Abstract:
Phasing out existing qualifications and phasing in new ones on a large scale is a costly exercise in any institution of higher education. This research aims to determine how the implementation of the Higher Education Qualification Sub-Framework (HEQSF) Act would affect the academic organisational structure at a university of technology and to develop an instrument to manage the phasing in and phasing out of qualifications on a large scale in a sustainable way. A pragmatic paradigm will underpin this mixed method study. The National Implementation Research Network Framework (NIRN) and complexity theory will frame this research. The NIRN framework is suitable for the research problem because it provides a sound foundation for the exploration, purposeful selection, clarification, improvement and systematic implementation of such a programme.
The primary aim of this study is to develop a framework that predicts how the phasing in/phasing out of programmes of a faculty will affect the workload of academic staff and subsequently the academic organisational structure of the institution. Such a tool will enable each faculty to predict accurately the quantity of additional human resources needed during this process of phasing in and phasing out of new and old programmes while ensuring financial sustainability. This will enable the university to determine human resource requirements and student enrolments and to align them with the university’s targeted budget allocation.
The establishment of an Academic Organisational Funding Framework (AOFF) can constitute a notable progression in the realm of academia. This framework can be designed to effectively navigate the intricate web of funding channels within academic institutions, presenting a methodical approach to financial administration. The conceptualization and implementation of an AOFF could signify a dedication to augmenting transparency, accountability, and strategic planning within the higher education sphere.
The significance of an AOFF extends to its potential applicability beyond the confines of its originating institution. Its adaptability renders it a valuable instrument with the capacity to instigate positive transformations across a broader spectrum of higher education establishments. As a versatile tool, the AOFF could stand poised to assist universities in various contexts in enhancing their financial transparency, refining resource allocation strategies, and fortifying decision-making processes. In doing so, it could contribute to the amplification of the study's impact, transcending the limitations of any single institution and resonating throughout the broader academic landscape.
