Transformation in higher education : perceptions of female academics at a distance education institution of higher education
Date
2008-03
Journal Title
Journal ISSN
Volume Title
Publisher
Stellenbosch : University of Stellenbosch
Abstract
Females in academia remain concentrated in lower level positions, with limited and
often no decision-making power. However, this is not only a South African
phenomenon but it is also evident in the position of female academics in the United
Kingdom, the United States and New Zealand. Within the South African context,
higher education institutions are in a process of transformation and change in order
to integrate with social transformation and change. Therefore, the Department of
Education mandated certain higher education institutions to transform and merge,
with implications for their human resource management. Universities are regarded
as complex organisations and this complicates the management and leadership of
such institutions. Moreover, South Africa has passed legislation (e.g. the Higher
Education Act) that impacts its human resource management and the manner in
which higher education institutions are transformed and managed. Higher education
institutions employ the principles of corporate management and therefore the
distinction between management and leadership is highlighted. Communication is
discussed as a tool thereof and the differences of males and females in this regard
are emphasised. The status of female academics in South Africa is discussed and
the perceptions of female academics with regard to the dimensions used in the
empirical inquiry are highlighted.
The empirical inquiry gauged how females occupying academic positions at a South
African distance education university perceived the management process of
institutional transformation. The perceptions of female academics with regard to five
dimensions: management and leadership; communication; diversity and employment
equity; and transformation and change were gauged and compared to the
perceptions of male academics and that of female professional/administrative
personnel. It was found that female and male academics were relatively positive with
only one significant difference: their perceptions of communication at the institution.
There were also significant differences in the perceptions of white and of black
female academics. Furthermore, when female academics were compared to female
professional/administrative personnel, there were significant differences: female
academics held generally more positive perceptions than those of female
professional/administrative personnel. In addition, there was evidence of an ageing
workforce.
Description
Thesis (MComm (Industrial Psychology))--University of Stellenbosch, 2007.
Keywords
Transformation, Higher education, Female academics, Perceptions, Dissertations -- Industrial psychology, Theses -- Industrial psychology