Institutional culture and internationalisation: a study of Black African academics’ experiences at Rhodes University
- Authors: Wambua, Lloyd M
- Date: 2020
- Subjects: Corporate culture -- South Africa -- Makhanda , Universities and colleges -- South Africa -- Makhanda -- Sociological aspects , Discrimination in higher education -- South Africa -- Makhanda , Rhodes University , College teachers, Black -- South Africa -- Makhanda -- Social conditions , College teachers, Foreign -- South Africa -- Makhanda -- Social conditions , Globalization -- South Africa -- Makhanda , Educational change -- South Africa -- Makhanda , Sex discrimination in higher education -- South Africa -- Makhanda , South Africa -- Race relations , Intersectionality (Sociology) , Pan-Africanism , Belonging (Social psychology) , Alienation (Social psychology)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/146607 , vital:38541
- Description: This research sets out to examine institutional culture and internationalisation in higher education in contemporary South Africa, by analysing the experiences of black foreign academics at Rhodes University. Much has been written on the adaptation processes of foreign students in South African universities (Ayliff and Wang, 2006; Dzansi and Monnapula-Mapesela, 2012; Mudhovozi, 2011). There is also a host of literature on the black South African experience of adaptation and (non) belonging at historically white universities (HWU) (Akoojee and Nkomo, 2007; Cornell and Kessi, 2017; Soudien, 2008). Comparatively less is written on whether there are any unique pressures regarding institutional culture that black foreign African academics face at historically white institutions such as Rhodes University. The black experience may be misrepresented as a homogenous one by much of the literature on higher education transformation (Batsai, 2019). But there are a host of factors that could change your experience of being ‘black’, such as your class, and gender and quite recently there has been a push to further examine the effect that one’s nationality has on their experience of being ‘black’ in the academy (Batsai, 2019). Institutional culture refers to the “behaviours and values that make up the unique psychological and social environment of a certain institution” (Toma et al., 2005). Internationalisation of higher education in the context of Africa, particularly South Africa refers to “the intentional or unintentional process to integrate intercultural, international and global dimensions in higher education” (Draft Policy Framework for the Internationalisation of Higher Education in South Africa, 2017). In analysing the experiences of international African academics, this research is trying to give a voice to an often-overlooked group of individuals. This research is also meant to portray the black experience in South African higher education as an experience that is not homogenous but reliant on a host of unique identity factors such as gender, class and also their nationality.
- Full Text:
- Date Issued: 2020
- Authors: Wambua, Lloyd M
- Date: 2020
- Subjects: Corporate culture -- South Africa -- Makhanda , Universities and colleges -- South Africa -- Makhanda -- Sociological aspects , Discrimination in higher education -- South Africa -- Makhanda , Rhodes University , College teachers, Black -- South Africa -- Makhanda -- Social conditions , College teachers, Foreign -- South Africa -- Makhanda -- Social conditions , Globalization -- South Africa -- Makhanda , Educational change -- South Africa -- Makhanda , Sex discrimination in higher education -- South Africa -- Makhanda , South Africa -- Race relations , Intersectionality (Sociology) , Pan-Africanism , Belonging (Social psychology) , Alienation (Social psychology)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/146607 , vital:38541
- Description: This research sets out to examine institutional culture and internationalisation in higher education in contemporary South Africa, by analysing the experiences of black foreign academics at Rhodes University. Much has been written on the adaptation processes of foreign students in South African universities (Ayliff and Wang, 2006; Dzansi and Monnapula-Mapesela, 2012; Mudhovozi, 2011). There is also a host of literature on the black South African experience of adaptation and (non) belonging at historically white universities (HWU) (Akoojee and Nkomo, 2007; Cornell and Kessi, 2017; Soudien, 2008). Comparatively less is written on whether there are any unique pressures regarding institutional culture that black foreign African academics face at historically white institutions such as Rhodes University. The black experience may be misrepresented as a homogenous one by much of the literature on higher education transformation (Batsai, 2019). But there are a host of factors that could change your experience of being ‘black’, such as your class, and gender and quite recently there has been a push to further examine the effect that one’s nationality has on their experience of being ‘black’ in the academy (Batsai, 2019). Institutional culture refers to the “behaviours and values that make up the unique psychological and social environment of a certain institution” (Toma et al., 2005). Internationalisation of higher education in the context of Africa, particularly South Africa refers to “the intentional or unintentional process to integrate intercultural, international and global dimensions in higher education” (Draft Policy Framework for the Internationalisation of Higher Education in South Africa, 2017). In analysing the experiences of international African academics, this research is trying to give a voice to an often-overlooked group of individuals. This research is also meant to portray the black experience in South African higher education as an experience that is not homogenous but reliant on a host of unique identity factors such as gender, class and also their nationality.
- Full Text:
- Date Issued: 2020
Transformation at Rhodes University: investigating the extent of support for the participation of students with disabilities in the transformation processes of the Institution
- Authors: Israel, Veronica
- Date: 2018
- Subjects: Rhodes University , Educational change -- South Africa -- Makhanda , Educational equalization -- South Africa -- Makhanda , College students with disabilities -- South Africa -- Makhanda , Students with disabilities -- Services for , Corporate culture -- South Africa -- Makhanda , Critical Disability Studies Approach (CDSA)
- Language: English
- Type: text , Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/62006 , vital:28095
- Description: This study is motivated by the vigorous discourse around transformation at Rhodes University and investigates the extent of support for and engagement with students with disabilities in the transformation processes of the institution. It analyses the extent to which integration is holistic at institutions of Higher Learning. Particular interest is given to the institutional culture of Rhodes University, namely whether it values and embraces diversity and is committed to inclusivity, centering the presence and voice of students with disabilities. It explores institutional responses to students with disabilities and their capacity to flourish beyond notions of access, therefore, delivering on the demand for institutional transformation. The thesis draws on the Critical Disability Studies Approach (CDSA), the social justice reform agenda with reference to the feminist analysis of disability, and the concept of inclusive education. The study uses a qualitative research methodology. The sample size used in the study was sufficient to highlight the challenges students with disabilities at Rhodes University face and their coping mechanisms while investigating the extent of support and active participation in the transformation discourse. The study found that the majority of the participants’ academic capabilities were influenced by their disability and impacted on their academic success. The study further revealed that there is a disjuncture between policy and practice in terms of awareness, and as such, effectiveness. While there is a supportive institutional framework, as indicated by more than 50% of the participants in the study, the recommendations ensuing from this research indicate that there are areas in which the university can improve its support mechanisms. Improving support structures is possible through establishing platforms which can be used for students to share their lived experiences and making disability a visible part of the institutional discourse on transformation. The study concludes by arguing for the application of principles of Ubuntu which demonstrate the commitment of Rhodes University in inculcating an inclusive institutional culture and understanding that disability is intersectional with social registers such as race and gender. It emphasises the recognition of the institution as a transforming one if the body that matters is the body whose presence, voice and lived experience is acknowledged and recognised.
- Full Text:
- Date Issued: 2018
- Authors: Israel, Veronica
- Date: 2018
- Subjects: Rhodes University , Educational change -- South Africa -- Makhanda , Educational equalization -- South Africa -- Makhanda , College students with disabilities -- South Africa -- Makhanda , Students with disabilities -- Services for , Corporate culture -- South Africa -- Makhanda , Critical Disability Studies Approach (CDSA)
- Language: English
- Type: text , Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/62006 , vital:28095
- Description: This study is motivated by the vigorous discourse around transformation at Rhodes University and investigates the extent of support for and engagement with students with disabilities in the transformation processes of the institution. It analyses the extent to which integration is holistic at institutions of Higher Learning. Particular interest is given to the institutional culture of Rhodes University, namely whether it values and embraces diversity and is committed to inclusivity, centering the presence and voice of students with disabilities. It explores institutional responses to students with disabilities and their capacity to flourish beyond notions of access, therefore, delivering on the demand for institutional transformation. The thesis draws on the Critical Disability Studies Approach (CDSA), the social justice reform agenda with reference to the feminist analysis of disability, and the concept of inclusive education. The study uses a qualitative research methodology. The sample size used in the study was sufficient to highlight the challenges students with disabilities at Rhodes University face and their coping mechanisms while investigating the extent of support and active participation in the transformation discourse. The study found that the majority of the participants’ academic capabilities were influenced by their disability and impacted on their academic success. The study further revealed that there is a disjuncture between policy and practice in terms of awareness, and as such, effectiveness. While there is a supportive institutional framework, as indicated by more than 50% of the participants in the study, the recommendations ensuing from this research indicate that there are areas in which the university can improve its support mechanisms. Improving support structures is possible through establishing platforms which can be used for students to share their lived experiences and making disability a visible part of the institutional discourse on transformation. The study concludes by arguing for the application of principles of Ubuntu which demonstrate the commitment of Rhodes University in inculcating an inclusive institutional culture and understanding that disability is intersectional with social registers such as race and gender. It emphasises the recognition of the institution as a transforming one if the body that matters is the body whose presence, voice and lived experience is acknowledged and recognised.
- Full Text:
- Date Issued: 2018
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