Sustainability and Social Justice
Leading Change: African Conceptions of Leadership and Transformation in Higher Education in South Africa
Document Type
Book Chapter
Abstract
This chapter presents an example of the sociological tensions and specifically, the issue of researcher identity and ethics, in conducting qualitative research. It uses the phenomenological phenomenographic methodology and in-depth interviewing to explore and graph the tacit conceptions of the Vice-Chancellors of Historically Black Universities in South Africa. The democratic process in South Africa has brought about renewed interest in the role of education as a major agency of the social change process. Higher education institutions in South Africa are, by their legislative mandate, public institutions and therefore, assets of the state and the leadership of these institutions are employees and agents of the state. In South Africa, the term transformation has become synonymous with processes of democratic change and has emerged as the popular mantra to describe all social change. Modern South African society, and in particular, the education sector, uses the term transformation liberally but diffusely.
Publication Title
Realizing Qualitative Research into Higher Education
Publication Date
2003
First Page
171
Last Page
193
ISBN
9781138326552
DOI
10.4324/9780429449819-11
Keywords
leadership, higher education, Africa, South Africa
Repository Citation
Bell, David, "Leading Change: African Conceptions of Leadership and Transformation in Higher Education in South Africa" (2003). Sustainability and Social Justice. 19.
https://commons.clarku.edu/faculty_idce/19
