Transcript From Innocence to Critical Reflexivity: Critical Scholars

Producing, Transforming the Social
Composition of and Retaining a
New Generation of Academics:
The Rhodes University Programme
of Accelerated Development
Saleem Badat
Rhodes University, South Africa
Paper
Describes and critically analyses one
initiative, that of the ‘Programme for
Accelerated Development’ of Rhodes
University in South Africa, that
attempts to tackle the triple national
and
institutional
challenge
of
producing and retaining the next
generation of academics, addressing
the imperatives of redress and social
equity, and ensuring the production of
high quality scholars and researchers. 2
Framework
• Three simultaneous challenges for South African
universities:
To produce and retain a new generation of
academics
• To advance redress and social equity for black and
women South Africans
• To ensure the new generation possesses the
intellectual and academic capabilities related to
teaching and learning, research and community
engagement that are a necessary condition for
transforming and developing South Africa’s
universities
and
enhancing
their
academic
capacities.
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Five Propositions
1.
2.
3.
Redress and social equity pressing constitutional
obligations and societal imperatives
Achievement of social equity with quality not
impossible goal. Imperatives of redress and
social equity do not mean any inevitable
reduction of quality and the compromise of
standards, appropriately defined.
Need to distinguish between equity of access and
equity of opportunity and outcomes for
historically disadvantaged social groups such as
black and women South Africans.
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
Challenge of equity of opportunity must be viewed
as “part of a wider project of democratising
access to knowledge” Means that beyond
providing formal employment, universities must
also vitally ensure “epistemological access” which “is central…to the very institution of the
university itself and to the role it can play in a new
democracy such as South Africa” (2008a).
4.
Diversity, equity and quality: Pursuit and
achievement of redress and social equity has
great value for both diversity as well as quality
within
universities.
Absence
of
diversity
diminishes institutional and scholarly life, and
“compromises an institution’s ability to maintain
its own missions and goals”, including the
commitment to quality and excellence.
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5.
Affirmative action: Pervasive inequities “cannot be
wished away by invoking constitutional idealism”
and ‘equal opportunity’ and “equality of
treatment…is unlikely to reduce disadvantage (but)
merely maintain it”. To advance social equity,
specific measures and strategies such as
affirmative action are necessary.

5 propositions advanced serve to ensure that:

Challenges related to the development and
retention of a new generation of academics in
South Africa are appropriately conceptualized.
Policies, strategies and mechanisms that are
innovated for producing, transforming and
retaining a new generation of academics indeed
address the identified challenges.

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National challenges
I.
2006: academic work force predominantly white
(62%) and male (58%)

Black South Africans comprise 91% of population
but make up only 38% of academics; African
South Africans make up some 80% of population
yet enjoy only 24% representation in academic
workforce
Women comprise 51% of population, but make up
only 42% of academics
Black academics comprise between 12% and 90%
of the academic workforce of specific universities
and women academics comprise 28% to 52%


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National challenges
2. Current retirement age of 65 means in coming
decade:
 Over 4 000 (27%) of academics will need to be
replaced.
 Professors and associate professors - almost 50%
due to retire.
 Necessary to take into account additional
academics required if the university system
expands from the current gross participation rate of
16% to that of 20% by 2011 or 2016 at the latest
 Also to be considered - loss of academics to the
public and private sectors and due to emigration.
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National challenges
3. Size and nature of current outputs constrain the
production and transformation of the social
composition of the new generation of academics.
 Currently graduate 7 881 Masters students and 1 176
Doctoral students - inadequate.
 White and male Masters and Doctoral graduates
predominate
 19% of Masters and 25% of Doctoral graduates are
international students - 72% and 69% respectively
are from SADC countries (45% and 32%) and other
African countries (27% and 37%)
 Challenge of ‘brain drain’ that denudes other African
countries for benefit of South African universities.
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National challenges
4.
Academics inadequately remunerated relative to
occupations in public and private sectors that
require similar levels of qualifications and
expertise

Remuneration
differentials
significant
and
widening – latter wield powerful pull on
postgraduates and current academics.
Means minimal flow of highly qualified graduates
from private and public sectors to universities
From perspectives of social equity and
transformation of universities, also denied the
contributions of first generation black graduates of
working class and rural poor origins, given
opportunity costs (lower incomes and support of
families) that have to be borne.


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National challenges
5.
Challenge of ensuring that the new generation of
academics is intellectually and academically
equipped
serious
and
must
not
be
underestimated.

Intellectual and academic decolonisation, deracialisation and
degendering of inherited intellectual spaces
Discourses associated with apartheid continue to shape
knowledge production and potentially production of new
academics
Teaching-learning capabilities that are essential to produce
high quality graduates and enhance equity of opportunity
and outcomes for students
Transformation of institutional cultures, especially at
historically white institutions
Responsibility of conducting research and publishing, so
that the knowledge needs of South Africa are effectively met.




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Rhodes University Challenges
1. 2007: overwhelmingly white (83%) and male (65%)
academic work force = related to being ‘historically
white’ university (HWU)



Black representation across 6 faculties: ranges between 5%
and 28%; women between 27% and 50%
Level of academic departments: blacks make up between 0%
and 67% and women between 0% and 100%
Significantly less progress in deracialising and degendering
academic work force in comparison with other HWUs
2. Retirement age of 65 years: in coming decade
27.7% of academics will need to be replaced. 47%
of professors and associate professors are due to
retire.
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Rhodes University Challenges
3. Growth trajectory




2.5% per annum and increased student enrolment
from 6 000 in 2007 to 6 500 students in 2010, and 7
000 by 2013.
Expansion of postgraduate enrolments from current
25% and establishment of new niche postgraduate
and research programmes and facilities.
Will inevitably be some loss of academics to other
universities and the public and private sectors.
New and additional academic staff, especially with
doctorates and research and supervision expertise,
will have to be found.
Together with impending retirements creates
opportunities for changing the social composition
of academics.
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Addressing the Challenges: The Rhodes
Programme for Accelerated Development
1. PAD established in 2002, following donor grant
2. Purposes:
 To help University accelerate its staff profile
transformation
 To provide opportunities to aspiring Black and
women academics to enhance their ability to
compete successfully for permanent posts opportunities seen to include the provision of
development posts in academic departments
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3. Aims of PAD three-fold:
 To offer suitable black postgraduates academic
posts to retain or attract them to Rhodes
 To offer black postgraduates three-year contract
posts that would facilitate their entry into an
academic career in a supportive environment so that
they do not lose momentum as researchers while
establishing themselves as teachers
 To provide the incumbent with an establishment
post if the contract appointment was successful and
the person wished to continue at Rhodes
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4. Employment Protocol set out requirements of PAD
lecturers:




Undertaking of a reduced teaching load (50%)
Completion of a Masters degree or substantial
progress towards completion of a PhD, or active
involvement in research if already in possession of
a PhD.
Completion of Postgraduate Diploma in Higher
Education (PGDHE) offered by the University’s
Centre for Higher Education Research, Teaching
and Learning (CHERTL)
Also eligibility criteria for candidates, recruitment
procedures, selection of candidates, procedures
for selection and placement, conditions of
placement, conditions of service, conditions of
service for mentors, etc.
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5. Salient features of PAD as it has evolved between
2002 and 2008:
i.
An initiative seeking to advance redress and social
equity by providing opportunities to aspiring black
and women academics to develop as high quality
academics
ii. Programme organised and coordinated by CHERTL,
a specialist entity with considerable expertise and
experience on higher education learning and
teaching issues
iii. PAD enjoys the strong support of the University
leadership, which champions and is involved in the
PAD in various ways
iv. Candidates are recruited and carefully selected
from within and outside Rhodes University and
accorded status of academics
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v.
PAD lecturers have a reduced teaching load and
are expected to pursue higher degrees or
undertake postdoctoral research under the
guidance of a supervisor
vi. Each PAD lecturer has a mentor who is a senior
academic. The mentor may also be the research
supervisor or may be different from the research
supervisor
vii. The PAD lecturers must complete either specific
modules of the PGDHE or the whole PGDHE
qualification offered by the CHERTL
viii. Orientation workshops are held for PAD lecturers
and mentors to build shared understanding of the
programme
and
of
specific
roles
and
responsibilities
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ix. The PAD lecturers are required to attend a new
lecturers orientation workshop that is organised
annually by CHERTL to induct academics that are
new to Rhodes University
x.
Three year development plans are formulated by
lecturers and mentors and are a critical component
of the PAD
xi. There are regular progress reports by mentors on
the PAD lecturers, which the lecturers have sight
of and are also read by the Head of Department,
the Dean of the Faculty and the Vice-Chancellor
xii. There are annual critical evaluations of the PAD to
inform its ongoing development
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xiii. PAD lectureships are linked to forthcoming
retirements in academic departments, and
anticipated resignations or growth in student
enrolments that would require additional academic
staff
xiv. PAD lecturers are guaranteed appointment to
posts in academic departments on the basis of
successful screening.
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5.
PAD has had an impact at a number of levels.
i.
Level of the PAD lecturers. Between 2002 and 2010
19 aspiring black and women academics will have
been afforded the opportunity to acquire higher
degrees and develop as teachers and researchers,
with prospects of ongoing employment at Rhodes.
ii.
Level of the mentors, for whom the PAD has been
an important learning experience in mentoring of
new academics, and with potentially valuable
lessons
also
for
dedicated
postgraduate
supervision.
iii. Level of the academic department, with the PAD
offering additional teaching support and the PAD
lecturers serving as catalysts of new ideas around
learning
and
teaching
and
research.
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iv. The PAD has suggested a new model of the
development of new academics
v. Significant impact on CHERTL, as coordinator of
the PAD - invaluable experience and expertise
acquired related to design and practice of
mentoring, induction of new academics into higher
education learning and teaching and on research
supervision.
vi. Impact on University as a whole - important lessons
learnt regarding the design and implementation of a
structured development programme for a new
generation of academics: a) for redress and social
equity intent and b) for creating opportunities for
new academics to succeed.
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6.
Outcomes of the PAD

19 lecturers will have been on the PAD, with 5
currently still on the programme.

16 (84%) black, 12 (63%) women and 16 (84%)
South Africans.

7 lecturers completed Masters degrees, 3
completed doctoral degrees, and 4 undertook
postdoctoral research. Of the 5 lecturers still on
the programme, 3 are undertaking doctoral study
and 2 postdoctoral research.
•
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 26% (5) have been appointed to permanent posts. 3
lecturers have been invited to apply for available
posts. Most recently appointed 3 lecturers all eligible
for posts on completion of their three-year contracts.
Thus, of the 19 lecturers, 57% (11) could assume
academic posts at Rhodes.
 Of the remaining 8 lecturers, 3 opted to assume
posts at other South African universities, 2 are
working in the research and development field, 2 are
employed by the state and 1 is undertaking doctoral
study at another South African university.
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6.
Key lessons of the PAD

Overall, PAD an excellent, well-managed academic
accelerated development programme.

Still, scope for further improvement.

Problems less to do with current academic model
as much as with original design of programme and
institutional conditions and challenges.
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 Lesson 1
 Aim was to “provide the incumbent with an
establishment post” if the contract appointment was
successful and the person wished to continue at
Rhodes.
 Yet, no explicit commitment was given to PAD
lecturers and there was inadequate institutional
planning in this regard.
 PAD lectureships need to be linked to posts in
academic departments that could become available
through retirements, anticipated resignations or
student enrolment growth
 Funds have to be committed to create, if required,
supernumerary posts to accommodate successful
PAD lecturers.
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 Lesson 2
 PAD is a very expensive programme, and if retention
is to be improved some firm decisions in these
regards seem necessary.
 Debate essential on what the retention target should
be - target of 100%, while probably difficult, is not
impossible.
 Lecturers could seek to leave the PAD during their
three-year contracts, as 4 did, to take up posts at
other universities or elsewhere. Raises the issue of
whether they should be bound to certain contractual
obligations.
 Further issue: should lecturers be bound to a
stipulated period of service on completion of their
contracts.
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 Lesson 3
 Entity such as CHERTL critical to effective design
and implementation of academic dimensions of
programme and ongoing development
 CHERTL has raised awareness of the complexities
related to universities and teaching and learning and
the dilemmas they pose. Through the PGDHE and
other mechanisms it has sought to provide effective
support and also enhance the teaching capabilities
of PAD lecturers.
 Lesson 4
 PAD must receive strong support from the
University leadership, which must also be involved
in various ways
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 Lesson 5
 Selection of the ‘right’ lecturers and attention to their
status
 Appropriate mentors
 Effective induction within academic departments
 Practical matters related to office space, facilities
and equipment.
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 Lesson 5
 Inadequate attention paid in PAD to research
supervision - if goal is to enhance research,
knowledge production and publishing and ensure a
much stronger representation of black and women
academics in these arenas.
 Could be more effective utilisation of the
opportunities provided by PAD to share ideas and
practices as a community of supervisors and
supervisees, and innovate new models of
supervision that enhance lecturer capabilities
related to theorizing, research methodologies,
methods and techniques, analysis, argument and
writing.
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 Lesson 6
 Lessons learnt from PAD not sufficiently drawn on to
shape the development of new academics on
‘normal’ contracts
• No immediate significant impact on institutional
recruitment procedures and concomitantly on the
staff profile.
 Cannot be assumed that the vital lessons that a PAD
may have for institutional policies and practices will
necessarily be absorbed, embraced and trigger
institutional changes.
• Raises question of the permeability of the
institutional culture to absorbing lessons and
changing key institutional practices.
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 Lesson 7
 Recurrent issue of ‘stigma’ of affirmative action and
perception of PAD lectureships as affirmative action
posts.
 Possibly a commentary on attitudes and anxieties
related to affirmative action and institutional culture
than on the qualities and potential of the PAD
lecturers.
 Raises question of institutional culture and its
openness to learning and transformation from at
least five specific perspectives: those of ‘race’,
gender, being young, being junior and being new to
the institution - has a critical bearing on the ability
of Rhodes to attract and to retain PAD lecturers, and
black, women and new lecturers more generally.
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Conclusion
 Urgent interventions required on part of state,
universities and business.
 A failure to invest in and cultivate a new generation
of high quality academics will have far-reaching
consequences.
 Redress and social equity will be negatively affected.
 Quality of academic provision will be increasingly debilitated
 Goal of transforming and developing South African
universities, including enhancing their teaching and research
capabilities, will also be compromised.
 Ability of universities to contribute to development and
democracy through a new generation of outstanding scholars
that are committed to critical and independent scholarship and
social justice will be hampered.
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