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Chapters – Patrick Lenta, Ronnie Miller, Ahmed Bawa, and Nithaya Chetty – and for Their Wisdom and Insight I Am Very Grateful

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Chapters – Patrick Lenta, Ronnie Miller, Ahmed Bawa, and Nithaya Chetty – and for Their Wisdom and Insight I Am Very Grateful A Conceptual Exploration of Academic Freedom and Institutional Autonomy in South African Higher Education: postmodernism, globalisation and quality assurance Submitted in fulfilment of the requirements for the Degree of Doctor of Philosophy (Policy Studies), at the University of KwaZulu-Natal. Denyse Jean Webbstock 2008 2 Declaration I , Denyse Jean Webbstock, declare that (i) The research reported in this thesis, except where otherwise indicated, is my original research. (ii) This thesis has not been submitted for any degree or examination at any other university. (iii) This thesis does not contain other persons‟ data, pictures, graphs or other information, unless specifically acknowledged as being sourced from other persons. (iv) This thesis does not contain other persons‟ writing, unless specifically acknowledged as being sourced from other researchers. Where other written sources have been quoted, then: a) their words have been re-written but the general information attributed to them has been referenced; b) where their exact words have been used, their writing has been placed inside quotation marks, and referenced. (v) Where I have reproduced a journal publication of which I am an author, I have indicated in detail which part of the publication was actually written by myself alone and not by other authors, editors or others. (vi) This thesis does not contain text, graphics or tables copied and pasted from the Internet, unless specifically acknowledged, and the source being detailed in the thesis and in the References sections. Signed: Date: ……………………………… ………………………………… As the Candidate’s Supervisor I have approved this thesis for submission: Signed: Date: Professor R. Lawrence …………………………… ………………………………. 3 Abstract This thesis proposes a conceptual framework for the discussion of concepts of academic freedom and institutional autonomy in a South African higher education context. A four-cell matrix is presented at the start of the thesis that distinguishes four types of understandings of these concepts. Having discussed these concepts-in-use in different contexts, the grid is used as a framework to explicate local debates on academic freedom and institutional autonomy. Beyond the conceptual exploration, the thesis traces a variety of broader debates in higher education in an attempt to add a richness to the South African conversations relating to academic freedom and institutional autonomy. Postmodernism and its implications for higher education in South Africa is explored, as is the more recent phenomenon (or ideology) of globalisation. Finally, the advent of external quality assurance in South Africa is considered and its role in changing perceptions of academic work and academic identity through the potential circumscribing of the academic domain is explored. My hope is that this thesis will contribute to a broadening and deepening of the current South African debates, and at the same time, offer a uniquely South African perspective on global conversations on academic freedom and institutional autonomy. 4 Acknowledgements While writing a thesis is inevitably a lonely business, it is also the product of a network of support and encouragement. There are many people who, in various ways, have made this possible. My colleagues at Quality Promotion and Assurance have done much to shore me up at critical times and to take on some of my tasks when needed. Special thanks are due to Leanne Browning and Brenda Bell, for carrying some of my load in times of need, to Tarryn Zank and Nonhlanhla Manana for technical assistance always graciously offered, to Sue Mathieson for deep discussions and pointers to reading and Alison Walker for keeping me buoyant. Then there are those who have taken the time to read and comment on earlier drafts of some chapters – Patrick Lenta, Ronnie Miller, Ahmed Bawa, and Nithaya Chetty – and for their wisdom and insight I am very grateful. The errors that remain are, of course, my own. My supervisor, Ralph Lawrence, deserves much credit for endless patience, for his belief in me, for returning drafts so speedily, for interesting discussions and for helping me to shape my sometimes uncoordinated thoughts. Mostly he deserves credit for insisting that theses actually can come to an end, even when that was not apparent to me. Finally, this thesis could never have been written without very substantial emotional support and love. My sister and the rest of my family have always provided encouragement. My partner, Gavin, has endured the worst – the distraction, the preoccupation, the lack of self-belief – with fortitude and patience, and for his unending love I will always be indebted. Julian, my child, whose birth coincided with the birth of this project, deserves credit and sympathy for having had to share his mother with “her book”. Hopefully he has, nonetheless, imbibed a respect for writing and reading. My biggest regret is that my mother, who so wanted me to complete this work, did not live to see it reach its conclusion. This thesis is thus dedicated to her memory. 5 Table of Contents Abstract ......................................................................................................................... 3 Acknowledgements ....................................................................................................... 4 Abbreviations ................................................................................................................ 9 Methodological note ................................................................................................... 11 Introduction ................................................................................................................. 13 1. Introduction ....................................................................................................... 13 2. Academic freedom and institutional autonomy .................................................. 14 3. Transformation .................................................................................................. 17 4. Background to concepts used ........................................................................... 19 5. Structure of this thesis ....................................................................................... 21 6. Conclusion ........................................................................................................ 24 Chapter 1: Academic freedom and institutional autonomy – the concepts ............ 25 1. Introduction ....................................................................................................... 25 2. Concepts of academic freedom ......................................................................... 26 3. Conceptual grid ................................................................................................. 27 3.1 The classical liberal version of the concept – Quadrant One ........................... 29 3.2 The civic version of the concept – Quadrant Two ............................................ 38 3.3 The guild version of the concept of academic freedom – Quadrant Three ....... 43 3.4 The „embedded‟ version of academic freedom – Quadrant Four .................... 50 4. Conclusion ........................................................................................................ 57 Chapter 2: Academic freedom in different contexts ................................................. 58 1. Introduction ....................................................................................................... 58 2. Academic freedom in different contexts ............................................................. 62 2.1 United States ................................................................................................... 63 2.2 United Kingdom ............................................................................................... 73 2.3 Africa ............................................................................................................... 77 3. The conceptual grid of academic freedom applied to higher education in Africa 90 4. Conclusion ........................................................................................................ 91 6 Chapter 3: Academic freedom – the South African debates .................................... 93 1. Introduction ....................................................................................................... 93 2. Academic freedom pre-1994 ............................................................................. 94 3. Post-1994 situation ......................................................................................... 103 4. Threats to academic freedom – state .............................................................. 110 5. The state as threat to academic freedom? The counter-claims ....................... 119 5.1 Universities seen as agents of change in transformation project ................... 120 5.2 Conditional autonomy .................................................................................... 122 5.3 Differentiation ................................................................................................ 125 6. Threats to academic freedom – managerialism ............................................... 127 6.1 Individual cases ............................................................................................. 131 7. Conclusion ...................................................................................................... 135 Chapter 4: Knowledge production
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