lead to stakeholders losing interest. Practical implications The importance of a mutual working relationship between HEIs and communities becomes paramount, as it may lead to the realisation and acceleration of SDG 4 through CE. It is suggested that HEIs prioritise CE and also involve communities from the conceptualisation of any project. Originality/value The paper raises awareness and demonstrates the importance and possibilities of using CE towards the acceleration of the implementation of SDG 4 by HEIs.

scholarly journals The Growing Accountability Agenda: Progress or Mixed Blessing?

2015 ◽  
Author(s):  
Jamil Salmi
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Teaching And Research ◽  
The Past ◽  
Public Resources ◽  
The World ◽  
Mixed Blessing ◽  
University Leaders ◽  
Accountability Practices

In the past decade, however, accountability has become a major concern in most parts of the world. Governments, parliaments, and society at large are increasingly asking universities to justify the use of public resources and account more thoroughly for their teaching and research results. The universal push for increased accountability has made the role of university leaders much more demanding. The successful evolution of higher education institutions will hinge on finding an appropriate balance between credible accountability practices and favorable autonomy conditions.

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