Contested meanings of transformation in higher education in post-apartheid South Africa

Abstract

Transformation is a concept that is widely used with regard to higher education in post-apartheid South Africa. Research indicates that transformation is a desired objective. However, there are many different uses and meanings associated with the concept, which points to much contestation regarding its interpretation. The focus of my research was to conduct an investigation into the contested meanings of transformation with regard to higher education in post-apartheid South Africa. This work identifies and presents meanings of transformation, as utilised in various countries globally, with reference to higher education change. The study develops and utilises a theoretical framework that allows for critical analysis and interpretation of the data that was amassed during the course of the study. A wide body of literature makes use of the concept of ‘transformation’ with regard to desired or actual change in higher education in post-apartheid South Africa. A close study of available information indicates that transformation is a desired end for many who reflect on inadequacies inherent in the higher education sector in South Africa today. Despite the extensive use of the concept of transformation, there appears to be contestation as to its meanings and interpretation. There seems to be a close association between use of the concept of transformation and widely held aspirations for a vastly different higher education from that which existed under apartheid law in South Africa. I utilise the ‘glonacal’ heuristic developed by Marginson (2004, 2016) to develop an interpretive analysis of meanings of transformation along global, national and local (glo-na-cal) dimensions. The framework allows for a comparative analysis of meanings of transformation as gleaned from a range of other countries. I also examine the contested meanings utilising the very useful lenses provided by Przeworski’s (1991, 2007) socio-economic analysis of the progress of development and change in societies confronted by challenging transition and the need to build new viable democracies. This is a qualitative study that has been enriched through active data collection by means of semi-structured interviews with policy experts, former students, university leaders and other participants. The study provided an opportunity to scrutinise several dimensions of higher education simultaneously, thus presenting an informative and diverse synthesis of perspectives that are rarely brought together in research on higher education in post-apartheid South Africa. The study also reflects on the bold policy steps adopted by democratic South Africa and some of the progress and successes that have since been achieved in higher education. The analytical framework that was utilised proved most helpful in exploring elements of the South African context that are often neglected. For example, the complexity posed by transition from severe oppression to a society seeking change is frankly explored, as are the complex factors that can often be associated with attempts to reverse the effects of odious policies. The study presents a wide range of meanings that are conveyed with use of the concept transformation in reference to post-apartheid higher education in South Africa. It also shows that the meanings prevalent in South Africa are a global concern occupying policy and public attention in many countries across the world. Furthermore, higher education stands challenged by the complex imperatives of globalisation. These findings have implications not only for policy makers, they require higher education stakeholders to devote increased attention to the contested meanings of transformation so that higher education is supported to achieve the goals desired by society. I believe that this research study provides a comprehensive understanding of the very challenging post-apartheid higher education sector and illuminates the concerns held by academics, students and a range of other stakeholders. Given the wide breadth of issues identified and explained in the study – especially in relation to contested meanings of transformation, the study may assist in determining fresh approaches to change in higher education and encourage researchers to pursue fuller investigation of the impact of policy that is hinted at in the study.