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The Challenges of Designing a New Programme and Qualification Mix (Pqm) for a Comprehensive University in South Africa

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The Challenges of Designing a New Programme and Qualification Mix (Pqm) for a Comprehensive University in South Africa THE CHALLENGES OF DESIGNING A NEW PROGRAMME AND QUALIFICATION MIX (PQM) FOR A COMPREHENSIVE UNIVERSITY IN SOUTH AFRICA MAXWELL ANDILE DANDALA THE CHALLENGES OF DESIGNING A NEW PROGRAMME AND QUALIFICATION MIX (PQM) FOR A COMPREHENSIVE UNIVERSITY IN SOUTH AFRICA by MAXWELL ANDILE DANDALA (B.Sc., Honours B.Admin., H.E.D. (Post Graduate), B.Ed., M.Ed.) This thesis is being submitted in accordance with the requirements for the degree PHILOSOPHIAE DOCTOR in the Division of Higher Education Studies and Development Faculty of Humanities at the University of the Free State Bloemfontein Promoter: Prof. Johnnie F. Hay, (M.A., H.D.E., Ph.D.) Co-Promoter: Dr. Louis J. van der Westhuizen, (M.A., D.Phil.) April 2009 DEDICATION • Firstly, this thesis is dedicated to my late uncle Mr. Jackson Dandala who was the first university graduate in the Dandala family during the late 1930s and who persuaded me to become a medical doctor or acquire a doctoral degree so as to carry the title Dr. M. A. Dandala. • Secondly, this thesis is dedicated to my late father Mr. Nelson Anderson Ncanywa Dandala and my loving mother Mrs. Nolwazi Emerald MaNgxabane Dandala, whose love of education kept me going until I completed it. • Thirdly, I dedicate this thesis to my late wife Mrs. Laurentia Zanele Nocwaka Dandala, who died in a tragic motor vehicle accident on Saturday, July 22, 2006 and who was also a pillar of strength in encouraging both of us to acquire higher degrees. • Fourthly, I dedicate this thesis to my ten daughters, namely, Mrs. Unathi Mdabuli, Thulani, Sive, Sinazo, Zilungile, Xolelwa, Bonelwa, Tyhileka, Zigcine and Thandile, my step-daughter Khumbula, my two sons, namely, Lavela and Meluxolo, as well as my three grand children, namely, my grand son, Iyaphendula and two grand daughters, Malaika and Milisa, who have all displayed their love and support despite the long hours I spent on my studies instead of caring for and playing with them. • Lastly, this thesis is dedicated to my wife, Mrs. Nomazibuko Pamela Nomzamo Dandala, who has mothered my large family thus minimizing stress on me when I had to spend long days and nights on it. ii DECLARATION I, Maxwell Andile Dandala, declare that the thesis hereby submitted by me for the Philosophiae Doctor (Ph.D.) degree at the University of the Free State is my own independent work and has not previously been submitted by me at another university/faculty. I furthermore cede copyright of the thesis in favour of the University of the Free State. Signed: _____________________________ Maxwell Andile Dandala Date: _______________________________ iii ACKNOWLEDGEMENTS I am deeply indebted to the following institutions and individuals, without whose financial, technical and moral support I would not have successfully completed this thesis:- • Professor Johnnie F. Hay, my promoter, and Dr. Louis J. van der Westhuizen, my co-promoter both of whom assisted me by guiding me patiently through my studies and by setting aside their busy schedule especially during preparations for the Higher Education Quality Committee (HEQC) institutional audit of the University of the Free State (UFS) in 2007 and during the transformation of the UFS and the entire higher education system in South Africa; • Ms Elrita Grimsley of the UFS Centre for Higher Education Studies and Development (CHESD) for supporting me with articles, books and materials I needed from time to time for my studies; • Walter Sisulu University (WSU) for financial assistance in the form of research funding which assisted me towards the completion of this study; • All respondents to the questionnaires and interviews for making themselves available to respond to the “sometimes difficult” questions despite their busy schedules; • The Executive Deans of WSU’s four faculties, namely the Faculty of Business, Management Sciences and Law; the Faculty of Education; the Faculty of Health Sciences and the Faculty of Science, Engineering and Technology, for bowing to my pressure by completing and submitting their questionnaires; • Mrs. Corrie Geldenhuis of Bloemfontein and Mrs. Susan Lubbe of East London who assisted the researcher with translating the abstract from English to Afrikaans in various stages of the study; iv • Professor Theresa Chisanga of Mthatha for critically editing the language of the thesis for final submission; • Mrs Nomabhele Mgedezi-Tyali for moral support and for taking care of all the needs of my children like cooking for them, washing their clothes and cleaning their home after the tragic death of their mother; • The Reverend Dr. Hamilton Mvumelwano Dandala, Ph. D. (hc) (University of Transkei), and Ph. D. (hc) (Yaounde Protestant University), a cousin and friend of the author who is the former Presiding Bishop of the Methodist Church of Southern Africa (MCSA), the former Secretary General of the All Africa Conference of Churches (AACC) and the current leader of the Congress of the People (COPE) in the South African national parliament, for moral support and continuous encouragement to complete this study; and, • The late Dr. William Percy Hytche, Ed. D., who, during his term of office as the President of University of Maryland Eastern Shore (UMES) whilst serving as the author’s mentor in the American Council on Education (ACE) Strategic Planning Project from 1995 to 1999, encouraged the author to register towards the doctoral studies. v TABLE OF CONTENTS Title Page i Dedication ii Declaration iii Acknowledgements iv Table of contents vi Structure of the study xii Acronyms xiii Abstract xx Abstrak xxiii Photo of researcher one interviewee xxvi CHAPTER ONE – ORIENTATION 1 1.1 Introduction 1 1.2 Necessity and purpose of the research 1 1.3 Details of the preliminary study 4 1.4 Research issue /Hypothesis to be investigated 6 1.4.1 Research questions 6 1.4.2 Aims of the study 7 1.5 Research methodology and procedures 8 1.5.1 Research approach and design 8 1.5.2 Research methods and procedures 9 1.5.3 Data collection 10 1.5.3.1 Questionnaires 10 1.5.3.2 Interviews 12 1.5.3.3 Ethnographic observation 13 1.5.4 Sampling 14 1.5.5 Data analysis 16 1.6 Time scale 16 1.7 Value of the research 16 1.8 Outline of the remaining chapters 17 1.9 Conclusion 19 CHAPTER TWO – TRANSFORMATION OF THE SOUTH AFRICAN HIGHER EDUCATION SYSTEM 20 2.1 Introduction 20 2.2 The pre- 1994 higher education system in South Africa 20 2.3 The post- 1994 higher education system in South Africa 21 2.4 Higher education policy documents and legislation 23 2.4.1 The National Commission on Higher Education (1996 ) 23 2.4.2 The Higher Education Act (Act No. 101 of 1997) 24 2.4.2.1 The Education White Paper 3, 1997 24 vi 2.4.2.2 The Higher Education Act, 1997 25 2.4.3 The National Plan for Higher Education, 2001 25 2.4.4 The effects of mergers on the development of PQMs 27 2.4.4.1 Merger processes at universities in Finland, facing diminishing student numbers 27 2.4.4.2 Merger processes at Comprehensive Universities in respect of PQM development 29 2.4.4.3 Factors influencing the development of PQMs of CUs 30 2.4.5 A Qualification structure for universities in South Africa – DoE Report 116 (1995) 33 2.4.6 A Qualification structure for technikons in South Africa – DoE Reports 150 and 151 34 2.4.7 Higher Education Qualifications Framework (HEQF) 35 2.5 Regional Documentation 36 2.5.1 Eastern Cape Provincial Growth and Development Plan (PGDP) (2004 - 2014) 36 2.6 National and Regional drivers as mechanisms to change the institutional Higher Education landscape 39 2.7 Conclusion 42 CHAPTER THREE – A PHILOSOPHICAL AND THEORETICAL ANALYSIS OF UNIVERSITY EDUCATION IN SOUTH AFRICA 43 3.1 Introduction 43 3.2 The inherent nature of universities 43 3.3 Definitions of a university and a comprehensive institution/university 47 3.3.1 Definition of a university 47 3.3.2 Definition of a comprehensive institution/university 48 3.4 Role of universities in the social context of South Africa 50 3.5 Different types of universities in South Africa 54 3.5.1 Traditional universities 54 3.5.2 Universities of technology 55 3.5.3 Comprehensive universities 55 3.5.3.1 What then does the concept “comprehensive universities” mean? 56 3.5.4 National Higher Education Institutes 57 3.6 Definitions of terminology used by different university types in South Africa in designing their Programme and Qualification Mix (PQM) 58 3.6.1 Introduction 58 3.6.2 Definition and description of a Programme 58 3.6.3 Definition and a description of a Qualification 59 3.6.4 Definition and a description of a Programme Mix 60 3.6.5 Definition and a description of a Qualification Mix 60 3.7 The process of developing and submitting PQMs to the DoE 61 3.8 Conclusion 62 vii CHAPTER FOUR – PROGRAMMES AND QUALIFICATIONS OFFERED AT SELECTED INTERNATIONAL AND SOUTH AFRICAN INIVERSITIES 63 4.1 Introduction to the chapter 63 4.2 Steps in the development of a PQM 63 4.3 Internal and external factors influencing the PQM 64 4.3.1 Internal institutional factors influencing the PQM 64 4.3.2 External factors influencing the PQM 66 4.4 Components of a typical PQM 67 4.5 Arrangement of academic offerings of selected international “comprehensive” universities 73 4.5.1 Introduction 73 4.5.2 North American universities 74 4.5.2.1 United States universities 74 4.5.2.1.1 Arizona State university 74 4.5.2.1.2 Trinity Washington University 76 4.5.2.2 Canadian universities 77 4.5.2.2.1 University of Waterloo 77 4.5.3 European universities 78 4.5.3.1 German universities 78 4.5.3.1.1 University of Duisburg – Essen 80 4.5.3.2 Scottish universities 81 4.5.4 Asian universities
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