1

CCeennttrree ffoorr HHiigghheerr EEdduuccaattiioonn TTrraannssffoorrmmaattiioonn

CCAAMMPPUUSS DDIIVVEERRSSIITTYY

AAUUDDIITT

BByy AAnnnn HHaarrppeerr && MMiicchhaaeell CCrroossss

SSeepptteemmbbeerr 11999999

CCOONNTTEENNTTSS ACKNOWLEDGEMENTS 3 ACRONYMS 3 LIST OF FIGURES 4 EXECUTIVE SUMMARY 4 1. SOUTH AFRICAN HIGHER EDUCATION CONTEXT 8 1.1 Increased Participation 1.2 Greater Responsiveness 1.3 Increased Co-operation and Partnerships 1.4 Recent Trends 2. OBJECTIVES AND PURPOSE 10 2.1 Ford Foundation Funding Priorities 2.2 Ford Funded Campus Diversity Initiatives (CDI) 2.3 Objectives of the Campus Diversity Audit 3. METHODOLOGY 12 3.2 Questionnaire 3.2 National Statistics 3.3 Visiting Expert 3.4 Campus Visits 4. LIMITATIONS AND DIFFICULTIES 13 5. RETURNS 14 5.1 Percentage Returns 5.2 Response Patterns 5.3 The Case of HDIs 5.4 Designated Respondents

2

6. KEY DIVERSITY ISSUES AND CONCERNS IN HIGHER EDUCATION 17

6.1 Access 6.2 Building South African Society 6.3 Institutional Culture and Campus Community Building 6.4 Student Services 6.5 Curriculum and Programme Offerings 6.6 Research 6.7 Managing Diversity 6.8 Diversity Policy Framework 6.9 Globalisation and African Renaissance 7. MEANING OF DIVERSITY 21 8. INSTITUTIONAL AND ORGANISATIONAL RESPONSES TO

DIVERSITY ISSUES 22 8.1 Campus Programmes and Initiatives 8.2 Institutional Strategy 9. DIVERSITY SCHOLARSHIP 32 10. EDUCATION FOR DIVERSITY 33 11. TRENDS AND RECOMMENDATIONS 34 11.1 GEAR: Constraints and Opportunities 11.2 Ad-hoc vis-à-vis Managed Institutional Change 11.3 Meanings of Diversity 11.4 Survival and Identity in the Context of Increased

Competition 11.5 Research and Scholarship 11.6 Curriculum Challenges 11.7 South African Campus Diversity: Way Forward APPENDICES A Respondents to Campus Diversity Questionnaire and

Schedule of Field Work Visits 39 B National Demographics: Staff and Student Profile 41 C Campus Programmes and Initiatives 48 D Campus Diversity Questionnaire 76 E Select Bibliography on Diversity Scholarship 83

3

AACCKKNNOOWWLLEEDDGGEEMMEENNTTSS The authors want to express our sincere thanks to all those institutions who took the time to complete the questionnaire and afforded us unstinting hospitality during campus visits. A particular word of appreciation to the School of Education, University of Cape Town, which allowed us to use a departmental computer during our time in the Western Cape. We acknowledge the professional skills of Bridget Shatkovsky of the Centre for Higher Education Transformation in the layout and compilation of both the questionnaire and the report. CHET wants to express our appreciation to Ann Harper (consultant) and Mike Cross (Professor of Education, Wits) who did the audit so quickly, efficiently and with great insight. This audit would not have been possible without the generous support received from the Ford Foundation. ACRONYMS AAC&U Association of American Colleges and Universities ACE American Council on Education ADP Academic Development Programme CDI Campus Diversity Initiative CHE Council for Higher Education CHET Centre for Higher Education Transformation DOE Department of Education DVC Deputy Vice-Chancellor FAWESA Forum for African Women Educationalists - South Africa GEAR Growth, Expansion and Redistribution (Macro-Economic

Framework) HDI Historically Disadvantaged Institution HDT Historically Disadvantaged Technikon HDU Historically Black University HWU Historically White University HWI Historically White Institution NCHE National Commission on Higher Education NGO Non-Governmental Organisation NQF National Qualification Framework SAQA South African Qualifications Authority TSA Technikon South Africa UDUSA Union of Democratic University Staff Associations UNISA University of South Africa

4

LIST OF FIGURES Returns Percentage Returns Respondents to campus diversity questionnaire Schedule of field work visits Figure 1: Percentage of distribution of the head count enrolment by population group Figure 2: Distribution of African students by subsector Figure 3: Head count enrolments by gender (Thousands) Figure 4: Changes in the Proportion of Academic Staff by Race, 1993 and 1998 – Universities Figure 5: Proportion of University Academic Staff by Institutional Type and Race, 1998 Figure 6: Comparative Proportion of Student and Academic Staff at Historically Advantaged Universities by Race, 1998 Figure 7: University Academic Staff by Rank and Gender, 1997 EEXXEECCUUTTIIVVEE SSUUMMMMAARRYY 1. Increasingly the social, educational, cultural, linguistic, religious and racial

diversity of South African society is finding expression within our institutions of higher education. Consequently, "diversity", "diversity issues" and "diversification" are concepts that have become part of the higher education debate and policy, and pose new challenges to higher education institutions. Most of these are attempting to respond to these challenges within the context of a transformatory process which impacts on every aspect of academic life from student access and support, staff recruitment and retention, to academic programme development and the social and learning environment on campus. At the same time, recently enacted national Employment Equity legislation has added a particular time frame and impetus to this process at the level of staff recruitment and composition.

2. In this context, many higher education institutions have embarked upon a

wide range of initiatives as part of their teaching, research, student service, or outreach programmes, which could arguably fall under the campus diversity rubric. However, very little has been done to document these initiatives or assess their impact on the system. In response to this need,

5

CHET undertook a Campus Diversity survey during May and June 1999. This survey aims to serve the following main purposes: (a) to make information on diversity initiatives in South Africa available; and (b) provide a basis for a three-nation (India, USA and SA) comparison paper, which will reflect on similarities and differences, lessons to be learnt from diversity initiatives and implications for future work for each country and internationally; (c) to inform CHET’s future planning; and (d) to provide a guide for possible funding in this area.

3. A questionnaire was utilised to undertake an initial assessment of the

extent to which diversity has been identified as an important issue on campuses, more specifically, whether it has been incorporated into institutional policy and planning frameworks and has been given expression through identifiable programmes and initiatives in the academic, student and administrative sectors. Questionnaires were sent to both the DVC-Academic and DVC-Student Affairs (or equivalent senior posts) of each institution to obviate a tendency for diversity to be viewed as a student issue. This was followed by fieldwork visits to six selected campuses by the research team for more in-depth discussion.

4. There was a 52% response rate from the university sector and 53% from

the Technikons. This broke down to a 91 % response rate from HWUs and 10 % from HDUs. The same pattern was not evident in the response rate between the HDUs (10%) and Technikons (57%). The reason for the low response rate from the HDU’s is not clear from the survey. This may be related to either administrative or leadership problems or to the possibility that diversity may not be regarded as an important issue in this category of institutions.

5. Responses indicate that there is a wide range of understandings of and

approaches to “diversity”, and that diversity initiatives and practices are directly related to the meanings higher education institutions attach to diversity. Three important points are worth mentioning in this regard. First, while diversity has been linked to culture, race, class, gender and race, its scope has been widened to embrace various forms of difference such as disability, age, sexual orientation, ethnic and religious background, socio-economic status, social and political affiliations, seniority and experience, education and training and so forth. Second, how institutions approach diversity ranges from tolerance of difference, “affirmation” or “celebration” of diversity, to diversity as a strategy for embracing, or accommodating or engaging differences. Third, there is an emergent realisation that the future of diversity will depend on its ability to integrate the politics of cultural and identity recognition with the politics of social justice and equity.

6. The survey points to the following main conclusions: Considering the dramatic demographic change in the student population,

remarkably few respondents prioritised racism, ethnicism and sexism as overt problems. More emphasis was placed upon intra-group tensions linked to discriminatory practices and lack of tolerance for and

6

understanding of issues such as disability, sexual preference, age, socio-economic status, and diverse political opinion.

There is a trend among students towards disengagement from campus

issues and from “other” student groups as expressed in the following comments from respondents: “students live past each other”; “rather than fight each other, students retreat into homogenous groups from where ‘they criticise other groups’ (which seems very civilised and post –modern)”; “separation of groups is covert, political groupings co-exist, there is no warfare, but equally no sense of new community”.

There seems to be a dramatic increase in cultural (and religious) societies

and an equally dramatic decline in the membership and activities of political societies/organisations. The political ferment of the pre-1994 decade turned surprising quickly into apathy and now many campuses are struggling to get more than 20% of students to vote in campus elections. One of the researchers commented: “student politics have collapsed or lost direction”. There is certainly a perception that students have not made the transition from pre-1994 to post-1994 politics. It also seems that very few campuses are actively assisting students with developing a meaningful new role in the transition from “political to educational transformation”.

There is also a virtual absence of debate on most campuses – very few

campuses have posters announcing debates or discussions about contentious issues and very few institutions systematically encourage debate by, for example, having a special fund for such activities and specific slots on the timetable.

Some commentators claim that rape, sexual harassment and crime are

rife on our campuses. Others claim that very few incidents have taken place. The truth is that there is very little information on these phenomena because very few, if any, institutions put resources into collecting accurate data on campus safety. Following the highly politicised period of the 1980’s, most campuses have policies that deal with sexual harassment, codes of conduct of staff and students. In this regard, South African higher education institutions are probably on par with the best in the world. What is less clear is how effectively these policies are being implemented on the campuses. Very few institutions have put in place systematic and effective monitoring mechanisms.

With few exceptions, the main diversity pre-occupation issue on campuses

is equity, particularly staff equity. Campus climate as an issue is “off the agenda”. With a few notable exceptions, most institutions do not have systematic campus programmes that promote diversity tolerance and community building.

Generally, the most comprehensive responses were submitted by

institutions which, either have a post or office responsible for co-ordinating diversity initiatives, or have designated a person to co-ordinate an

7

institutional response from a range of sectors. This has been often done within clear guidelines, which place diversity initiatives within a framework of broader planning parameters and institutional strategies (e.g. UCT, Pretoria, Technikon RSA).

Some recommendable restructuring of student services seems to be

underway, including for example the appointment of Deans of Students, the establishment of Student Services Councils and a rationalisation and integration of previously fragmented services or “student affairs”. The development of campus social/integration programmes are clearly taking a back seat in most institutions. This is due either to change overload, “diversity fatigue” or because on a number of campuses there is a firm belief that programmes that systematically promote social integration represent a form of undesirable ‘social engineering’ and that “these things must happen naturally”. This brings into the debate the relative value of “evolutionary” versus “managed” change in higher education.

Where institutions are undertaking curriculum reforms, the focus is on

making it more relevant to the labour market, and not to bring gender, race, and broader socio-political awareness into the curriculum. Some institutions have introduced modules on diversity issues, gender or African studies, but this is often done on an “add-on” mode, which makes them rather marginal to the main curriculum. The notion that, bringing diversity into the curriculum does not just improve political correctness but can strengthen scholarship, is not widespread.

Some respondents felt that the transformation focus has shifted to

efficiency and the reporting requirements of the Department of Education (3 year planning) and the South African Qualifications Authority (programme registration). Since neither of these sets of requirements deal with diversity in terms of campus climate, institutions who are already under enormous “change pressure” have relegated diversity issues to a lower priority – or simply do not have the energy or the resources to do it. It became apparent that, “campus diversity”, and “campus diversity initiatives” are not prioritised by management.

7. The survey poses the following challenges to higher education institutions: It appears that, to be effective, diversity should be accommodated within

the established mainstream structure and social relations of the institution. This is very different from welcoming or embracing it as a central and essential component of a modern higher education system. For this purpose, senior management and councils will have to provide much stronger signals, and resource support for programmes in this area.

While the Department of Education (DOE), the Council for Higher

Education (CHE) and other government agencies are commendable in stressing the importance of diversity and unity issues on campus and the curriculum, it does not seem that this is a matter to be addressed through making it a reporting requirement to national government. There are

8

many exemplary “best practices” within our system. A more innovative way of promoting change could entail synthesising and disseminating these campus practices widely and providing incentives through ‘earmarked funding’.

11.. SSOOUUTTHH AAFFRRIICCAANN HHIIGGHHEERR EEDDUUCCAATTIIOONN CCOONNTTEEXXTT Increasingly the social, educational, cultural, linguistic, religious and racial diversity of South African society is finding expression within our institutions of higher education. Consequently, "diversity", "diversity issues" and "diversification" are concepts which have become part of the higher education debate and were given frequent mention in the National Commission on Higher Education (NCHE) report (September, 1996). The NCHE and subsequent Government White paper have set out a policy framework with three specific features that underpin the new system. These features which have been summarised by Dr Nico Cloete, a NCHE Commissioner and present Director of the Centre for Higher Education Transformation (CHET), include: increased participation, greater responsiveness, and increased co-operation and partnerships.1 1.1 Increased Participation The principles of equity and redress, as well as the realities of demography and development, seemed to require an expansion of participation in South African higher education. A key feature of the new framework is a policy of growth: that is, an expansion of student enrolments, feeder constituencies, and programme offerings. Greater numbers of students will have to be recruited from a broader distribution of social groups and classes for the visible lineaments of apartheid to be erased. The growth of the higher education system, in a changing national and global context, will require radical changes in the ways institutions and the system are structured, funded, planned and governed. New administrative arrangements will be necessary to achieve planning and co-ordination. A single, co-ordinated system is proposed as the only way in which the inequities, ineffectiveness and inefficiencies of the existing system could be eradicated. 1.2 Greater Responsiveness The second feature of the new framework is the advocacy of a heightened responsiveness to societal interests and needs. Such responsiveness implies that higher education should engage with the problems and challenges of its social context. In the case of South Africa, this context is that of a developing and modernising African country in a period of transition from racial discrimination and oppression towards a democratic polity with constitutional provisions for justice and equal opportunity. Aspects of this context will have to be reflected in the content, focus and delivery modes of higher education

1 Nico Cloete, paper presented at the first national conference for Student Services practitioners, August 1998.

9

programmes, as well as in the institutional missions and policies that are developed. To ensure that this happens, governance structures will have to provide for stakeholder consultation and participation in decision-making processes so that needs are identified and met. It would be detrimental to the future of higher education in South Africa if responsiveness were to become no more than a reaction to immediate and short-term problems. What is needed is for the new framework to provide space for higher education objectives and endeavours that are not directly reducible to the market and social environment. 1.3 Increased Co-operation and Partnerships The third main feature of the proposed framework is an emphasis on co-operation and partnerships in the governance structures and operations of higher education. The tendency towards academic insularity and institutional self-reliance will have to make way for recognition of the functional interdependence between multiple actors and interests with a stake in higher education. A new model called co-operative governance is proposed which has implications, firstly, for relations between the state and higher education institutions. The proposals seek to mediate the apparent opposition between state intervention and institutional autonomy. The directive role of the state is reconceived as a steering and co-ordinating role. Institutional autonomy is to be exercised within the limits of accountability. (NCHE, 1996: 76-80). In addition, according to Cloete, since 1997, and in line with GEAR (Growth, Expansion and Redistribution), efficiency has become a fourth major feature of national fiscal policy. In many instances, the basis for the current restructuring and rationalisation is efficiency. This notion of efficiency has for the first time led to institutions being thought of as “businesses”. This has introduced a whole new language in higher education: “outsourcing, core business, scenarios, business units, contracting, etc..” There is often a tension between efficiency in terms of saving money and the demands of knowledge and the mission of the institution. Most institutions are attempting to respond to these challenges and guidelines within the context of a transformatory process which impacts on every aspect of academic life from student access and support, staff recruitment and retention, to academic programme development and the social and learning environment on campus. At the same time, recently enacted national Employment Equity legislation has added a particular time frame and impetus to this process at the level of staff recruitment and composition. The requirements of the National Qualification Framework (NQF) which sets parameters for academic offerings at universities and technikons, within the ambit of the new South African Qualifications Authority (SAQA), is certainly preoccupying South African campuses. Many find themselves in a state of flux characterised by a sense of unpredictability, uncertainty, overload and in

10

some instances despondency. This situation is made more tenuous by significant cuts in state subsidy to higher education institutions and a shrinking resource base. Many institutions find themselves confronted with fundamental issues of survival. A number of factors have contributed to this state of affairs. These include: falling student numbers linked to the deterioration of the national schooling system, the emergence of private institutions of higher education, a more competitive higher education terrain, the need for rationalisation across the system, and a real possibility of staff retrenchment and institutional closure. It became apparent that, “campus diversity”, and “campus diversity initiatives” are not prioritised per se, unless institutional planners and practitioners conceptualise such programmes and initiatives as falling within or adding value to the national imperative for institutional repositioning and transformation. 1.4 Recent Trends How higher education institutions have responded to these policy pressures varies across sub-sectors (university, technikon, HDIs and HWIs) and from institution to institution. Appendix B provides information on changes in demographics in higher education between 1994 and 1999. While there are major equity improvements in student enrolment patterns in terms of race and gender, this poses serious challenges to institutions, which have to develop a conducive campus climate, re-direct their programmes and methodologies, and generate effective strategies to cater for an increasingly diverse and complex student population. However, very little has changed over the past five years in the profile of the faculty. In relation to the population as a whole, while and Indian academics remain over-represented, while coloured and African academics are under-represented, severely in the case of the latter. Appendix B provides detailed profile of staff and students in higher education. Institutional climate, programme and scholarship issues are dealt with in the main body of this report. 22.. OOBBJJEECCTTIIVVEESS AANNDD PPUURRPPOOSSEE 2.1 Ford Foundation Funding Priorities The Southern Africa office of the Ford Foundation has demonstrated its commitment to the transformation of South African society by supporting initiatives aimed at the transformation of core institutions of civil society. In this regard, higher education has been identified as having a key role to play in shaping the leadership, knowledge base, values and practices of a new society. For this potential to be unlocked, however, it was also recognised that the higher education system itself needed to be transformed. To this end funding has been directed over the years toward student and staff access and representivity with a specific emphasis on the leadership of universities and technikons and those who are in a position to shape and influence the new higher education agenda. By funding UDUSA, NCHE, FAWESA and CHET, the Ford Foundation (SA) has also been in a position and has had the

11

opportunity to impact upon transformation at macro, systemic and institutional levels by committing its support to the areas of policy, governance, finance, planning and regional collaboration. 2.2 Ford Funded Campus Diversity Initiatives (CDI) For a number of years the Ford Foundation has been funding so-called Campus Diversity Initiatives (CDI’s) in America and India. At a conceptual level, these initiatives have attempted to focus simultaneously on developing campus based policies, practices and programmes which address the needs of an increasingly diverse student and staff population and work place, while working towards fundamental institutional change. In recent years there has been a desire on the part of the Ford Foundation Head office to extend the CDI programme to Brazilian and South African campuses. Historically, the Southern Africa Ford Foundation office has been guided in its funding by a decision not to push a campus-based focus on diversity initiatives. It has, however, worked in support of these objectives through the funding of macro and national policy initiatives and directions which will foster the diversity and equity project. In the South African context, a number of higher education institutions have already embarked upon a wide range of initiatives as part of their teaching, research, student service, and/or outreach programmes which could arguably fall under the campus diversity rubric. Since 1995, when the NCHE indicated an interest in the Ford Foundation CDI programme, South African task teams, participants and delegates have attended a range of conferences and seminars organised by the American Council on Education (ACE), Association of American Colleges and Universities (AAC&U) and New Delhi based Education Resources Centre Trust. By mid-1996 there was a strong argument for the identification of a facilitating mechanism and structure to channel an emerging South African interest in and debate around campus diversity, particularly as this related to national policy debates of the time. At this stage the Centre of Higher Education (CHET) was approached by the Ford Foundation to assume this enabling, facilitative and networking role. 2.3 Objectives of the Campus Diversity Audit The audit report is intended to inform a collaborative paper to be prepared with an author from each of the major countries involved in Campus Diversity Initiatives: South Africa (Nico Cloete), India (Shiv Visvanathan) and the USA (Stephen Hiro Sumida). The tri-nation overview paper will be based on specific audits of diversity initiatives in the three countries. From these basic data sets, the three authors will reflect on similarities and differences, lessons to be learnt, and implications for future work in this area – for each country and internationally. This audit will therefore serve two main purposes: (a) to make information on diversity initiatives in South Africa available; and (b) provide a basis for the three-nation comparison paper. In addition, the South African report will be presented to the Diversity and Transformation conference to be held in early September 1999 in South Africa.

12

The experiences of South African delegates, who have participated in previous campus diversity conferences in India, the United States and South Africa, indicate that any plans to develop a South African CDI would need to build upon the ground work and expertise of those diversity initiatives which already exist at campus level and be conceptualised in the context of local debates, institutional and national priorities. To this end, it was decided to embark upon a survey and audit of these initiatives to inform CHET’s future planning and also provide a guide for possible funding in this area. 33.. MMEETTHHOODDOOLLOOGGYY 3.1 Questionnaire A questionnaire approach was utilised to undertake an initial assessment of the extent to which diversity has been identified as an issue on South African campuses, incorporated into institutional policy and planning frameworks and given expression through identifiable programmes and initiatives in the academic, student services and administrative sectors. Consequently the following lines of enquiry were identified: Key diversity issues and concerns at a national and institutional level. Institutional and organisational responses to diversity issues. Impact upon institutional changes and the agenda for transformation. Diversity scholarship and research. Education for Diversity i.e. the extent to which diversity issues have

entered the curriculum and infused the core academic business institutions.

In order to obtain such data, a questionnaire was sent to both the Deputy Vice-Chancellors (DVC) - Academic and Deputy Vice-Chancellors - Students (or equivalent senior posts) to obviate a tendency for diversity to be viewed as only a student issue. The covering letter, apart from outlining the purpose of the audit, set parameters for the area of enquiry. In the process, measures were taken to avoid the risk that “diversity” and “diversity issues” were defined for respondents on the basis of the researchers own understanding of these terms. The meaning attributed to these terms by respondents was of particular interest to the research team. Responses indicate, however, that there is a wide range of understandings of and approaches to “diversity” and the diversity debate as it finds expression on South African campuses. 3.2 National Statistics

Campus Profile

One of the most commonly utilised indices of institutional transformation is an analysis of student and staff demographics by race and gender across the higher education sector and by

13

institution. The latest available statistics (see Appendix B) are intended to provide a context for the report and some indication of progress in achieving a higher education system that reflects the demographics of South African society.

HSRC: Research and Scholarship

A survey of literature on diversity scholarship and education for diversity was conducted through the Human Sciences Research Council to look at the extent to which diversity has become an object of scholarship or research practice on campuses and has entered the curriculum field. A select bibliography of this literature has been attached to this report for reference (see Appendix E).

3.3 Visiting Expert

During the course of the audit we were fortunate to be visited by Gladys Brown, Director, Office of Human Relations Programs, University of Maryland who has recently been appointed to the American Council on Education (ACE) Women’s Desk. She has been intimately involved in the recently published resource manual “Diversity Blueprint: A Planning Manual for Colleges and Universities” 1998, a collaboration between University of Maryland, College Park and the Association of American Colleges and Universities.

She met with representatives from the following higher education institutions in preparation for a series of workshops she will be running in September, 1999 for CHET on following campuses: University of Cape Town, Peninsula Technikon, Technikon RSA, University of Durban Westville and Cape Technikon. In addition, she participated in a workshop for Deans of Students sponsored by the University of the Witwatersrand and CHET on 27 May 1999.

Her comments and observations have been incorporated into this report and provide a significant perspective on the way in which institutions are perceived to be responding to the challenge of diversity, particularly in the light of the manner in which they understand or frame these debates. 3.4 Campus Visits Based on responses to the questionnaire it was decided to visit a number of campuses for more in-depth discussion to move the diversity audit and debate forward. This approach has proved to be invaluable and provoked rich and nuanced group discussions around the notions of diversity, campus diversity issues, campus diversity initiatives and institutional approached and attitudes in this regard. The following campuses were visited: ML Sultan Technikon, University of Zululand, University of Stellenbosch, Peninsula Technikon, University of Cape Town, and University of Pretoria (see appendix A). 44.. LLIIMMIITTAATTIIOONNSS AANNDD DDIIFFFFIICCUULLTTIIEESS

14

Many of the limitations associated with the questionnaire were overcome by follow-up campus visits. The questionnaire did however serve to stimulate debate and place the issue of diversity on institutional agendas. Efforts were made to ensure that the institutions visited represent the diversity, which characterises higher education institutions themselves. It would have been useful to include those institutions which did not respond to the questionnaire, specifically historically disadvantaged universities which dominate this category (see the table below). 55.. RREETTUURRNNSS Responses No response Universities University of Cape Town University of Natal University of the Orange Free State University of Port Elizabeth University of Potchefstroom University of Pretoria Rand Afrikaans University Rhodes University University of Stellenbosch University of the Witwatersrand University of Zululand

Universities University of Durban Westville * University of Fort Hare Medical University of SA University of the North University of North West University of South Africa. University of the Transkei University of Venda Vista University Western Cape University

Technikons M L Sultan Technikon Natal Technikon Technikon Northern Gauteng Technikon North West Peninsula Technikon Port Elizabeth Technikon Pretoria Technikon Technikon South Africa

Technikons Border Technikon Cape Technikon * Eastern Cape Technikon Free State Technikon Mangosuthu Technikon Vaal Triangle Technikon Witwatersrand Technikon * Held discussions with Gladys Brown.

15

5.1 Percentage Returns

INSTITUTION

TOTAL

NUMBER

Total %

Return

%

HWI

%

HDI UNIVERSITY

21

52

91

10

TECHNIKON

11

53

50

57

• HWI Historically White Institution • HDI Historically Disadvantaged Institution. 5.2 Response Patterns Although there was no significant difference in the response rate of universities (52%) and technikons (53%) there was a marked variance between Historically White Universities (91%) and Historically Disadvantaged Universities (10%). This pattern was not sustained in the Technikon sector: HWI (50%) and HDI (57%) The following telephonic comments, which were proffered in response to the arrival of the questionnaire on campuses, might go some way toward explaining the marked difference in the response rate between the HWU and HDU institutions. UNISA was the only HWU not to respond and the University of Zululand the only HDU to submit a response. 3 HWI institutions:

This is strategically very important, we want to complete this properly. The questions are very searching and quite embarrassing. This is an important and sensitive matter so we want to make sure we give you accurate information.

An enormous amount of political and systemic pressure has been put upon HWUs to embark upon fundamental processes of review and transformation to re-position themselves within the context of the new South Africa and national higher education policy guidelines. In this regard, a distinction must be drawn between historically English speaking and Afrikaans speaking universities. English language institutions such as the University of Cape Town, University of the Witwatersrand, University of Natal and Rhodes University, would argue that this transformation was embraced in the early 80’s and many are proud of the manner in which they challenged the previous

16

apartheid driven policies in this regard. This might be the case when it comes to student access and student profile, but many have not shown similar foresight in relation to staff composition and curriculum transformation (see Appendix B). In many ways it could be argued that the historically Afrikaans institutions are moving with great speed and strategic commitment to re-position themselves within the higher education system. In this regard, campus diversity initiatives become a means by which they can promote this agenda particularly as this relates to access and representivity. 5.3 The Case of Historically Black / Disadvantaged Institutions HDI Technikon

We are all black in this institution, we cannot fill this in. HDI University

We are not doing anything. There has been an exploratory meeting about the Equity legislation but that is all.

Neither of these quotes explain the difference in response rate between the historically disadvantage universities (10%) and Technikons (57%) No responses were received from historically black universities except the University of Zululand. This brought to the fore the question that has been raised several times: Is diversity a key institutional issue within historically black universities? The question could not be explored adequately during the audit. Two possible explanations, however, emerge from the data: First, it seems that the HBUs are still struggling for recognition of group identity. They are seeking the remedy for historical systemic imbalances through an assertion and vindication of a group identity. In doing so, gender, religion, ethnic and other forms of diversity are very often kept underground. They are still grappling with “the negativity of the past”, the feeling of disadvantage or the “image of being less than other universities” (UniZulu). At the only institution visited, it was put as follows: “We are still struggling to find our own culture and existence” (UniZulu). Second, most HBUs seem to reflect the consequences of an unstable or changing leadership, which explains why the HDIs in the technikon sector, who have had more stable leadership, have been more aggressive in dealing with diversity issues. 5.4 Designated Respondents The designated respondent in each institution also played a significant role in determining which campus initiatives were prioritised and identified for inclusion. This was probably influenced in many cases by individual and institutional meanings attributed to “diversity” and the extent to which diversity

17

as a value or planning parameter has been incorporated into institutional planning frameworks. In addition, there were a number of instances where the researchers were aware of innovation and campus initiatives that were not cited. This was most apparent in the flow of information between the student services and academic sectors which meant that designated respondents from the student services departments did not highlight or know about initiatives relating to curriculum transformation, diversity research and scholarship, and visa versa. Generally, the most comprehensive responses were submitted by institutions which either have a post or office responsible for co-ordinating diversity initiatives, or decided to designate a person to co-ordinate an institutional response from a range of sectors. This was often done within clear guidelines which place diversity initiatives within a framework of broader planning parameters and institutional strategies (e.g. UCT, Pretoria, Technikon RSA). 66.. KKEEYY DDIIVVEERRSSIITTYY IISSSSUUEESS AANNDD CCOONNCCEERRNNSS IINN HHIIGGHHEERR EEDDUUCCAATTIIOONN Very little distinction was made between national trends and what was perceived to be campus-based issues of diversity. Taken as a whole, a wide spectrum of issues was covered. Although the most frequently cited diversity issues were racism and sexism, no single issue predominated across the campuses. It is significant that apart from UCT, no other respondent highlighted the full range of issues which are categorised as follows: 6.1 Access Access is invariably linked to the need to ensure that the demographics of South African society are represented in both the student and staff composition. In the case of students, varying levels of preparedness, progression through the system and employability were of more concern than access per se.

The key to the success of student equity programmes are also concerns around different levels of student preparedness for university study (UCT).

It is generally accepted that, if viewed solely in terms of race, the diversification of the South African student population has made great strides in recent years in relation to the representivity of previously disadvantaged groups on campus (see Appendix B). The trend towards a marked decrease in the number of white students in the State funded higher education sector adds an interesting dynamic in this regard. Other student access issues were framed in terms of the needs of disabled students and women specifically. In the latter case, emphasis was placed upon the disadvantage experienced by students in penetrating fields of study

18

reliant upon a grounding in science and mathematics. This had more general applicability at the University of Zululand:

We need to make science and commerce more accessible to a majority of students coming from poor backgrounds usually with limited and inadequate subject combinations.

From the perspective of staff, recruitment, remuneration, retention, post levels, limited promotion opportunities, skills shortage and development, were mentioned as associated concerns. Staff issues were frequently given more emphases than student profile.

A major challenge is to recruit a larger number of black, women and disabled staff to ensure greater diversity, to develop a remuneration policy that allows the university to attract and retain high calibre staff and to provide staff development programmes (UCT).

The key concern is still about achieving diverse staff profiles whether at historically white or black universities. The challenge is about attracting, developing and retaining staff members from designated groups in the face of fierce competition from both the private and public sector, which can in many cases offer much more attractive packages (University of Pretoria).

The competition, which this has engendered in the higher education system and between higher education, public sector, government service, and parastatals, is highlighted again in section 11. 6.2 Building South African Society A range of identified core diversity issues can be grouped around an awareness that addressing diversity issues in higher education can contribute to the development of South African society. Some responses follow. Higher education needs to: Be responsive to and lead changes in the country. Play a role in addressing the social and educational legacy of apartheid. Recognise the responsibility that has been imposed upon higher

education institutions by the breakdown of the education system in relation to underprepared and unprepared students.

Focus on national need for graduates in designated fields. 6.3 Institutional Culture and Campus Community Building Issues identified as diversity issues in the broader society were usually linked to campus climate, various indices of difference, and discriminatory attitudes and practices. 6.3.1 Indices of difference: Race issues and particularly the link between race and class

19

Language Religion Geographical background Learning and teaching styles Work ethics National origin Gender

6.3.2 Divisive Attitudes and Social Antagonism Political intolerance. This is best summed up as follows:

Separation of groups is covert, political groupings co-exist, there is no warfare, but equally no sense of new community (Natal Technikon).

Xenophobia with the fear that if this continues it will become internalised in the country’s psyche.

Discrimination on the basis of gender, race, ethnic background, religion, age and disability.

Intolerance for a diversity of cultures and customs. This became the focus of an interesting discussion at the University of Zululand where it is still difficult to challenge traditional paradigms, which have been entrenched over time by the dominant Christian faith and previous Christian National education system.

It is only recently that the silence around gays and lesbians in traditional rural areas has been challenged. In traditional society those considered to be “the other” have usually been diffused by the extended family into the society so that difference is ignored (UniZulu).

Many of these divisive attitudes were highlighted in relation to a past characterised by divisions, discrimination, gross intolerance, impatience, and suspicion.

Enabling students of all races to experience the benefits of diversity, in the face of negative expectations carried from the past, is an on-going challenge (University of Pretoria).

Various challenges cited in this regard included the need to develop systems characterised by inclusivity, flexibility, and a capacity to accommodate difference. It was felt that only mutual acceptance and peaceful co-existence would enable institutions to be experienced more positively by all students and staff. Therefore, to capitalising on the diversity of South African society, it is necessary to “build a culture of inclusivity of learning in a diverse university community” (UCT). There was also an urge for balancing individual and group needs in this regard (University of Zululand). 6.4 Student Services

20

Specific mention was made of only two student services which have been particularly influenced by the changing student demographics: financial aid and student housing. In relation to student life, concern was also expressed at a lack of student participation in mainstream student governance and hostel culture. Potchefstroom University and ML Sultan Technikon, who located the issue in the context of specific campus histories and talked of intentional non-participation as distinct from apathy, cited this in particular. Minority issues were highlighted again by Port Elizabeth Technikon on the “need to promote participation of minority groups in a campus life which is strongly politicised by the majority group.” 6.5 Curriculum and Programme Offerings “Academic programmes must be structured to meet the challenges of successfully educating a diverse student population” (UCT). Generally, curriculum issues were raised infrequently in relation to diversity. When this connection was drawn, issues were framed in terms of the diverse offerings which could be afforded by the implementation of outcomes based education, the National Qualifications Framework, and South African Qualifications Authority (SAQA). Generally speaking, while the majority of campuses are preoccupied with three-year plans for programme restructuring and rationalisation, diversity issues were not cited as a parameter shaping this planning process (see Section 1). The issue of diversity scholarship and education for diversity will be covered more fully in 9 and 10. 6.6 Research Only one institution mentioned research as a diversity issue in relation to the need for research outputs, which would contribute to national development needs. This became a specific focus of the researchers subsequent campus visits. 6.7 Managing Diversity Responses and concerns cited as being associated with diversity management can best be characterised by deficit. Major factors cited in this regard were: Lack of enthusiasm for participation in issues of diversity. Lack of funding for programmes of diversity. Lack of material and educational resources and research on diversity

including lack of local expertise in the field of diversity management. Lack of progress in initiatives which have been undertaken.

6.8 Diversity Policy Framework At the institutional level, there was concern with a lack of unified purpose, or institutional framework which would enable diversity to be reflected in all institutional policies and associated practices. Without exception, the National

21

Employment Equity Legislation and its implementation at a campus level is considered to be a core diversity issue. 6.9 Globalisation and African Renaissance Only one institution (Technikon Northern Gauteng), expressed a perspective which extended diversity concerns beyond South African borders to include “globalisation, international human population movement, political upheavals in the region”. Although the researchers are aware of various higher education institutions which are very involved in debates around the African Renaissance as espoused by President Mbeki, only one campus (Unizulu) raised this theme in relation to campus diversity issues. Concerns were expressed that in defining “Who is an African” there was a tendency for this call to be arrogated by a range of political interests in such a way as to reopen old divisions and perpetuate exclusionary perceptions of “them” and us”. Whether the African Renaissance works counter to or in support of democracy is a welcome debate in the context of a need to build a new citizenry and open another chapter in the South African diversity/identity saga:

The debate as to what constitutes the African Renaissance is only now beginning and deserves more analysis and rational debate free from emotional outbursts (Prof. P Ntuli, Director: Sankofa Centre for the African Renaissance, UDW quoted in the Daily News of 6 July 1999).

77.. MMEEAANNIINNGG OOFF DDIIVVEERRSSIITTYY Although only three campuses mentioned an explicit concern with the actual meaning and shared understanding of “diversity”, this became a significant focus aspect of campus discussions. This issue is discussed below and revisited again in 11. Institutions attach to the word diversity meanings which seem relevant to their particular contexts. This was expressed by at least two institutions:

There is no institutional consensus on the meaning of diversity; perhaps is not a bad thing (M L Sultan Technikon). Diversity means opening up the university to different people, all interested in studying at this university. It means that all staff should be able to meet the needs of each individual. It means accommodating as many people as possible with their differences. It means wishing to know about the other. It means different things to different people and institutions (Unizulu). American word thrown around as though everyone has the same understanding. It is about how to deal with difficulties being experienced and changes in own work, whether in student services or academic sector (Technikon Natal).

22

An important dimension was the need to put power, equity and social justice issues on the agenda. For example:

Diversity is about power and empowerment; how power is distributed within institutions and society; how it expresses itself, distorts itself and hides itself. How we access and exercise power and who benefits from it. For me, diversity outside power means nothing (ML Sultan Technikon).

By diversity we mean cultural diversity where people from different backgrounds now share a common ground. Certain features of culture are critical in diversity, mainly language (Stellenbosh).

As expected a significant number of institutions continue to frame the diversity and transformation debate in terms of race as reflected in the student and staff profiles. This is particularly evident in the case of HDIs which are experiencing specific and continuing pressure in a context of diminishing resources and national priorities. 88.. IINNSSTTIITTUUTTIIOONNAALL AANNDD OORRGGAANNIISSAATTIIOONNAALL RREESSPPOONNSSEESS TTOO

DDIIVVEERRSSIITTYY IISSSSUUEESS 8.1 Campus Programmes and Initiatives Appendix C is a compilation of the various campus programmes and initiatives, which have been undertaken by South African higher education institutions in response to these perceived challenges. Attention is drawn in the listing to programmes or initiatives that show particular innovation. A number of institutions have implemented initiatives such as sexual harassment policies and student access programmes. However, particular attention needs to be given to the response from the University of Cape Town, which demonstrates admirable depth and breadth of purpose. These campus programmes and initiatives fall into the following broad categories: 8.1.1 Mission Statement Incorporation of diversity as a value within the institutional mission statement. 8.1.2 Institutional Planning Frameworks Strategic planning Academic planning 8.1.3 Institutional Policy Admissions and Student Recruitment Employment Equity Policy Affirmative Action Policy Language Policy Anti-discrimination and Harassment Policy

23

Bill of Student Rights (Pretoria) Religious holidays Aids policy for staff and students Code of Ethics for Staff (ML Sultan) Voluntary Exit Policy (ML Sultan) 8.1.4 Institutional Forums or Committees Employment Equity Network Committee for Management of Multiculturalism (Stellenbosch) Broad Transformation Forum Diversity Steering Committee (Tech SA) 8.1.5 Institutional Culture Code of Values (campus climate and institutional culture) Sexual/racial Harassment programmes. Focus on hostel culture (Potch) 8.1.6 Staff Recruitment and Development Temporary Employment Bureau (UCT) International Development Opportunities (UCT) Academic planning, programming teaching and learning (OFS) HR Training Unit (UPE) Diversity Creation fund (Pretoria) Performance Management System Staff Affirmative Action Programme New Blood and Equal Opportunity Programme (Wits) Conflict management (Tech Pretoria) Women in Front-line Management. (ESATI regional project) 8.1.7 Student Development and Services Student Access and Bridging Programmes (UPE) Expanded Student Access: Telematic education and partnerships (Pretoria) Job Opportunities Bureau Vacation Research and Training (UCT) Student Learning Centres Peer Learning Support ( UCT, PE Tech) Curriculum development pilot project/diversity and life skills (UCT) Career Preparation Programme Student Leadership Training and Development Multicultural Leadership Foundation Course (Pentech) Diversity Training (UPE/Tech PE) and Stereo-type reduction (Stellenboch) Sports development in conjunction with Community Development Office (Rand) International exchange programmes (Stellenbosch) SRC cultural clubs and religious societies (choirs, multicultural arts talent

contest, Potch) 8.1.8 Specialised Units Academic Development

24

Recruitment and Enrolment Management Office Disability Unit; including an institutional macro access plan, teaching methods support, sponsored research on disability, Blind students’ reading programme, Deaf students support services, library access and awareness project, resource centre and community education and awareness project (UCT) Gender Institute/ Centre for Gender Studies Employment Equity Unit Transformation Office Centre for Comparative and Applied Ethics (UNP) Service Learning Centre (UN) Outreach and Partnership programmes Managing Diversity Project (Tech SA) Attention is drawn to the Centre for Higher Education Development at UCT as an example of a cross-faculty initiative which aims:

to contribute to the goals of access, promoting excellence through equity, developing curriculum in partnership with faculties, enhancing the competence of graduates by ensuring the provision of key skills and abilities, and enabling systemic improvement through the research-led development of informed policy options.

8.1.9 Curriculum Core curriculum (ML Sultan) Language Text and Context (UND) Unit for Higher Education Policy (Rand) 8.1.10 Research Alternate Admissions Research Project (UCT) Mellon Research Mentorships and Fellowships (Wits) 8.2 Institutional Strategy In an attempt to understand institutional strategies, planning frameworks and priorities as these relate to diversity issues and programmes, the following information was elicited: Institutional responsibility, co-ordination and synergy. Agenda for transformation Resource allocation. Institutional and staff incentives, attitude and motivation. Impact Assessment.

Of specific interest was the manner in which diversity issues, debates or planning parameters had or had not impacted upon institutional transformatory agendas.

25

8.2.1 Institutional Responsibility and Co-ordination Of interest was the way in which institutional responsibility has been assumed or delegated for the co-ordination of campus diversity planning strategies and programmes. Again there was no dominant trend but the following tendencies were evidenced: 8.2.1.1 Executive Team In five instances the executive team or rectorate as a whole was tasked with this responsibility with or without a strategic planning document which set out guidelines, targets, responsibilities and reporting mechanisms.

All the diversity initiatives fall broadly under the responsibility of one or other of the Deputy Vice Chancellors. Campus diversity is therefore co-ordinated through the university governance system and implemented through a system of devolved portfolio responsibilities within clearly defined planning parameters (UCT).

8.2.1.2 Specific members of the executive or senior management In one instance, the Vice Chancellor was seen as being a champion of diversity without any clear line responsibility for monitoring the implementation of the institutional mission statement which espoused a commitment to diversity. In certain cases a member of the executive or senior management was reported to carry direct line responsibility in this regard. These posts included: DVC Transformation Vice Rector: Academic Support Vice Rector: Academic Vice Rector: Academic Affairs and Research Registrar: Development Registrar: Access Director: Planning, Research and Development It is interesting that three of these posts carried specific responsibility for academic affairs, as the link between diversity and curriculum or academic programme development has proved to be rather tenuous in most institutions. 8.2.1.3 Specific Offices A range of offices was identified as being tasked specifically with the co-ordination of campus diversity initiatives. Office of the Dean of Student Services (3) Strategic Planning Office - in office of Rector (1) Transformation Office (1) Division of Employment Equity (1) Department of Academic Support and Development (3)

26

Affirmative Action Office (1) If one can read anything into this response pattern it might be the emerging shift in emphasis from student diversity issues (often linked to access and preparedness) to staff concerns of employment equity and affirmative action. 8.2.1.4 Specific Posts In some institutions specific posts have been created to facilitate co-ordination. Transformation officer (2) Student development officer (2) Employment equity officer (1) Sometimes these are combined as: Employment and transformation officer (1) Student development and transformation officer.(1) Dean: Academic Development. The recently created post of Dean-Academic Development which reports to the DVC-Academic at ML Sultan Technikon is of particular interest, as the incumbent has many years of experience in the United States in the area of campus diversity. The post also includes responsibility for curriculum development, staff development, education development and professional higher education development thus opening the way for diversity to be infused in these mainstream institutional priorities. 8.2.1.5 Committees Multicultural Committee (2) Institutional Forum (2) Transformation Forum (1) Student Services Council (1) Employment Equity Committee (1) Integrated Strategic Planning Committee (1) Diversity Steering Committee (1) At the other extreme was the institution, which responded:

There is no co-ordinated initiative. It is difficult to establish where some of these programmes are located.

During campus visits there was recognition that the creation of specific offices or posts with a specific diversity brief was more likely to facilitate a co-ordinated, integrated and comprehensive approach. At the same time, concern was expressed that this institutional strategy might place diversity programmes and initiatives at the institutional edges, and not in the heartland of the academic enterprise.

27

8.2.1.6 Synergy In this section, we were interested in ascertaining the degree of synergy among various diversity initiatives on campus. Again there is a broad range of responses from:

High synergy since all diversity initiatives are in pursuit of diversity strategy. This is reflected in the strategic planning document (Pretoria University).

Through “Not much”, “not explicitly”, “difficult to say because programmes are so fragmented” to an unequivocal “None” In some instances, there was more evidence of synergy within a particular sphere of influence:

Academic Support Services and the faculties are increasingly engaged in initiatives to address all aspects of the academic success of students and integrate ADP’s in the academic mainstream (University of Stellenbosch).

Other examples were drawn from cross faculty, inter-departmental or cross-functional collaboration in the delivery of specific services to students (e.g. financial aid, academic registration, student housing). The most commonly cited example were academic support programmes offered in the residences. While these are examples of inter-departmental operational relationships, it was not always clear how this linked to the implementation of an institutional diversity agenda or plan of action. Comment: Generally there is still an inclination to assume diversity is a student or student services rather than institutional matter. As mentioned previously, respondents from Student Services departments seemed to be particularly unaware of what is happening within the academic sector, for example curriculum transformation. There could be any number of explanations for this approach to student learning and development. These include a legacy of hierarchical organisational structures and practices in higher education institutions which relegate all but specific core mainstream teaching, learning and research to the edges, particularly during times of fiscal constraint. Despite a national preoccupation and espousal of the learning organisation model for institutional development, this tendency continues. It would also be fair to say that in spite of enormous advances in the development of the South African Student Services sector in recent years, many of the incumbents in senior Student Services posts have not come through an academic/research route into these positions. This in itself often stands in the way of a collegial relationship with the academic sector, which would foster synergy across the institution. 8.2.2 Agenda for Transformation We were curious to ascertain the extent to which a focus on diversity had impacted in any way upon the transformational strategies and agendas of

28

institutions. Those institutions that recorded a relationship between diversity and transformation felt that a focus upon diversity had: Challenged them to revisit their mission statements to the extent that in

one instance they defined themselves as a “ multicultural institution” (University of the Orange Free State) and “led the university to relocate itself for the future” (UniZulu).

Led to the establishment and review of a range of institutional policies,

regulations, private acts, statutes and planning frameworks to reflect mission statements which reinforced diversity as a value.

Impacted upon numerous institutional practices such as student access

and integration of the residences, composition of committees and decision-making structures to ensure stakeholder representation, revamp of selection and recruitment processes, introduction of bridging programmes for students and staff, the mainstreaming of academic development programmes and restructuring of academic programmes.

Led to a tendency for “white flight” from the residences which were now

totally black” (University of the Witwatersrand). Considering the responses to this question as a whole, there was a range of opinion from “not known” to “progress toward diversity is part of the university’s transformation agenda” (University of Pretoria). Comment: In summary, Gladys Brown’s observations are of interest in this regard:

Institutions do not have an intellectual nor a conceptual framework for developing, managing or achieving diversity or equity initiatives. They seem to be working on the small pieces but often lack the intellectual and other resources to understand how that piece contributes to the whole.

On the basis of her exposure to South African Higher Education institutions, she continues, there is “little evidence of a holistic view of institutional initiatives i.e. planning framework.” This observation is supported to some extent by responses to the questionnaire, as there were instances where members of the senior executive responded in a piecemeal fashion. However, there were a number of institutions that obviously placed diversity and associated values at the core of their institutional planning frameworks. These campuses demonstrated a more systemic approach to diversity initiatives, which locate them within a broad strategic planning framework that allowed synergy among initiatives (UCT, Stellenbosch, Rand, Pretoria, OFS, Pentech TechSA). It has to be acknowledged that these institutions represent a small proportion of the total response and that 48% of institutions did not submit returns.

29

Gladys Brown says in summary:

The institutions are engaged in activities but appear to operate on a deficient and piecemeal principle. They do not have a vision or a conceptual /intellectual framework for developing the vision. This means that they are not able to link ideas, programs, processes and infrastructure in a way that maximises these efforts and contributes to the big picture.

8.2.3 Resource Allocation Unlike the United States and Indian CDI, the Ford Foundation has not funded campus based diversity initiatives in South Africa (see Section 2). One of the ways in which it is often possible to judge the institutional priority afforded to various campus projects, programmes or initiatives, is the degree to which these have been allocated funding from institutional operational budgets. Historically, and certainly during the late 80’s and early 90’s, South African institutions, particularly universities classified as historically White and English speaking, tended to rely to a significant extent upon outside funding or “soft money” for many of their areas of innovation. This has certainly had an impact on attempts to mainstream these activities in recent years as outside funders have traditionally been more inclined to fund programmes rather than those mainstream academic activities which would arguably reach more students and impact directly upon the core business of institutions. The researchers were interested in establishing whether diversity initiatives (however defined) fall into this category and are supported by institutional or external funds. It was significant that 5 institutions are totally reliant on their own resources for this purpose while another 5 supplement significant funding from the institutional budgets with donor funding. This has happened in two ways. In some instances, there has been a heavy reliance upon donor funding for the initiation of programmes while in other cases institutional seed money was allocated for set up costs. In the latter case, donor funding to extend the scope of the programme subsequently supplemented institutional funding. Another tendency was for diversity initiatives to be supported by existing departmental allocations, usually Student Services departmental budgets. Two institutions have a specific diversity fund which is top-sliced as a special allocation for a wide ranging integrated institutional diversity project (Technikon SA, Pretoria University). In the latter case, substantial institutional funds support an innovative and aggressive staff recruitment and development programme. This enables academic and support line managers to appoint staff with potential into “diversity creation positions” with a view to accommodating them in the permanent post structures when appropriate or available. No institutions reported a total reliance upon donor funding for the success or continuation of their diversity initiatives. The requirements of the recent Employment Equity legislation has undoubtedly resulted in diversity becoming more closely aligned with the equity agenda in attracting institutional resources.

30

8.2.4 Institutional and staff incentive, attitude and motivation This issue was not addressed at any length in the responses to the questionnaire, but was raised at all the campuses visited by the research team. This was done specifically to try and ascertain what strategic interests might inform an institutional, faculty or staff commitment to diversity initiatives and to test an opinion which was formed by Gladys Brown (see section 3) during her visit to South Africa. In commenting upon her campus visits she wrote:

Diversity and equity /transformation efforts are producing frustration and resentment. White students are expressing resentment due to the lack of job prospects and feeling pushed out of student governance by Blacks. White staff are expressing resentment due to increasing on-going efforts to change policy, programmes and curriculum. Black students and staff are frustrated due to the lack of progress and feel that the institutions and government should place more pressure on achieving visible results. The lack of vision, holistic approach or concept of how organisational change occurs developmentally, fuels frustration and resentment. Thus, the emphasis seems unduly focused on the lack of resources, planning, training, research and evaluation, rather than on progress made in relationship to the vision or institutional plan. In addition there appears to be no concept of how to motivate or reward staff who are working on diversity activities.

As one respondent put it, “we are experiencing diversity fatigue” During the researchers visits to campuses, an interesting perspective emerged from a senior manager who had worked on both Technikon and University campuses. He argued that a tendency to interrogate issues of diversity on campus was linked to that institution’s history of public debate and critical thinking around such issues and that a techno-orientation toward academic planning characterised most technikons. It could be argued that this technicist approach has become a tendency across the board as institutions respond to the requirements of the National Qualifications Framework, leaving little room for diversity, as a core value or strategy, to enter the academic planning process or become a focus of intellectual debate. Other institutions have clearly recognised the strategic and political advantage that can flow from a focus on diversity, particularly as this expresses itself as a demonstrable commitment to a changing student and staff profile. The issue of incentive and motivation is closely linked with the degree of mainstreaming of diversity initiatives with associated targets and reporting requirements:

The majority of our (UCT) diversity initiatives have become part of the mainstream activity of the University which means that staff have responsibility for their implementation and accountability for their success.

31

This has been given a particular push by the Employment Equity legislation (Pretoria).

When this is not the case, voluntary participation is still reliant upon a sense of public spiritedness, personal or moral imperative. There is a sense, however, that change in the higher education system at the moment is being driven by economic rather than moral imperatives. The University of the Orange Free State was the only institution to report that staff and students receive certificates in recognition of their efforts and participation in multi-cultural activities. While “lack of enthusiasm for diversity issues” was cited as an obstacle at one HWI, no respondent or campus visit tapped the degree of frustration, resentment and hostility observed by our overseas visitor, Gladys Brown. This highlights an important area of future enquiry. 8.2.5 Impact Assessment No institution has carried out a comprehensive wide-ranging assessment of their diversity programme although in some cases individual projects have been monitored internally and come under review. This is particularly the case where rigorously applied criteria have to be met for the allocation of institutional funding.

All programmes are subject to review through the university governance system. There is continual monitoring and feedback through the Committee system. These processes do influence continuation, change and development of particular projects (UCT).

In the case of the Western Cape region, it is interesting to note that a study of diversity initiatives, as an indicator of transformation, was carried out by IDASA in 1998 at local higher education institutions. This information does not seem to have been fed back into the system. The University of the Orange Free State draws upon diversity research carried out by its departments of Sociology and Anthropology to inform institutional planning, staff training and retraining and institutional management. Another isolated case of impact assessment is that of the University of Pretoria which is mentioned as the first university to undergo a quality audit by SAUVCA of which diversity was one dimension. The importance of impact assessment during a time of shrinking resources in informing institutional strategic planning and the budgeting process cannot be overestimated. This underlines the need to link the diversity agenda to core institutional and national strategic objectives and a comprehensive system of quality assurance. As observed by Gladys Brown, this has not been the case in the majority of institutions included in the audit: “Assessment evaluation and research are not used and therefore do not drive policy, programs or the budget for diversity”

32

99.. DDIIVVEERRSSIITTYY SSCCHHOOLLAARRSSHHIIPP Diversity issues are neither part of mainstream academic scholarship nor are they specifically prioritised for research programmes. The following trends have been identified: Diversity issues are dealt with by default as part of general academic

research programmes undertaken by students and faculty members in several academic departments, particularly in the Humanities, focussing on issues of identity (e.g. race, class, gender, ethnicity, religion, nation-building, etc.). While this scholarship has played an important role in generating a body of important diversity knowledge in the country, its relationship to campus diversity initiatives is unclear or difficult to establish. Examples:

Aspects of diversity have emerged as areas of study in certain academic departments, including the Department of Psychology, the School of Engineering Management and the Graduate School of Business, as well as other departments (UCT). Issues of gender discrimination, racism and xenophobia have been the subject of research undertaken by Humanities students (psychology and social science (Rhodes). After the university declared itself multicultural, many problems caused by diversity were encountered. Many of academics started developing interest in looking at the causes and possible solutions to those problems (OFS).

Diversity issues are dealt with in response to moral and cultural concerns

connected to the on-going transformation process. For example, sexual harassment, affirmative action and learners with disabilities have been issues given attention in institutional research (surveys and database) driven by central structures of several institutions (UCT, Wits, UP, etc). In some cases, the findings formed the basis for formulation of institutional policies on these issues. In this regard, gender issues represent a privileged area, which has been object of considerable research, though not necessarily driven by central institutional structures.

Except for policy related research (e.g. sexual harassment) which has resulted in institutional and interinstitutional indabas, research on diversity is mainly disseminated through local and international professional periodicals. Issues of multiculturalism and multicultural education have been an object of several workshops, seminars and conferences. In one instance, a major conference was held in 1997 on “Unity within diversity: maximising learning on South African campuses” (OFS).

33

1100.. EEDDUUCCAATTIIOONN FFOORR DDIIVVEERRSSIITTYY The lack of a vision or a conceptual/intellectual framework for developing a vision makes it difficult for institutions to link scholarship/ideas, programmes and curriculum, and staff and students. As such, many institutions have a fragmented approach to issues of diversity; they lack a holistic perspective. Prevailing practices include: A range of academic courses and modules driven by faculties and

departments on race, gender, ethnicity and other identity issues as part of their academic programmes in faculties such as Arts, Education and Social Sciences and Anthropology. These include topics such as Cultural Diversity and Gender Awareness modules (Ml Sultan Technikon), Value and Policy Studies (Stellenbosch); Gender and Management and Democracy Education (Wits), Intercultural Communication Studies (UniZulu), Multicultural Education (RAU), Cultural Diversity, Management of Diversity and Gender Studies (OFS).

A range of centrally driven curriculum initiatives which generally focus on

skilling staff for grappling with the complexities of job and campus environment. These include for example academic development programmes, awareness, cultural sensitivity or diversity training workshops. While we cannot assess their impact on campus life, some of these programmes are informed by the need to assume diversity as a value that should permeate all social and academic practices on campus. In the case of students, Students Development Services and SRSs have on some campuses engaged in diversity and leadership programmes for student leaders. However, there is still a lot to be done in this regard. As Gladys has indicated in her report:

There was no attempt to develop a campus wide or college wide approach to curriculum transformation or diversity related research. In fact, very few initiatives out of academic affairs were directed as faculty academic staff. This includes programs aimed at teaching faculty how to teach students who are “different” or how to develop a classroom climate that supports learning for all students (and especially under-represented ones).

There seems to be in many cases an increasing realisation that there are limited career prospects in the arts where most diversity initiatives in the curriculum reside. This is more acute in the technikons: “Because of our technical and technological orientation, the debate on diversity is not very open; the relationship between technology and diversity is not easy to establish” (ML Sultan). As such, where there have been centrally-co-ordinated efforts to make the curriculum relevant to or responsive to wider social needs, the focus has been mainly on responding to market pressures and responding mainly to survival concerns. This assumes different nuances, for example:

34

An “entrepreneurial approach” in teaching, research and community work and a “strategic visionary approach” in addressing market forces. This is to ensure that there is quality, coherence and responsiveness in the programmes and that not all institutional concerns are just dictated by the market (Stellenbosch).

A “pragmatic approach” in programme redesign:

We’ve adopted a pragmatic approach in our strategic planning exercise; programme restructuring must take into account market pressures to ensure that students are offered courses that lead to job placement. Jobs are in the areas of science, commerce and business management (UniZulu).

This means that diversity has only received significant attention in those institutions where there has been strong institutional leadership and commitment at the management level and diversity is assumed as a civic value, which requires new norms for human competence and social practice.

10.1 Students and Civic Duties There are different ways through which students are exposed to the challenge of performing civic duties:

through community based or outreach programmes, life skills

programmes and student workshops organised by the departments of student development (UND);

through participation in the structures of the House Committees,

SRC, SSC, etc; and programmes of awareness about issues of national importance

such as political awareness week, freedom day exhibitions and aids awareness campaigns (RAU).

Engagement in relevant academic programmes in some faculties is also a way of raising students’ consciousness on issues of citizenship and social responsibility. However, campus social integration programmes are clearly taking a back seat at most institutions. This is due either to change overload that poses too many pressures on institutions, or because on a number of campuses there is a firm belief that programmes that systematically promote social integration represent an undesirable form of ‘social engineering’ and that “these things must happen naturally” as an “evolutionary” process.

1111.. TTRREENNDDSS AANNDD RREECCOOMMMMEENNDDAATTIIOONNSS 11.1 GEAR: Constraints and Opportunities The RDP vision and goals, which informed the NCHE proposals, are to be achieved under GEAR macro-economic framework. GEAR demands greater

35

fiscal discipline to minimise the budget, monetary restraint to reduce inflation, a social contract based on salary restraint to protect and create employment, and limits on public expenditure. It opens new opportunities and constraints to higher education institutions. Under the circumstances, questions of rationalisation, quality, relevance, efficiency, effectiveness and educational performance become more pressing than ever. There is increasing realisation that, for institutions to meet these challenges successfully, they have to engage in a “whole new game”: a paradigm shift. This is approached in different ways, from developing “a strong, visionary leadership”, “changing the character of the academic corpus” to injecting “an entrepreneurial approach” to university work. In practice, institutional responses are twofold. Some respond to the challenges from a narrow technicist view as a matter of aligning their programmes to marketplace. There seems to be, however, an increasing awareness in many institutions that these challenges can only be dealt with more effectively from a holistic perspective with the necessary attention given to the wider socio-political context, particularly diversity issues.

11.2 Ad-hoc vis-à-vis Managed Institutional Change At various times during campus interviews the issue of the relative benefits of natural evolutionary organisational change versus the need for leadership driven strategic change was raised. The former approach tends to be espoused by staff on campuses with a stable campus life, which perceive themselves to be accommodating new trends, adaptable and tolerant of a wide range of political opinion It is apparent that South African campuses have embarked upon a wide range of initiatives to foster and respond to the changes within South African society while preparing students for the realities of increasing globalisation. However, it is also clear that these shifts are still occurring in a context of:

on-going prejudice against black people, women and people with disabilities amongst staff members, who are necessarily involved in campus diversity initiatives through their… involvement in recruitment, management of staff and teaching. Linked to this is the continued dominance of an historically exclusive, white, masculine culture which has been slow to change (UCT).

This, together with the obvious fragmentation of effort and piecemeal approach to diversity initiatives, would seem to reaffirm the need for a leadership-driven integrated approach within an institutional planning framework which sets parameters, targets, priorities and clear lines of accountability and responsibility for the diversity project (however that is defined at an institutional level). In many ways, it could be argued that the historically Afrikaans institutions, with their recent influx of new students, are moving pragmatically with great speed and strategic commitment to re-position themselves within the higher education system. In this regard, campus diversity initiatives become a means

36

by which they can promote this agenda particularly as this relates to access and representivity. 11.3 Meanings of Diversity Diversity programmes, scholarship and curriculum practices are directly related to the meanings higher education institutions attach to diversity. In this regard, the study highlights the different ways in which institutions have reworked, redefined and reinvented diversity against the background of the apartheid legacy. While diversity has been linked to culture, race, class, gender and race, its scope has been widened to embrace various forms of difference such as disability, age, sexual orientation, ethnic and religious background, socio-economic status, social and political affiliations, seniority and experience, education and training and so forth. How institutions approach diversity ranges from tolerance of difference, “affirmation” or “celebration” of diversity, to diversity as a strategy for embracing, or accommodating or engaging differences. Most importantly, there is an emergent realisation that the future of diversity will certainly depend on its ability to integrate the politics of cultural and identity recognition with the politics of social justice and equity. This requires a re-conceptualisation of diversity in the context of transformation. 11.4 Survival and Identity in a Context of Increased Competition 11.4.1 The language question A number of institutions have embarked upon language policies in recognition of the status of the eleven official languages of the country. Of particular interest in this regard were debates at historically Afrikaans-speaking institutions where the question of language is closely aligned to issues of survival and identity and in certain instances remains a complex thorny issue. While it was not possible to visit all historically Afrikaans-speaking institutions, it is clear that they have approached the language issue in different ways informed by their historical circumstances and vision for the future. 11.4.2 Historically disadvantaged institutions The issue of survival is preoccupying historically disadvantaged institutions as students are increasingly opting for historically white institutions. While they are compelled to address the challenges posed by the Employment Equity Act, their major focus has been on their own survival through diversification and matching their programmes to the world of work. However, it seems that their success is bound up with their ability to develop a strong, stable and visionary leadership, who cannot only mobilise existing energies but are able to place these institutional initiatives in the broader socio-political context of South Africa. 11.4.3 Increased Competition Survival and identity are given a particular sense of urgency in a context of increased competition for resources both financial and human. This is playing itself out among higher education institutions, between state and the emerging

37

private colleges, between the higher education sector, public sector, government service and parastatals.

The key concern is still about achieving diverse staff profiles whether at historically white or black universities. The challenge is about attracting, developing and retaining staff members from designated groups in the face of fierce competition from both the private and public sector, which can in many cases offer much more attractive packages (University of Pretoria).

In this regard, it was suggested that CHET be requested to convene a summit to promote dialogue among these various role players, explore ways of limiting the destructive effect of this poaching and competitive tendency and maximise the use of limited human resources for the longer term benefit of the country as a whole. In essence, “higher education needs to mobilise to take advantage of external conditions and make what they are wanting to do resonate with the needs of the private sector. There is only short term gain in eating your own seed corn or raiding students and staff” (Richard Fehnel, Ford Foundation). There are overseas and local examples of this type of co-operation and collaboration. 11.5 Research and Scholarship While there has been significant research and intellectual activities around issues of race, class, gender, ethnicity and other forms of identity, very little has happened towards developing scholarship focussed on campus diversity issues. The few initiatives in this regard concern limited policy-oriented research and debates on issues such as gender and sexual harassment on campus for policy purposes. Funding seems to be a major contributing factor for the present state of research on diversity. 11.6 Curriculum Challenges Where curriculum reconfiguration is taking place, the emphasis is placed on making it more relevant to the labour market without the necessary attention to issues of race, gender and broader socio-political awareness. Where diversity modules have been introduced into the curriculum, this is generally done in an “add-on” manner, and rather marginal to the main curriculum. The notion that bringing diversity into the curriculum does not just improve political correctness, but can strengthen scholarship, is not widespread. 11.7 South African Campus Diversity: Way Forward Institutions are slowly but steadily redirecting their student bodies and their staff to reflect the demographics of South African society. There is an increasing awareness about addressing the social imbalances inherited from apartheid and being responsive to wider social needs of the country. Different strategies are being put in place to address issues of difference, language and identity, curriculum, teaching and learning practices, social antagonism, divisive attitudes and other social illnesses on campuses. The need for

38

reconfiguring programme offerings to meet new social and policy challenges has been put on the agenda and in many cases the process is already underway. While incipient and very often divorced from campus diversity issues, diversity scholarship has become a reality. An important body of knowledge around diversity issues is being generated. Although fragmented, uncoordinated and very often operating on the margins of the system, these and other related initiatives have gained a wide space in South African higher education. Their future will now depend on the ability and vision of the leadership to embrace them as part of the mainstream responsibility of their institutions, a central part of what higher education institutions stand for.

39

AAAPPPPPPEEENNNDDDIIIXXX AAA RESPONDENTS TO CAMPUS DIVERSITY QUESTIONNAIRE UNIVERSITIES INSTITUTION NAME POSITION University of Cape Town

Thandi Lewin Mike Watermeyer

Transformation Officer Director: Disability Unit

University of Natal Prof Ahmed Bawa DVC: Academic University of the Orange Free State

Billyboy Ramahlele Office of the Dean: Transformation and Student Affairs

University of Port Elizabeth

Khaya Matiso Brett Botha

Dean: Student Services Manager: HR Systems & Development

University of Potchefstroom

Prof. PJJS Potgieter Dean: Student Affairs

University of Pretoria Dr Dawie Marais Christine Williams Mr E Moraka

Acting Registrar: Academic Head: Employment Equity Student Support Division

Rand Afrikaans University

Nita van den Berg Prof. F de Jager

Ass Director: Student Affairs Dean of Student Affairs

Rhodes University Rev Dr Iain L’Ange Ass Dean of Students University of Stellenbosch

Stanley Uys

Marketing & Communication

University of Witwatersrand

Prof. Leila Patel Deputy Vice Chancellor

University of Zululand

Mandla Hlongwane Director: Centre Guidance and Counselling

TECHNIKONS INSTITUTION NAME POSITION M. L. Sultan Technikon

Martin Mandew Ass VC: Student Services

Natal Technikon Gops Chetty Exec Ass to Vice Chancellor Technikon Northern Gauteng

Mrs M S. Mukhola Acting: Academic Vice Principal

Technikon N/West Titos Khalo Public Man &Administration Penninsula Technikon

Prof J.A. Tromp Vice-Rector: Academic

Port ElizabethTechnikon

TH Soga Student Affairs

Pretoria Technikon Jaque Liebenberg Head: Labour Relations

40

SCHEDULE OF FIELD WORK VISITS INSTITUTION NAME POSITION ML SULTAN TECHNIKON

Dr Martin Mandew Dr Jacobeth Ntsebe Thabede

Ass Vice Chancellor Student Services. Dean: Academic Development:

UNIVERSITY OF ZULULAND

Mandla Hlongwane Dr John Boughey Andries Visagie Kanki Ngcongwane

Director, Centre for Guidance and Counselling Head, Academic Development Chairperson, Intercultural Communication Working Group Director, Human Resources

UNIVERSITY OF STELLENBOSCH

Sunley Uys Piet du Plessis Dr Ludolf Botha Dr Rolf Stumpf Wynoma Michaels

Marketing and Communication Chief Director: Student Affairs Director: Academic Support Vice Rector SRC: President

PENINSULA TECHNIKON

Shirley Levendahl Head: Co-operative Education Chair: Equity and Staff Development committees.

UNIVERSITY OF CAPE TOWN

Thandi Lewin Sue Folb Ian Scott Miriam Hoosan Frank Molteno Edwina Goliath

Transformation Officer Senior Residence Development Officer Director: Academic Support Employment Equity Officer Manager: Employment Equity and Recruitment Head: Student Affairs Secretariat.

UNIVERSITY OF PRETORIA

Dawie Marais Christine Williams Prof. J van Zyl

Acting Registrar: Academic Head: Employment Equity Vice Chancellor

FORD FOUNDATION

Richard Fehnel Office for Southern Africa

41

AAPPPPEENNDDIIXX BB NATIONAL DEMOGRAPHICS: Staff and Student Profile 1. STUDENT PROFILE Head count enrolments by population group The graph below shows that major changes have occurred in African and white student enrolments in universities and technikons between 1993 and 1999. African student enrolments increased from 191 000 in 1993 to 332 000 in 1999, an increase over the period of 141 000 (or 74%). In marked contrast, white student enrolments in universities and technikons fell by 60 000 (or 27%) in 1999 compared to 1993. The rapid change in the number and proportion of African students in the system has not occurred evenly across all subsectors of the university plus technikon sector. African student enrolments in historically black universities fell by 7 000 (or 9%) in 1999 compared to 1993, but rose by 22 000 (or 140%) in historically black technikons in 1999 compared to 1993. African student enrolments in historically white Afrikaans universities grew by 56 000 (or 1117%) in 1999 compared to 1993. The increase in historically white English universities was 10 000 (or 94%) over this period. African student enrolments at UNISA fell by 6 000 (or 11%) over this period, but increased by 28 000 at Technikon SA. Figure 1: Percentage distribution of the head count enrolment by population group

40%

58% 59%

7%

7% 7%

47%

31% 29%

5% 5%

6%

0%

20%

40%

60%

80%

100%

White 47% 31% 29%Indian 7% 7% 7%Coloured 6% 5% 5%African 40% 58% 59%

1993 1997 1999

42

The effects of these different enrolment growths in the historically black institutions (HBIs), the historically white institutions (HWIs), and the distance education institutions (UNISA and Technikon SA) are summed up in the graph below: Figure 2 Distribution of African students by subsector These changes, particularly in the overall proportions of black students, are signs of equity improvements in the higher education system. However, the same comments made in the section on gender apply: the system will be an equitable one only if African students are spread equally across programmes and only if their performances within programmes matches that of other students. More work is needed before firm conclusions can be drawn about population group equity within the higher education system. One sign that inequities still exist within the system is that large proportions of African students are clustered in distance education programmes (most of which are in the humanities) within historically white universities. Head count enrolments according to gender The graph below shows that female student enrolments grew sharply up to 1997 and then levelled off between 1997 and 1999. The total increase in female enrolments in 1999 compared to 1993 was 89 000 (or 44%). Male enrolments reached a peak of 305 000 in 1995 and remained level for 3

49%

13%

38%

28%

39%

33%

0%

10%

20%

30%

40%

50%

60%

1993 49% 13% 38%1999 33% 39% 28%

HBIs HWIs UNISA/Tech SA

43

years, but then dipped sharply in 1999 to 273 000. The decline in male enrolments in 1999 from the 1995 total was 32 000 (or 10%). The 1999 enrolment of male students compared to that of 1993 was only 2 000 (or 1%) higher. Figure 3 Head count enrolments by gender (Thousands) The effect of this has been a major shift in the proportion of female higher education students; from 43% in the system in 1993 to 52% in 1999. Gender equity in this broad sense improved considerably over the time period 1993 – 1999. It is not however clear that female enrolment within all programmes improved over time. Experience has been that female enrolments have been clustered in humanities programmes, and that female students are seriously under–represented in programmes in science, engineering and technology and in programmes in business and commerce. Further, work is needed to check whether the overall improvement in gender equity has been matched by equity improvements within all programmes. While participation rate has not increased from 1993 to 1994, it has certainly broadened. A sobering question is whether the re-composition has happened because of affirmative action policies, or is it largely due to filling the vacuum left by whites who left the system? 2. STAFF PROFILE The figure below shows the proportion of academic staff by race for universities and technikons and highlights the fact that very little has changed

202

262

291

271

305

273296

300

150

200

250

300

350

Male 202 262 296 291Female 271 305 300 273

1993 1995 1997 1999

44

over the past five years. As a result, university and technikon staff as a whole are still overwhelmingly dominated by whites. Figure 4: Changes in the Proportion of Academic Staff by Race, 1993 and 1998 Universities Technikons Source: SAPSE; Bunting (1998). 1998 SAPSE figures are provisional. No

data

Available for the Universities of North West, and Transkei and for Border, Eastern Cape and North West technikons.

Overall, the proportion of African academic staff at universities increased from 7% to 12% and more noticeably at technikons from 2% to 14%. Correspondingly, the proportion of white academics decreased over this period from 87% to 80% at universities and more markedly from 88% to 72% at technikons. There were slight increases in the proportion of Coloured and Indian academics over this period. In relation to the population as a whole, White and Indian academics remain over-represented, while coloured and African academic are under-represented, severely in the case of the latter. The imprint of apartheid is clearly evident in the fact that the composition of staff was still strongly determined along racial lines within the historical institutional types.

0%

10%20%

30%40%

50%

60%70%

80%90%

African Coloured Indian White

19931998

0%

10%20%

30%40%

50%

60%70%

80%90%

African Coloured Indian White

19931998

45

Figure 5: Proportion of University Academic Staff by Institutional Type and Race, 1998 Source: SAPSE; Bunting (1998). 1998 figures are provisional. No data

available for North West, and Transkei. Institutional types are as follows: African HDUs: Fort Hare, North, Venda, Zululand; Non-African HDUs: UWC, UDW; Special purpose HDUs: Medunsa, Vista.

The historically advantaged universities (HAUs) remain overwhelmingly dominated by white academics, who constituted 93% of the total at HAUs and 87% at Unisa in 1998. This was especially so at the Afrikaans institutions, where black (African, Coloured and Indian) academics together constituted under 3% of the total in 1998 and where very little change of the staff body has been evident in the past five years. The situation was only marginally better at the English HAUs, where the proportion of African academics grew from 4% in 1993 to 7% and where white academics still constituted 87% of the total in 1998 – a slight decrease from 91% in 1993. A very rapid rise in the proportion of African academics occurred at the historically disadvantaged technikons (HDTs) from 17% in 1993 to 49% in 1998. Correspondingly, the proportion of white academics dropped from 80% to 41% over this period. An even greater concentration of Coloured and Indian academics is also evident in the non-African HDTs than at the corresponding universities. As a result of increases in the proportion of African academics at the historically advantaged technikons (HATs) from 1% to 6%, and more dramatically from 1% to 12% at Technikon South Africa (TSA), the proportion of white academic staff at the HATs dropped from 98% to 90% and from 95% to 81% at TSA. Nonetheless, White academics remained dominant in these institutions. The lack of change in the academic staff complement is in stark contrast to the rapid changes in the race and gender composition of students over the last few years. The disjuncture between this highly unequal and unchanging staff composition and the rapidly changing student body is very noticeable. The growing difference in the racial profiles of students and academic staff are most evident at the historically advantaged institutions.

0%10%20%30%40%50%60%70%80%90%

100%

African HDU Non-AfricanHDU

SpecialPurpose

HDU

AfrikaansHAU

English HAU Unisa

WhiteIndianColouredAfrican

46

Figure 6: Comparative Proportion of Student and Academic Staff at Historically Advantaged Universities by Race, 1998

Source: Provisional SAPSE figures (1998). Whites (who made up less than half the total staff at both universities and technikons) dominated the professional categories, which includes executive management and academics. In this category, Whites comprised 76% of the total and Africans 15%. Correspondingly, white made up only 29% of non-professional staff, while the majority (52%) in this category were African. Women staff made up 38% of professional staff, but were in the majority (51%) in the non-professional category. This indicates a strongly gendered division of academic labour, in which women were concentrated in non-professional administrative positions and in the specialist support category, which includes librarians. Correspondingly, within the professional category, women were highly under-represented in the key sub-categories of executive/administrative/managerial staff and academic staff. Despite their overall under-representation in universities, the proportion of women academics 2 has consistently grown across all institutional types over the last six years. The increase in the overall proportion of women academics was accompanied by a growth in the absolute numbers of men, but the rate of increase of the latter was far lower. The proportion of women academics in the universities rose from 30% in 1992 to 35% in 1998. Over this period, the proportion of women academics at the HDUs rose fairly rapidly from 32% to 37%. Quite substantial increases occurred in some HDUs, mainly at the African institutions. A gradual increase 2 Note that these figures relate to permanent academic staff. No data for contract staff by gender and race are available. The analysis of short-term (such as under one year) contract staff is likely to reveal further disadvantages for women. Women may well be increasingly employed on a temporary basis as part of cost-saving and even equity employment measures, with negative implications for their conditions of service and for their academic and career advancement. But it may also obscure changing employment trends.

0 %1 0 %2 0 %3 0 %4 0 %5 0 %6 0 %7 0 %8 0 %9 0 %

1 0 0 %

H A Us S t ud e nts H A Us S ta f f

A fr ica nC o lo ure dInd ia nW hite

47

in the proportion of women academics was also evident at the HAUs (from 26% in 1992 to 32% in 1998). The lack of change at some individual HAUs, indicates the difficulty of recruiting and retaining women academics even at institutions which have made concerted efforts in this regard. While these are encouraging trends, they must, however, be analysed and disaggregated in terms of the rank, highest qualifications and the fields of study 3 in order to reveal underlying gender inequalities. If women continue to be employed in fields traditionally associated with them, at the lower ranks and with poorer qualifications, then the growth trends in the number of women academics do not represent equity gains. On the contrary, they reinforce existing inequalities. This is likely to be the case at the African HDUs, where the increase in the proportion of women academics was high. As is evident, male academics clearly dominated the senior and middle ranks, forming 90% of all professors as well as significantly higher proportions of associate professors and senior lecturers. By contrast, only 45% of junior lecturers were men. Correspondingly, at the lecturer level, the proportion of men and women academics were almost equal, while women were in the majority in the junior lecturer and in the lowest rank. Figure 7: University Academic Staff by Rank and Gender, 1997 Source: SAPSE (1997)

3 No recent data is available in the latter two fields.

0

500

1000

1500

2000

Pro

fess

or

Ass

ocia

teP

rofe

ssor

Sen

ior

Lect

urer

Lect

urer

Juni

orLe

ctur

er

Bel

ow a

ndun

desi

gnat

ed

MenWomen

48

AAPPPPEENNDDIIXX CC INSTITUTIONAL AND ORGANISATIONAL RESPONSES TO DIVERSITY ISSUES UNIVERSITIES UNIVERSITY OF CAPE TOWN Name Nature Location Leader Mission Statement

University Vision Document University Executive and all University Departments and Faculties

Developed by the University Transformation Forum, and adopted by the University Council in 1996

Strategic Planning Framework

Planning Document which elaborates UCT's vision to be a "World Class African University", and makes systemic choices about niche, shape, size, key skills and collaboration, while defining strategic directions for each key process within the University

Office of the Senior Deputy Vice-Chancellor (SDVC); Planning Unit

SDVC,[Professor W Gevers], Head: Planning Unit [Ms Erica Gillard], Head: Physical Planning Unit [Mr Geoff De Wet], Strategic Planning Committee (SPC), chaired by the Vice-Chancellor, Dr. Mamphela Ramphele

Academic Planning Framework

Planning Document which defines criteria for strength in academic programmes

Office of the SDVC, Academic Planning Unit.

SDVC [Professor W Gevers], Head: Academic Planning Unit [Ms Erica Gillard], Academic Programmes Working Group (APWG), sub-committee of the SPC.

Admissions Policy University Policy: student recruitment The Admissions Policy is designed to identify both:

Faculties, Recruitment and Enrolment Management Office (REMO).

Faculty Deans [Professor Wilmot James, Professor Cyril O'Connor, Professor Hugh Corder, Professor Nicky Padayachee, Professor Daya Reddy, Professor Brian Kantor,] and Faculty Officers, Director of REMO [Ms Tina Barsby]

49

(1) The most able applicants, irrespective of colour, gender or educational background, as measured by their prior educational performance at school or at another tertiary educational institution;

(2) Applicants from those sectors of the educational system which have not provided adequate opportunity for the students to demonstrate their ability to succeed but who are assessed as having the ability to succeed in a particular academic programme.

Student Housing Policy

University Policy: student recruitment

Student Housing Department, Student Development and Services Department (SDSD), Recruitment and Enrolment Management Office (REMO).

Deputy Vice-Chancellor (Student Affairs) [Professor Martin West], Dean of Students [Dr. Neo Mathabe], Director of Student Housing [Mr Ian Macintosh], REMO Director [Ms Tina Barsby], Admissions Working Group (AWG), sub-committee of the SPC, Residences Committee.

Financial Aid Policy

University policy: student recruitment

Undergraduate Financial Aid Office (UFAO), Student Development and Services Department (SDSD), REMO.

DVC (Student Affairs) [Professor Martin West], Head: UFAO [Ms Judy Fuller], Dean of Students [Dr. Neo Mathabe].

Student Learning Centres

Unit of the Student Development and Services Department focusing on student development.

Student Development and Services Department (SDSD).

DVC (Student Affairs) [Professor Martin West], Dean of Students [Dr. Neo Mathabe], Director of Student

50

The Student Learning Centres attempt offer access to computer services and a comfortable study environment to large numbers of students on different parts of campus.

Learning Centres [Mr Stephen Langtry]

Centre for Higher Education Development: incorporating Academic Development Programme (and Alternative Admissions Research Project), Careers Office, Writing Centre, Professional Communications Unit, Multimedia Education Group

Cross-Faculty Unit contributing to the goals of widening access, promoting excellence through equity, developing the curriculum in partnership with faculties, enhancing the competence of graduates by ensuring the provision of key skills and abilities, and enabling systemic improvement through the research-led development of informed policy options.

Centre for Higher Education Development (CHED)

Dean of Higher Education Development [Professor Martin Hall].

Academic Development Programme (ADP)

Inter-faculty Academic Unit: student access and development. Provides specialised educational functions that complement the faculties' expertise. Offers the most effective and cost-efficient means of enabling the university to meet key strategic goals relating to access, equity, key skills, and catering

Academic Development Programme, Centre for Higher Education Development.

Dean of Higher Education Development [Professor Martin Hall], Director of ADP [Associate Professor Ian Scott], Deputy Director ADP [Ms Nan Yeld].

51

successfully for a diverse student intake. To this end, the ADP bears responsibility for providing, across all faculties, specialised and developmental teaching service, including the design and implementation of foundational courses and courses in key skill of numeracy, language development and computer literacy, and professional assistance with programme development and course design.

Alternative Admissions Research Project (AARP)

Project based in Academic Development Programme: student access and recruitment Identifies students with the aptitude to succeed despite the burden of prior educational disadvantage. A student testing and placement service for undergraduate enrolments.

Academic Development Programme, Centre for Higher Education Development.

Dean of Higher Education Development [Professor Martin Hall], Director of ADP [Associate Professor Ian Scott], Deputy Director of the ADP [Ms Nan Yeld]

Recruitment and Enrolment Management Office (REMO)

Unit responsible for overall student admissions: student access and recruitment.

Student Development and Services Department (SDSD)

DVC (Student Affairs) [Professor Martin West], Dean of Students [Dr. Neo Mathabe], REMO Director [Ms Tina Barsby]

Lifeskills Programme- Student Development and Services

Curriculum development Initiative: Diversity This programme has involved

Student Development and Services Department (SDSD)

Dean of Students [Dr. Neo Mathabe], Head of Student Advice and Development Centre (SADC) [Ms Cily Tabane].

52

Department

integrating lifeskills workshops into the academic programme, and has so far been piloted in two faculties.

Student Advice and Development Centre

Guidance and counselling unit SADC has a special focus on the needs of black and women students, and students from disadvantaged backgrounds.

Student Development and Services Department (SDSD)

Dean of Students [Dr. Neo Mathabe], Head of SADC [Ms Cily Tabane].

Job Opportunities Bureau (JOB)

Job placement bureau: student development and support. JOB provides access to employment for students on the financial aid scheme, who need to supplement their financial aid packages, and provides valuable access to work experience opportunities for all students.

Student Development and Services Department (SDSD)

Dean of Students [Professor Neo Mathabe], Head of Job Opportunities Bureau [Ms Zandile Ngcobo]

Vacation Research and Training Programme (VRT)

Academic Internship Programme: student development The VRT aims to integrate black students from historically disadvantaged educational backgrounds into the academic life of the University, by involving them in research-orientated projects during vacations, as part of their academic development. It also provides opportunities for black students from

Job Opportunities Bureau, Student Development and Services Department.

Dean of Students [Dr. Neo Mathabe], Head: JOB [Ms Zandile Ngcobo], Coordinator: VRT [Mr Phumlani Ndaba].

53

economically disadvantaged backgrounds to earn money that could be used to supplement their family contribution, bursaries or loans towards their academic and residence fees at UCT.

Disability Unit Unit focusing on a number of projects which address prejudice against disabled people on campus, and support access and development opportunities to support disabled students and staff at UCT.

Disability Unit, Student Development and Services Department.

DVC Student Affairs [Professor Martin West], Dean of Students [Dr. Neo Mathabe], Head of Disability Unit [Mr Mike Watermeyer]

African Gender Institute

Unit focusing on gender equity issues by contributing towards policy development, institutional transformation, and courses and academic programmes focusing on gender.

Faculty of Humanities Dean of Faculty of Humanities [Professor Wilmot James], Chair of Gender Studies [Professor Amina Mama]

Code of Values

Policy development: campus climate and institutional culture

Transformation Office DVC (Transformation and Human Resources) [Professor Dan Ncayiyana], Transformation Officer [Ms Thandi Lewin], Institutional Culture Working Group, Institutional Forum.

SHARPSS: Sexual Harassment Prevention and Support Service

Sexual harassment counselling service, as well as education and awareness programme: campus climate

Transformation Office DVC (Transformation and Human Resources) [Professor Dan Ncayiyana], Transformation Officer [Ms Thandi Lewin], Volunteer counsellors and members who are

54

SHARPSS is a volunteer group of staff and students committed to making UCT a safe and comfortable environment for all students and staff, by addressing sexual harassment on campus through prevention and support programmes.

members of staff and students at the University.

Institutional Culture Working Group (ICWG)

Advisory committee to the Institutional Forum: institutional culture

Transformation Office DVC (Transformation and Human Resources) [Professor Dan Ncayiyana], Transformation Officer [Ms Thandi Lewin], members of the working group.

Employment Equity Policy

University policy: staff recruitment , selection and development

Employment Equity Unit (EEU) -located originally in the office of a Deputy Vice Chancellor (DVC); located currently in the Human Resource Management (HRM) Department

Deputy Vice Chancellor (DVC) [Professor Dan Ncayiyana], Employment Equity and Recruitment Manager [Frank Molteno], Director: HR [Ms Joy Fish]. Structure with most direct responsibility: Vice Chancellor's Employment Equity Review Group, comprising 2 DVCs, Director: HR, EE and Recruitment Manager and EE Officer.

Recruitment and Selection Policy and Procedures

University Policy: staff recruitment and selection

HRM Department and specifically Staff Recruitment Office.

DVC (HR and Transformation) [Professor Dan Ncayiyana], Director: HR [Ms Joy Fish], EE and Recruitment Manager [Mr Frank Molteno], and Head, Staff Recruitment Office [Ms Bridget

55

Grant].

Policy on Sexual Harassment

University policy: Campus climate

Transformation Office DVC (HR and Transformation) [Professor Dan Ncayiyana], and Transformation Officer [Ms Thandi Lewin].

Policy on Racism and Racial Harassment

University policy: campus climate Transformation Office in the Office of the DVC (Transformation)

DVC (HR and Transformation) [Professor Dan Ncayiyana] and Transformation Officer [Ms Thandi Lewin].

Policy on HIV Infection and Aids

University policy: campus climate Student Health Service, Student Development and Services Department

Dean of Students [Professor Neo Mathabe], Director of Student Health Service [Dr. Kevin Gough], HIV/AIDS Educator [Ms Cal Volks].

Academic Staff Development Policy

University policy: staff development Office of the Deputy Vice Chancellor (Research)

DVC Research [Professor John Martin]

Academic Equity Post Programme

Staff recruitment/staff development This programme has two components, both of which are funded from a central Employment Equity Fund: (1) Contract development posts for the recruitment of high-potential candidates in the academic staff sector, who are black and/or women South Africans, with a view to their gaining the additional teaching experience, knowledge, opportunity to publish or qualifications which they need in order to compete successfully

EEU DVC (Research) [Professor John Martin] and EE and Recruitment Manager [Mr Frank Molteno].

56

for permanent posts; (2) Strategic appointments for the recruitment of already well established, black/women academics for whom there is no existing post immediately available.

Administrative Internship Programme (AIP)

Staff recruitment/staff development The AIP is for the recruitment to entry-level administrative posts of young, black university graduates with little or no employment experience but with the potential to move up into the senior ranks of the University administration. After 9 months they are given preference for suitable posts at the appropriate level. The intention is that if an intern successfully completes her/his 18-month internship, s/he will be appointed to a permanent post even though this cannot be guaranteed.

Staff Development and Training Office, HRM Department.

Director of HR [Ms Joy Fish] and Coordinator: Development Programmes [Ms Dikeledi Teiso].

Temporary Employment Bureau (TEMBU)

Staff recruitment/staff development TEMBU is a mechanism for the recruitment and development of, in particular, black candidates to mainly clerical and secretarial posts. To address the particularly acute under-representation of African secretaries,

Tembu, HRM Department The Employment Equity and Recruitment Manager [Mr Frank Molteno] and the Manager, Tembu [Ms Gita Valodia]

57

Tembu runs a Secretarial Internship Programme. This is a 6-month training and development programme to provide African candidates with the opportunity to enhance their generic secretarial skills while gaining UCT-specific knowledge and skills.

International Development Opportunities

Staff Development A programme of opportunities for junior staff to spend short periods at leading universities abroad to gain international experience in research, teaching and administration.

DVC (Research) DVC (Research) [Professor John Martin], together with the Director, International Academic Programmes Office [Ms Lesley Shackleton], Postgraduate Scholarships Office [Ms Linda Vranas and Mr Vuyani Maneli], and Employment Equity and Recruitment Manager [Mr Frank Molteno].

Joint Consultative Forum on Employment Equity

Consultation on employment equity: analysis, policy development, strategies and plans

EEU, HRM Department Employment Equity and Recruitment Manager [Mr Frank Molteno], Employment Equity Officer [Ms Miriam Hoosain].

Employment Equity Network

Employment Equity promotion EEU and HRM Department Employment Equity and Recruitment Manager [Mr Frank Molteno] and Employment Equity Officer [Ms Miriam Hoosain]

58

UNIVERSITY OF NATAL Name Nature Location Leader Transformation Office Institution building. Exercises, workshops involving

staff and students Office of the DVC Students and transformation

Prof. Ngara

Unilever Centre for Comparative and Applied Ethics

Modules offered to first years as part of core module. Semester course in Ethics studies, BA, BsocSc, LLb. Modules in coursework masters degrees. Seminar series for staff.

Independent unit. Human Sciences.

Prof. Martin Prozesky

Language, Text and Context

Core curriculum for Human Sciences. Mixed mode intensive teaching and tutorials . Multidisciplinary.

Faculty of Human Sciences Dbn

Prof. Michael Chapman

Centre for Government and Policy Studies

Integrated student placement programme in local government offices and projects. Part of academic requirement.

Dpt of Political Studies PMB

Prof. Ralph Lawrence

Centre for Gender Studies

Undergraduate and Post graduate programmes. Faculty of Human Sciences Prof. Dearbhal ni Charthaigh

Service Learning Centre

Community Partnership Service Learning Programme

Faculty of Community and Development disciplines.

Prof. Sean Jones

Diversity and Social Justice

Integrated into Legal Studies programme. Faculty of Law Prof. Allen Rycroft

59

UNIVERSITY OF THE ORANGE FREE STATE Name Nature Location Leader MK Committee Faculty MK Committees SRC: Strategic Programmes and SRC: Culture Portfolios Broad Transformation Forum and the Student Transformation Forum Career Preparation Programme Academic Staff Development

Multicultural Committee Multicultural Committee Programmes on cultural sensitivity Transformational issues, diversity and policy development Admission access, Bridging and Career Guidance Academic Planning, Programming, Teaching and Learning

Office of the Vice - Rector All academic faculties Student Representative Council Office of the Dean Transformation and Student Affairs Bureau for Academic Support Academic

Prof. B. Khotseng Deans of faculties Ms. M. Sorour Prof. T. Verschoor and Mr. B. Ramahlele Prof. A.H. Strydom Prof. S. Steyn Prof. K. Venter Ms. A. Sharp Prof. M.M. Nel

60

UNIVERSITY OF PORT ELIZABETH Name Nature Location Leader UPEAB Student access and bridging programme Academic Development Prof. A

Havenga

Human Resources

Staff recruitment Human resources Mr G Zide

HR Training Unit

Cultural competence programmes and public forums. Revamped selection process. Coaching process for new staff for accelerated integration aimed at performance and social integration. Team building for middle management Employee development programme for service workers which leads to university entrance . A loan scheme allows study at any accredited training institution.

Human Resources: Systems and Development

Brett Botha HR Manager

Policy Language Policy unknown (off net)

Centre for Eastern Cape Studies Institute for the Study and Resolution of Conflict Centre for Organisational and Academic Development

Leadership training and development

Student training and development programme Student Services Mr S Javu

Diversity Training Student programme Student Services Ms T Mkwanazi

61

POTCHEFSTROOM UNIVERSITY FOR CHRISTIAN HIGHER EDUCATION Name Nature Location Leader SRC Constitution

Developing through negotiation a new inclusive and legitimate constitution reflecting and accommodating diversity.

SRC Dean of Students Registrar

SRC Chair: Leon van Rensburg

Hotel culture Re-evaluating and reforming hostel cultures on the basis of diversity trends and the value system of the University.

Dean of Students Hostel Management Committee

Dean of Students Chair: Hostel Council

PUK serenaders A university choir for African traditional music Cultural office Mr HP Butow

Annual Arts Talent contest

Special category for traditional African music Cultural office SRC cultural committee

Mr HP Butow

Bursaries

Special bursaries for African students participating in Arts and Cultural programmes and events.

Cultural office Mr HP Butow

62

UNIVERSITY OF PRETORIA Name Nature Location Leader University policy: A range of policies negotiated with the Broad Transformation Forum

Interim Policies on : Equality, Employment, equity and Diversity. Sexual harassment. Discrimination Racial Harassment. Note policies are “interim” to enable them to be responsive to developments in legislation.

Office of the Executive Director

Prof. June D Sinclair

Staff recruitment and development: diversity creation funds

Allocation of very substantial funds to enable academic and support line managers to appoint staff with potential, into diversity creation positions with a view to accommodating them in the permanent post structure when adequately prepared.

Office of the Deputy Vice Rector

Prof. CR de Beer

Staff recruitment and development: The introduction of a performance management system.

This is in an early stage of implementation, but when fully in place will give the line managers the tools to optimally develop staff to perform consistently with University and faulty/support unit strategies. More specifically since it will require line managers to jointly set development objectives with their staff, it will ensure that staff from disadvantaged groups, whether appointed on diversity funds or to the established staff structures, get optimal development opportunities.

Office of the Executive Director

Prof. J Sinclair

Expanded student access: The introduction of telematic education

Telematic education is now a decidedly mainstream delivery mode at the University. It is the mode chosen by some 26 000 students(most of whom are from disadvantaged groups) , because it enables them to study without restrictions and financial burden imposed by traditional contact education. Cutting edge information technology renders geographical boundaries irrelevant and affords quality education to learners who are unable to study on a full time basis.

Telematic Education

Prof. Boon-Director

Expanded student The university accredits a range of diplomas and certificates offered by Faculties and Deans and

63

Access: partnership with National Private Colleges and Damelin Education Group. Dual access routes are offered.

National Private Colleges and Damelin Education Group, thus enabling underprepared students to prepare more fully for study at the University while accumulating credits towards a degree. Either matriculation results or admission testing.

Registrar’s office

Mr D Marais

Expanded student access: scholarships, bursaries and loans

50% of all funds for students financing are allocated to black residential students, who comprise 30% of all residential students.

Register’s Office

Dr S Mataboge

Campus climate for students:

Committees representatives of all cultural groups within respective residences have been created to advise democratically elected but not always representative, Hose Committees I order to ensure involvement in all cultural groups in residence activities. Residences are moving toward all official communication being in two languages. Orientation of first year students is now regulated by a Committee comprising staff members of Student Affairs Division, student leaders in residences and SRC members. The intention is to guard against activities that might violate the Bill of Student Rights.

Student Support Office

E Moraka

Curriculum/programme development

Senate committee is currently approving radical revision of all academic programmes in response to SAQA requirements and diversity considerations. Most course and degrees are offered in both English and Afrikaans.

Office of Vice Rectors/Principals Academic

Profs T Erasmus and CR de Beer.

Hostel Facilities Programme in place to ensure profile of residence students reflects the demographics

Registrar Dr D Marais

64

RAND AFRIKAANS UNIVERSITY Name Nature Location Leader Academic Affairs Academic admission programme based on testing

learning potential. Learning Centre offering support and life skills programmes.

Bureau for Student Services Dr Deon van der Merwe

Ensuring that the university curriculum conforms to national policies of higher education and in doing so provides for diversity.

Unit for Higher Education Policy

Dr Gerrie Jacobs

Sport Agreement with Kaizer Chiefs to enhance the prominance of football on campus. Sports development programme in co-operation with the Community Development office

Culture

Establishment of choir focussing on African music. Providing for diversity in various music and word art programmes presented by cultural office

Cultural Office Rita van der Heever

Staff

Development and presentation of educational programmes for administrative staffs.

Personnel Division Willie de Wet

Programmes for academic staff Bureau for Education Prof. Neels Fourie Religion

Accommodating measures for students of diverse religious conviction with regard to religious holidays. Support to various religious societies with regard to providing office space, IT, telephone, fax

Registrar Academic Dean of Students

Prof. Paul von Staden Prof. Frederick de Jager

Student Affairs

Appointment of staff to address issues of transformation and student support. Student activities: initiatives by the SRC and other student bodies eg Aids awareness, adult education programmes, community outreach, RAUkiefund, Rag

Dean of Students and SRC Prof. Frederick de Jager

65

RHODES UNIVERSITY Name

Nature Location Leader

Student Services Council

SSC is a subcommittee of Senate composed of staff(50%) and students (50%)charged with investigating every aspect of student life on campus with a view to making it more user friendly for all students

University admin Chair: Dean of Students Dr M Motara

Aids Policy Formulation

Established to compile a comprehensive Aids policy for campus. Staff and students

University Admin Student Adviser Mr M Rainer

Human resources development Manager

New post created to address equity issues and implementation of equity requirements on campus. Also responsible for dealing with harassment complaints from staff.

Admin (Personnel Division)

Ms S Fischer

Anti-harassment New responsibility assumed recently by Student Services (education, reporting, counselling, network, appropriate action etc)

Admin: Student Services

Ass Dean of Students Dr I L’Ange

Curriculum Transformation

Appraisal of curriculum

Academic Development Centre

Director: Ms C Boughey

Wardens Workshop Forum

Workshops and forum to address issues of gender, race etc amongst residence staff.

Uni Admin Dean of Students

66

UNIVERSITY OF STELLENBOSCH a) Academic development programmes b) Student access as well as bridging and foundation programmes c) Located within the Division for Academic Development Programmes d) Dr Jon Swanepoel (Director: Division for Academic Development

Programmes) a) Committee for the Management of Multiculturalism b) The forum is representative of all interest groups on campus c) Centre for Student Counselling d) Mr.R van der Westhuizen (Head:Division for Clinical Psychology in the

Centre for Student Counselling) a) Stereotype reduction seminar and other awareness projects b) Seminar for student leaders as well as informative initiatives c) Student Representative Council d) Ms Heidi October (SRC-member: Social Awareness) a) Student Recruitment Programme b) Student Recruitment of historical disadvantaged students c) Student Recruitment Centre d) Mr Leon van den Heever (Head: Student Recruitment) a) Staff Affirmative Action Programme b) Transforming of personnel composition c) Division for Human Resources d) Prof Kobus van Wyk (Chief Director: Human Resources) a) Special Financial Support b) Support initiatives for educationally disadvantaged students c) Student Recruitment Centre d) Mr Leon van den Heever (Head: Student Recruitment) a) Exchange Programmes b) Exchanging students from foreign countries (especially SADC

countries) c) International Office d) Mr Robert Kotze (Head: International Office)

67

UNIVERSITY OF THE WITWATERSRAND Name

Nature

Location

Leader

Employment and Transformation Director

Establishment of Employment Equity and Transformation Office to implement Employment Equity Act and provide support to the institutional Forum

Located in H.R. function initially, but set up to function independently

Dr Wendy Orr Professor Leila Patel

Affirmative Action Policy

Adopted in 1994. To be reviewed in 1999 - 2000 Reports directly to DVC. Part of Equal opportunity programme

Dr Maki Mandela Current above leaders

New Blood and Equal Opportunity Programme

Initiated in 1994 to create opportunities for junior academic staff to be employed and provided with mentorship and coaching programmes.

Academic D V-C Deans of Faculties H.R. (Academic)

Mellon Mentorship Programme

Research Fellowships mentoring Research Office Mr Ian Burns

Staff Training and Development Unit (S.T.D.U.)

Management training -Mentorship training programme -Change management

S.T.D.U. Gail Reiner

Academic Development Support for under-prepared students. Very successful program operative for 14 years

Decentralised to Faculty level

Academic Development Forum

College of Science

Outreach and partnerships

Wits Partnership Project RADMASTE

68

UNIVERSITY OF ZULULAND Name Nature Location Leader Institutional Strategic Planning

Academic restructuring, transformation and programme development

Academic Affairs and Research

Prof TA Dube

Student recruitment (marketing, advertising and public relations).

Communication Science Prof GM Mersham

Applications, admission and registration

Educational Psychology Prof PT Sibaya

Communications procedures Educational Planning and Administration

Prof RV Gabela

Staff development, teaching and learning

Academic Development Dr JD Boughey

Staff recruitment, administrative human resources and systems

Human Resources Mr A Mthembu

Equity Policy Director Human Resources Kanki Ngcongwane

Student development, career counselling, access & retention

Guidance and Counselling Mr MM Hlongwane

Research development and

administration Hydrology Mr B Rawlins

69

TECHNIKONS M L SULTAN TECHNIKON Name Nature Location Leader Policy Framework for Student Services

Vision and focus upon diversity and multi-culturalism

Student Services Assistant DVC (Student Services)

Cultural Office Programmes

2x weeklong programmes in August and September using internal societies and outside groups

Student Services Dpt of Sport and Culture

Cultural officer

African Cultural society Hindu Society Muslim society

Campus-based programme . Students –based annual programmes of action.

Student Societies.

Core curriculum (Semester 1)

Cultural Diversity Module Gender Awareness Module Being piloted in 8 departments

Based in Faculties Faculty facilitators of core curriculum, department based.

Organizational Policy

Equity and Affirmative Action Policy

Human Resources Director

Code of Ethics for Staff Focus on respecting diversity, non-discrimination, respecting difference.

Dean: Academic Development

Voluntary Exit policy

Implementation of Equity policy to facilitate staff diversification.

Human Resources

Women in Engineering

Targeted access programme Linkage programme with US

Department DVC: Academic

70

NATAL TECHNIKON Name Nature Location Leader Equity Policy Staff and student integration Equity Manager Dr Mhlani Curriculum Development:

Teaching and Learning programmes

Ass VP Under-grad studies Prof. Gowe

Student development

Leadership training Sexual orientation

Student Counselling Centre

Student Life programmes

Residence life Assistant Registrar: Student Services

Jabu Masebuko

TECHNIKON NORTHERN GAUTENG Managing Diversity project.

Staff development and research project.

Workshop to be conducted to facilitate insight into diversity and to conduct research about this at TNG.

Establishment of Directorate: Academic Development

71

TECHNIKON NORTH WEST Name Nature Location Leader HEDU

Student Access Programme Academic Development Centre in collaboration with Technikon Northern Gauteng.

Mr J Makete(sp) Co-ordinator

Induction Programme Staff and student development programme Academic Development Centre

Mr J Makete

Diversity Programme Campus Climate ADC in collaboration with Pretoria Technikon

Mr J Makete Co-ordinator

Institutional research Initiative

Research Research Division Dr Bredenkamp

World of Work Student outreach programme/service Co-operative Education Centre

Mr C Moore

PENINSULA TECHNIKON Name Nature Location Leader Vision Statement and Strategic planning process

Vision emphasizes non-racism and non-sexism. Strategic planning process and Three Year Plan. Equity and Diversity part of all core institutional objectives: student access, staff development, research, student success and development, quality, science and technology.

Strategic Planning Office Mr David Bleazard, Head: Strategic Planning and Management.

Vice Chancellor Prof. Brian Figaji

Staff Development Policy

Dedicated institutional budget plus donor funding. Staff Development Committee Staff recruitment, equity and development plan.

Human Resources Secretariat: Human Resources

72

Teaching Methods Adjust teaching methods to accommodate diverse students

Faculties Deans

Employment Policies

Recruitment, selection and appointment of Africans and women. Sexual Harassment Policy

Deans and Admin Heads Vice Chancellor

Multicultural Leadership Foundation Course

9 day course. Building self esteem Identifying racism, sexism, and homophobia. Exploring the impact of prejudice and discrimination Leadership training and role of student governance. Developing a code of ethics for leaders. Building a human rights culture.

Student Counseling, Health and Development.

Head: Abie De Villiers

Employment Equity

Employment Equity Committee Draft Equity Discussion Document Anti-bias Workshop, Gender workshop, Equity Workshop

Human Resources Chair: Shirley Levendahl.

Co-operative Education

Co-operative Education Unit Head: Shirley Levendahl

73

PORT ELIZABETH TECHNIKON Name Nature Location Leader Special admissions programme

Students not meeting criteria for admission to mainstream are assessed (aptitude etc) and recommended for admission if the student has potential.

Student Counselling Dr F Naude

Life Skills Programme

Various life skills programmes are offered to students that address developmental needs etc study skills.

Student Counseling Dr D Smith

Peer Learning Support Programme

Senior students are trained to facilitate the learning of first years in small groups. Dealing with specific subjects, etc Maths accounting.

Student Counseling Ms M de Jager Mr L Sello

Outreach Assisting secondary schools with career guidance resources. Training trainers of peer helpers at secondary and tertiary level.

Student Counseling Dr F Naude Ms B Formo Ms M de Jager

Healthy Lifestyle Programme

Educational campaigns/group discussions on HIV/Aids and Alcohol, drug abuse.

Student Counseling Mrs E Buchanan Mrs B Tokota

Sexual Harassment Policy

Policy development and educational programmes and implementation of policy

Student Counseling and broader Technikon community

Mrs E Buchanan

Peer Help Programme

Students are trained in helping /caring skills and supervised by student counsellors. They help students with personal, career and related problems.

Student Counseling Mrs M de Jager

Diversity training

All students counsellors are trained in stereotype reduction, which is part of the training, offered to peer helpers and others.

Student Counselling Mrs de Jager Mrs Buchanan

Cross-cultural Organising personal contact among students from Department of Student Mr HJ Kemp

74

contact programme (discontinued)

different backgrounds. Development

Diversity Workshops Life skills training Department of Student Development

Mr R Minnie

TECHNIKON PRETORIA NAME NATURE LOCATION LEADER Bureau for Staff Development

Σ Diversity workshop Σ ABE-T Σ Staff Development Σ Curricula

Transformation

Building 4:136 Ms Le Grange Ms M Sebolay Ms M Pretorius

Directorate: Human Resources

Σ Employment Equity Policy

Σ Recruitment, Selection, Placement

Σ Mentoring posts Σ Labour Relations Σ Admin of remuneration

and benefits Σ Ensuring competitive

remuneration and benefit packages

Σ Performance Management and promotion opportunities

Σ Conflict Management

Building 5: 310 Dr Brink Mr Moloantoa Ms Van Heerden Mr J Liebenberg

Student Affairs And Σ Sports development Mr J van der Watt

75

Support Services

Σ Student Leadership Σ Life Skills Σ TEFSA Bursaries Σ Access of students

Mr C Croucamp

Corporate Relations Σ Broad Transformation

Forum Building 5:210 Prof R Uys

All Faculties and Advisory Committees

Σ Bridging programmes Σ Short courses Σ Certificate courses Σ B.T Σ Compliance towards

the National Qualification Framework (NQF)

TECHNIKON RSA Name Nature Location AA Policy AA appointments HR Sexual Harassment HR Equity Committee All inclusive stakeholders Staff Development Policy HR NQF Steering Committee All inclusive Implementation of Statutes To facilitate restructuring of Council &

Senate Constituting the Institutional Forum

All inclusive, driven by Rectorate

Diversity Steering Commit. Govern Diversity Management prog. All Diversity stakeholders, driven by Rectorate and Council support

76

APPENDIX D

CENTRE FOR HIGHER EDUCATION TRANSFORMATION 15 April 1999

To: DVC / Dean of Students DVC Academic Increasingly the social, educational, cultural, linguistic, religious and racial diversity of South African society is finding expression within our institutions of higher education. Consequently "diversity", "diversity issues" and "diversification" are concepts which have become part of the higher education debate and were given frequent mention in the NCHE document. Most institutions are attempting to respond to these challenges within the context of a transformatory process which impacts on every aspect of academic life from student access and support, staff recruitment and retention, to academic programme development and the social and learning environment on campus. For a number of years the Ford Foundation has been funding Campus Diversity Initiatives (CDI’s) in America and India. In recent years there has been a desire to extend this programme to Brazilian and South African campuses. At campus level these programmes have focused simultaneously on developing policies, practices and programmes which address the needs of an increasingly diverse student and staff population, while working towards fundamental institutional change. In 1998 CHET hosted the second Ford Foundation funded international seminar entitled “Diversity and Unity: The Role of Higher Education in building democracy” to explore cross-cutting diversity issues and concerns among higher education representatives from these various countries. If you would like a copy of the proceedings, which have been published in book form, please contact the CHET office. In the South African context, a number of higher education institutions have already embarked upon campus diversity initiatives as part of their teaching, research, student service, or outreach programmes. Our experience at CHET would indicate that any plans to develop a South African CDI should build upon the ground work and expertise of those diversity initiatives which already exist on our campuses. To this end we have decided to embark upon a survey of these initiatives to inform future planning in this regard. Ann Harper (former Dean of Students, University of Natal and now a consultant) and Michael Cross, (professor of education, University of the Witwatersrand) have been commissioned by CHET to carry out this survey with possible follow-up visits to selected campuses for more in-depth investigation. The findings from the survey will be included in a paper to be presented at a conference to be organised by the University of the Free State in early September and the next Ford funded Campus Diversity Conference in Albuquerque, New Mexico in October 1999. The Ford Foundation will also use it as a guide for possible future funding in this area. Thanks for participating in this important survey. Yours sincerely, Dr Nico Cloete Director

77

CAMPUS DIVERSITY QUESTIONNAIRE AND AUDIT

INSTRUCTIONS FOR COMPLETION: There are a number of ways in which you can respond to this questionnaire: Complete the attached questionnaire and post or fax it. Submit your responses via e-mail by numbering your responses. Contact Ann Harper telephonically to make arrangements for a tele-interview.

Deadline for submission 26 April 1999(See below for contact details)

1. CONTEXTUAL INFORMATION: WHAT IS HAPPENING IN HIGHER

EDUCATION AND ON CAMPUS?

1.1 What do you consider to be the key diversity issues and concerns in higher education, locally and nationally?

1.2 What particular challenges are you facing on your campus? 2. INSTITUTIONAL AND ORGANISATIONAL RESPONSES TO DIVERSITY

ISSUES. 2.1 What initiatives have been undertaken by your institution in response to these

challenges? Please complete the list on the following page. Additional information, reports or promotional material can be included in the return self-addressed envelope.

Instructions: Please include the (a) name, (b) nature* (c) location ** and (d) leader of each initiative. * Nature of the project This might include, university policy, student access programme, staff recruitment, student and staff development, campus climate, curriculum transformation, programme development, research, other (please specify) ** Location and Leadership Where are these diversity initiatives located within your institution? Please identify departments or structures and staff that are responsible for campus diversity initiatives.

78

Name Nature Location Leader

80

2.2 Who drives the campus diversity initiative within your institution? (i.e. Is there a specific member of your senior management tasked with overseeing and co-ordinating your various campus diversity initiatives? If so, please identify by title and post.)

2.3 To what degree has there been a synergy among your various individual

diversity initiatives, projects or programmes? (e.g. To what degree, for example, have student services and academic affairs programmes complemented one another?)

2.4 How are resources (human and financial) allocated to the initiatives?

Are diversity initiatives supported by institutional or external funds? Can the project or effort be sustained once outside funding has been depleted?

2.5 What incentives are there for staff and students to participate? 2.6 What to you perceive to be the obstacles to the successful implementation of

your campus diversity initiatives? 2.7 Has the impact of your programmes/projects been assessed?

If yes, how has this assessment influenced future initiatives or institutional practices?

81

3. IMPACT UPON INSTITUTIONAL CHANGES AND AGENDA FOR TRANSFORMATION

3.1 Has a focus on diversity impacted in any way upon the institution’s

transformatory agenda? Please clarify. 3.2 Have the diversity initiatives raised specific intellectual or organisational

challenges for the institution? Give examples.

4. DIVERSITY SCHOLARSHIP 4.1 Has diversity emerged as an area of study at the institution?

If so, how and under what conditions was this achieved?

5. EDUCATION FOR DIVERSITY 5.1 Have diversity issues entered the curriculum – how and to what extent?

Do the curriculum, instructional material and academic programmes reflect new scholarship dealing with race, gender, culture etc. Give examples.

Are students exposed intellectually to the challenge of building a new South African civil society and citizenship? If so, how is this achieved?

5.2 What efforts have been made to involve all staff in the development and use

of these new curricular and instructional practices?

82

Questionnaire Completed by: Name: Department: Institution: Contact details (NB e-mail address if available) Tel: Fax: E-mail:

PLEASE RETURN THE COMPLETED QUESTIONNAIRE, WITH OR WITHOUT SUPPORTING DOCUMENTATION, by 26 April 1999 to:

ANN HARPER 71 Florida Road

Durban 4001

Tel / Fax: (031) 303-3628

E-mail: aharper@iafrica.com

83

AAPPPPEENNDDIIXX EE Select Bibliography on Diversity Scholarship A change for the better. How to establish forums for transformation. Bulletin: News for the Human Sciences Researcher (1996) 3: 4 p.9/12, September. A Luta Continua. The saga of the UDW conflict. Kwazulu- Natal Briefing (1996) 4 p.1-12, October. Addison, G. The clash on our campuses. Leadership (1997) p. 28/36, July. Adededji, A. African Renaissance, Economic Transformation and the Role of the University. Indicator of South Africa (1998) 15: 2 p.64-68, Winter. Beneke, P. Aspects of student life that will influence the role of the lecturer in Higher Education. VITAL (1998) 12: 1, p.24-35. Bitzer, E. M. Managing change in a university environment. Didaskalia (1986) 9: 2 p. 30-42, November. Blunt, R. J. S. Generating capacity for academic transformation: a case study. South African Journal of Higher Education (1998) 12: 3, p.102-110. Blunt, R. J. S. Negotiating a Policy for Affirmative Action. South African Journal of Higher Education (1998) 12: 2, p.24-33. Briston, M. Transforming Tukkies: University of Pretoria. The Educators Link (1998) 2: 5 p.10/12, January. Carpenter, G. The besieged academe: guest editorial. South Africa Journal of Higher Education (1997) 11: 2, p.8-9. CHET. A draft framework for creating management capacity and a culture of leadership in higher education institutions. Pretoria: May 1997. Cloete N, Cross M, Beckham E, Harper A, Indiresan J & Musil C (Eds.) Diversity and Unity – The of Higher Education in Building Democracy (Cape Town: Longman 1999). Cloete N, Muller J, Makgoba NW & Ekong D. Knowledge Identity and Curriculum Transformation in Africa (Cape Town: Longman 1997). Cresswell, C. F. Research in an established South African University. Transformation (1992) 18, p.52-57. Cross M, Mkwanazi Z & Klein G (eds.), Dealing with diversity: The politics of national curriculum in South Africa (Cape Town: Juta, 1998).

84

Cross M (ed.) No easy road: Transforming higher education in South Africa (Longman Publishers, 1998). Diversity and quality: Academic development at South African tertiary institutions / a comparitive case study conducted by CASE for the Ford Foundation. Edited by George Pavlich and Mark Orkin. Braamfontein : CASE, 1993.-Project team: George Pavlich (Team leader ), Joseph Diphofa.... [et al.]. DRAFT policy proposals for the reconstruction and transformation of post-secondary education in South Africa. ( Bellville: University of the Western Cape, Education Policy Unit, 1994). Du Toit, C. M. Transformation and managing the organisational culture of university to meet the challenges of a changing environment. South African Journal of Higher Education (1996) 10 :1, p. 96-104. Finchilescu, G; Nyawosem, G. Talking about language: Zulu students’ views on language in the new South Africa. South African Journal of Psychology (1998) 28, 2 p.53-61. Glueck, G. Dance paves the way to unity in diversity. Scenaria (1988), p. 35/42, May. Goduka, I. N. Reconstructing education to affirm unity and diversity. South African Journal of Higher Education (1996) 10:2, p.67-74. Goduka, I. N. Challenges to Traditionally White Universities: Affirming Diversity in the Curriculum. South African Journal of Higher Education, v10 n.1, p27-39 1996. Goduka, I. N. Linguistic and cultural diversity implications for learning, educating and curricular transformation. South African Journal of Higher Education (1998) 12:1, p.34-43. Goduka, I. N. Affirming Unity in Diversity in Education: Healing with Ubuntu (Cape Town: Juta, 1999). Gouws, A; Kritzinger, A. Sexual harassment of students: a case study of a South African university. South African Sociological Review (1995) 7: 2, p.1-24. April. Holtzhausen, S. The development of facilitators as a prerequisite to the successful transformation of educational change. South African Journal of Higher Education (1998) 12: 3 p. 33-37. Kaminer, D; Dixon, J. The reproduction of masculinity: a disclosure analysis of men’s drinking talk. South African Journal of Psychology (1995) 25:3 p.168-174.

85

Khosa, M. M. Leaders or followers? Transforming South African universities. Indicator South Africa (1996) 13:4, p.73-77, Spring. Khotseng, B. Universities and the challenges of nation building in the new South Africa. Acta Academica (1994) 26: 2 p. 1-11, December. Kotze, H. Political Education and Socialisation: A comparative perspective at two Afrikaans Universities. South African Journal of Sociology (1990) 21: 3, p.33-144. Lemmer, Eleanor. Multicultural Education, A Teachers’ manual (Midrand: Southern Book Publishers, c1993). Mackintesh, I.O. Powerful talk and talking: Dilemmas in the construction of socio-cultural diversities courses in the South African social curriculum. Social Work (1991) 27: 3, p.297-303. Mokgatlhe, B. P; Shoeman J. B. Predictors of satisfaction of life: the role of racial identity, collective self -esteem and gender - role attitudes. South African Journal of Psychology (1998) 28: 1, p.28-35. March. Makgoba, W. M. South African universities in transformation: Africanise or perish. Politeia (1996) 15: 2, p. 114-118. Makgoba , W. Africanise Now, or Perish. Enterprise (1996) 99, p.54-55. June. Makgoba, M. W. South African Universities in Transformation: An opportunity to Africanise education. Perspectives in Education (1996) 17: 1, p.175-186. March. Mamdani, M. Makgoba: Victim of the racialised power entrenched at Wits: Book Review. Social Dynamics (1997) 23:2 p.1-5 Summer. Manamela, N. M. No, no, no, Mr Principal and Vice Chancellor: change and adapt or perish. South African Journal of Higher Education (1997), 11: 2 p.58-62. Martin, G. Continuity and change in South Africa’s tertiary institutions: Book Review. Social Dynamics (1997) 23: 2 p. 6-10. Summer. Maseko, S.S. Student power, action and problems: a case study of UWC SRC, 1981-92. Transformation (1994) 24 p. 72-90. Maseko, J. Managing controversy in diversity. Human Resources Management (1995) 11: 5 p.23/28, June. Metcalfe, M. Campuses in the Throes of Transformation. RSA review (1995) 8: 5, p.1-9 June.

86

Starfield, S. The challenge of diversity: staff, student and curriculum development. South African Journal of Higher Education (1996) 10: 1, p.155-163. Millroy, Wendy. The early identification of academic support needs of first year university engineering drawing students in multicultural society. (Thesis (M .A.)- University of Cape Town, 1985). Moodie, G.C. Academic freedom and the transformation of Higher Education. English Academy Review (1997) 14, p.9-16, December. Naidoo, K. Enhancing multicultural competency: an objective appraisal. UNISA Psychology (1997) 24: 2 p.17-23. Heese, M. from frustration to illumination: personal experience in multicultural competence. UNISA Psychology 24: 2, p.24-28. Naidoo, K. Competing interests or misunderstood realities? : Affirmative Action and the University of Durban - Westville. Indicator South Africa (1998) 15: 1, p. 62-65. Autumn. Ncayiyana D J & Hayward F M. Effective Governance: A Guide for Council Members of Universities and Technikons (Pretoria: CHET 1999). New Hopes, New Horizons: The Challenges of Diversity in education. Proceedings of the Biennal International Conference of the International Association of Special Education (5th, Cape Town, South Africa, August 3-8, 1997). Nhlapo, T. Culture and Women Abuse: Some South African starting points. Agenda (1992) 13 p. 5-14. Norris, B. Managing diversity within South African technikons: A Strategic Management Approach. South African Journal of Higher Education (1996) 10: 2, p.25-29. Norris, B. Managing Diversity within South African Technikons: A Strategic Management Approach. South African Journal of Higher Education, (1996), vol.10 no.2, p.25-29. Odendaal, R. Accountability in Higher Education: Guest Editorial. South Africa Journal of Higher Education (1997) 11: 2, p.5-7. Orr, L. Globalisation and universities: towards the market university? Social Dynamics (1997) 23: 1 p.42-67. Winter. Oyegon, J. Working masculinities back into gender. Agenda (1998) 37, p.13-23.

87

Parker, B.L. Providing an integrative factor within the multicultural university music curriculum. South African Journal of Musicology (1987) 7 p.69-72, December. Paterson, A. N. M; Drummond, J. H; Tuckey, H. P. Changing academic staff employment patterns at the University of the North West, South Africa. South African Journal of Higher Education (1998) 12: 1, p.149-160. Prah , K.K . Africanism and the South Africa Transition: Book Review. Social Dynamics (1997) 23:2 p11-16. Summer. Ramaphele, M. A. Transforming Higher education for excellence and equity. Word and Action (1997) 37: 360, p. 23-24. Winter. Ramphal, R. Making social work curricular relevant for a post-apartheid South Africa. Social Work (1994) 30:4, p.340-345, October. Reddy, J. Implications for research and postgraduate training of the NCHE report and the WPHE. Bulletin: News for the Human Sciences Researcher (1997) 4: 3 p.4/7, August. Schnell, J.A. Cross-Cultural Toleration and its Effects on Classroom Communication in South African Universities: A Survey of South African Faculty Members, 1990. Seepe, S (ed). Black Perspective(s) on tertiary institutional transformation / Florida Hills: Vivlia, 1998. Sennet, J; Foster, D. Social identity: comparing white English -speaking South African students in 1975 and 1994. South African Journal of Psychology (1996) 26: 4, p. 203-11 December. Soko, M. Institutional culture at the historically white English-speaking universities: future challenges. South African Outlook (1995) 125: 3, p.17-18, March. Sono, T. Do African universities need an African ethic? : Of course not: a response to the Makgoba thesis. Politeia (1996) 15: 2, p.119-124. South Africa. National Commission on Higher Education. NCHE discussion document: a framework for transformation. (Pretoria: South Africa. National Commission on Higher Education, 1996). South Africa. Department of Education. Green paper on higher education transformation / Department of Education. (Pretoria: South Africa. Department of Education, 1996). Starfield, S. The Challenge of Diversity: Staff, Student and Curriculum Development. South African Journal of Higher Education, (1996) vol.10 no.1, p.155-63.

88

Steinburg, B. Continuity and change in a university education department. South African Journal of Education (1987) 7: 4, p. 251-256, November. Strydom, A. H. The importance of institutional research and development in dealing with multicultural issues in tertiary education. Didaskalia (1987) 10: 1 p.21-24. November. Strydom, J. B; Erwee, R. Diversity management in a South African University : case study. Journal of Industrial Psychology (1998) 24: 2 p.9-15. Switzer, L. University reform, academic performance and the crisis in education at the University of the Western Cape and other historically black universities in South Africa. Perspectives in Education (1996) 17: 1 p.51-71. March. Taylor, J. Diversity in the training of CA’s. Accountancy SA (1991) 8: 11 p.326-327. The transformation of the University of Cape Town, mid 1980 ‘s- mid 1991 ‘s: promoting excellence and equality - Cape Town: University of Cape Town ;[8] p,1996 - Title from cover - Text in front lining paper. Tomaselli, K. G. Contemporary cultural studies unit University of Natal. Bulletin: News for the Human Sciences Researcher (1989) 1: 3 p.3. March. Unity within diversity: maximising learning on South African campuses: Post- Conference proceedings of a multicultural conference held at the University of the Free State, 16 - 18 April 1997. Bloemfontein: University of the Free State, 1997. Van der Walt, B. J. Afrocentric or Eurocentric ? : Our task in a multicultural South Africa. (Potchefstroomse Universiteit vir C.H.O., 1997).

Ashrif, Shahid. An anti-racist in place of multicultural education. (Mentor. -Vol.67, no. 2 Jun. 1985). Van der Merwe, H. M. The management of transformation in a post-modernist era : the South Africa Higher Education situation. VITAL (1998) 12:1 p.36-46. Vergnani, L. Rape, a new campus culture. Die Suid- Afrikaan (1992) 40 p.34/37 June. Visagie, P. J. The mission of the university and the critique of culture. Acta Academia (1990) 22: 1 p.114- 134. March. Wolpe, H. The debate on University Transformation in South Africa: The Case of the University of the Western Cape. Comparative Education, v31 n2 p275-292 June 1995.