PRESENTATION OUTLINE

1. THEME: THE BENEFITS OF EDUCATION LEADERSHIP AND STUDENT SUCCESS BEYOND THE LEARNING INSTITUTIONSSUB-THEME OF THE CONFERENCE I FOCUS ON IS: INSTITUTIONAL MANAGEMENTTOPIC: MANAGING INSTITUTIONS DIFFERENTLY IN THE 21ST CENTURY FOR EFFICACIONS GROUNDSEDUCATION MANAGEMENT ASSOCIATION OF SOUTH AFRICA, 13TH INTERNATIONAL CONFERENCE (2012) PRESENTED BYDR NS MODIBADEPARTMENT OF LANGUAGES, SOCIAL AND EDUCATIONAL MANAGEMENT SCIENCESUNIVERSITY OF LIMPOPO (TURFLOOP CAMPUS)Solomon.modiba@ul.ac.za

2. PRESENTATION OUTLINE • BACKGROUND OF THE PRESENTATION • DISTINCTION OF MANAGEMENT & LEADERSHIP • AIM OF THE STUDY • RESEARCH QUESTION • THEORETICAL FRAMEWORK • RESEARCH DESIGN AND METHODOLOGY • SAMPLING AND DATA COLLECTION • ANALYSIS OF DATA • MAJOR FINDINGS • MAJOR RECOMMENDATIONS • CONCLUDING REMARKS

3. A. BACKGROUND OF THE PRESENTATION • THE PRESENTER AND SPEAKER HAS BEEN THE LIMPOPO EDUCATIONAL INSTITUTION MANAGER FOR MORE THAN A DECADE. • MUCH OF WHAT HE REPORTS ON AND DISCUSSES; HE HAD AS WELL EXPERIENCED AND WITNESSED THEM PRACTICALLY WHEN STILL IN THE EMPLOY OF LIMPOPO EDUCATION DEPARTMENT. • THE PRESENTER AND SPEAKER IS A PROPONENT OF BOTH COLLEGIAL AND CHARISMATIC WAYS OF INSTITUTIONAL MANAGEMENT AT LEAST IN THE 21ST CENTURY. • FURTHERMORE, HE ADVOCATES FOR THE LEARNING ORGANISATION PHILOSOPHY OR IDEOLOGY TO SUPPLANT RIGIDITY WITH FLUIDITY IN THE MANAGEMENT OF EDUCATIONAL INSTITUTIONS. • THE INSTITUTIONAL MANAGEMENT IN MIND TO BE MANAGED DIFFERENTLY IS EDUCATIONAL INSTITUTION.

4. B. DISTINCTION OF MANAGEMENT AND LEADERSHIP • MANAGING AN INSTITUTION IS DISTINCT TO LEADING IT. • LEADING AN INSTITUTION CONCENTRATES ON THE DIRECTION AND PURPOSE. • MANAGING FOCUSES ON EFFICIENCY AND EFFECTIVENESS. • WITH LEADERSHIP, SUCCESS DERIVES FROM FUTURE FOCUSED CHANGE.

5. Cont. • WITH MANAGEMENT, SUCCESS DERIVES FROM THREE AREAS, NAMELY: • IMPROVED SYSTEMS OF CONTROL, • IMPROVED SYSTEMS OF PREDICTABILITY, AND • IMPROVED SYSTEMS OF ORDER. • STRONG LEADERSHIP AND GOOD MANAGEMENT MATTER FOR INSTITUTIONAL PERFORMANCE IN THE 21ST CENTURY.

6. C. AIM OF THE STUDY • TO REPORT ON AND DISCUSS AN ELEMENT OF PRACTITIONERS IN INSTITUTIONS ASPIRING FOR ADEQUATE SPACE, VARIETY AND INDEPENDENCE TO BE THEMSELVES. • RESEARCH QUESTION • TO WHAT EXTENT IS THE DESIRE TO OPERATE INDEPENDENTLY BY PRACTITIONERS IN EDUCATIONAL INSTITUTIONS, USHERS IN A NEW MODE OF INSTITUTIONAL MANAGEMENT IN THE 21ST CENTURY ?

7. E. THEORETICAL FRAMEWORK • INTERPRETIVISM COUPLED OR PARTNERED WITH THE LEARNING ORGANISATION PHILOSOPHY WERE ADOPTED TO UNDERPIN THIS STUDY: • THEIR EMPHASIS ON UNDERSTANDING A PHENOMENON FROM THE POINT OF VIEW OF SOCIAL FACTORS, COUNTED IN THIS STUDY’s FAVOUR AND ADVANTAGE. • THE NATURE OF THE RESEARCH PROBLEM WAS FOUND TO BE CONVENIENT TO ILLUMINATE, UNDERSTAND, REPORT ON AND DISCUSS WHEN APPROACHED FROM THE SAID TWO PERSPECTIVES.

8. F. RESEARCH DESIGN AND METHODOLOGY • THE QUALITATIVE RESEARCH APPROACH WAS SELECTED TO UNDERGIRD THIS STUDY: • ITS EMPHASIS ON INSIDER PERSPECTIVE COUNTED IN THIS STUDY’S FAVOUR. • MANAGING INSTITUTIONS DIFFERENTLY IN THE 21ST CENTURY FOR EFFICACIONS GROUNDS, WAS FOUND TO BE LESS DIFFICULT TO STUDY AND COMPREHEND THROUGH THE APPLICATION OF A QUALITATIVE RESEARCH PARADIGM.

9. G. SAMPLING AND DATA COLLECTION • PURPOSEFUL SAMPLING WAS RESORTED TO IN THIS STUDY. • TO BE SPECIFIC, CONVENIENT PURPOSEFUL SAMPLING WAS UTILISED. • THAT KIND OF SAMPLING EMERGED HELPFUL AND BENEFICIAL IN TERMS OF EMERGING WITH DATA PERTINENT AND GERMANE FOR THE STUDY. • FOR INSTANCE, THAT SAMPLING TYPE ENABLED THE RESEARCHER TO UNEARTH AND UNCOVER THAT 21ST CENTURY INSTITUTIONS BENEFIT TO BE MANAGED WITH ART, FLAIR AND CHARISMA.

10. CONT. • AN INTERVIEW SCHEDULE FOR EACH OF THE CATEGORY OF IDENTIFIED RESEARCH RESPONDENTS WAS APPLIED. • FOR INSTANCE, THERE WAS AN INTERVIEW SCHEDULE FOR EDUCATORS, ANOTHER FOR PARENTS AND THE OTHER FOR LEARNERS. • A TAPE RECORDER WAS UTILISED TO RECORD RESPONSES OF RESPONDENTS LIVE. • LITERATURE STUDY WAS AS WELL APPLIED AS ONE OF THE DATA COLLECTION METHODS FOR THIS STUDY.

11. H. ANALYSIS OF DATA • DATA ANALYSIS WAS PERFORMED AS PART OF DATE COLLECTION. • IT ASSUMED A PROCESS OF SORTING THE COLLECTED DATA INTO CATEGORIES. • IT AS WELL INVOLVED CREATING THEMES OUT OF THE AVAILABLE DATA. • IT INCLUDED ALSO FORMATTING THE INFORMATION INTO A STORY. • FINALLY, DATA ANALYSIS ACTUALLY INVOLVED WRITING A QUALITATIVE TEXT. • TO SUM UP, THE CONSTANT COMPARATIVE METHOD WAS UTILISED TO ANALYSE THE COLLECTED DATA.

12. I. MAJOR FINDINGS FOR THIS STUDY • EDUCATIONAL INSTITUTIONS LACK INSTITUTIONALLY HEALTHY-MINDED PEOPLE WHO ARE BRILLIANT VISIONARIES AND EDUCATIONAL STRATEGISTS. • MOST EDUCATIONAL INSTITUTIONS LACK THE TELEPATHY OF REORGANISING, RESTRUCTURING AND RECULTURING. • SUFFICIENT EDUCATIONAL MANAGERS AND LEADERS LACK OBSESSION, PASSION AND INFATUATION WITH HUMAN DEVELOPMENT AND CONSISTENT EDUCATIONAL SERVICE DELIVERY. • LACK OF INSTITUIONAL ETHOS OF (ISE) WHICH IS INTEGRITY, SERVICE TO OTHERS BEFORE SELF AND EXCELLENCE.

13. CONT. • EDUCATIONAL INSTITUTIONS REQUIRE TO BE MANAGED AND LED DIFFERENT TO EVER IMPROVE WITH THEIR PERFORMANCE. • IN THE 21ST CENTURY, OVERLEADING IS AS PRECARIOUS AND PERNICIOUS AS UNDERMANAGING. • IN THIS CENTURY FOR AN EDUCATIONAL MANAGER OR LEADER TO BE OPPOSED, IT IS INEVITABLE AND FOR HIM TO BE DEFEATED IT IS OPTIONAL. • THE PERFORMANCE OF MANY EDUCATIOAL INSTITUTIONS RESTS ON THE INSTITUTION’S MULTI-CAUSUALITY RATHER THAN SINGLE CAUSATION. • MOST EDUCATIONAL INSTITUTIONS ARE EXISTING OTHER THAN LIVING. • THERE IS A NEED FOR EDUCATIONAL INSTITUTIONS TO BE ALERT ABOUT THE SOURCE OF THEIR FUNCTIONALITY OR DYSFUNCTIONALITY.

14. J. MAJOR RECOMMENDATIONS FOR THIS STUDY • EDUCATIONAL INSTITUTIONS TO BE MANAGED AND LED BY PROFESSIONALS CAPABLE OF EMERGING WITH THE ROAD MAP TO OPTIMAL PERFOMANCE AND FUNCTIONAL EXCELLENCE. • 21ST CENTURY EDUCATIONAL INSTITUTIONS TO OUTGROW AN ORTHODOX FASHION OF MANAGING, LEADING AND OPERATING, IN ORDER TO ENABLE TRANSFORMATIVE PRACTICES TO SUCCEED. • 21ST CENTURY EDUCATIONAL INSTITUTIONS DESERVE TO BE MANAGED AND LED DIFFERENTLY TO AVERT AND OBVIATE PERSONNEL SUBJUGATION AND SUFFOCATING OF INSTITUTIONAL RESULTS. • 21ST CENTURY EDUCATIONAL INSTITUTIONS REQUIRE INSTITUTIONAL ETHOS OF (ISE) WHICH IS INTEGRITY , SERVICE TO OTHERS BEFORE SELF AND EXCELLECE. • NO EDUCATIONAL INSTITUTIONA HAS TO OPERATE WITHOUT THE MANAGEMENT AND LEADERSHIP WHICH PROMOTE AND FACILITATE THE IMPROVEMENT OF RESULTS.

15. CONT. • EVERY EDUCATIONAL INSTITUTION TO BE MANAGED AND LED IN RELATION TO THE CONDITIONS OF THE INSTITUTIONAL ENVIRONMENT. • EDUCATIONAL MANAGERS AND LEADERS OF THIS CENTURY NEED TO POSESS MAGNETIC FORCE TO BE ABLE TO COPE WITH VARYING CONFRONTATIONS AND ANTAGONISMS. • ALL CONSTITUENT ELEMENTS OF AN EDUCATIONAL INSTITUTION NEED TO BE CONSIDERED IN ORDER TO CREATE A HIGH PERFORMING INSTITUTION. • THE BULK OF EDUCATIONAL INSTITUTIONS REQUIRE TO BE REVAMPED AND TRANSFORMED TO BECOME LIVING INSTITUTIONS. • 21ST CENTURY EDUCATIONAL INSTITUTIONS NEED TO BE CAPABLE OF ACCOUNTING FOR THEIR MAGNIFICENT PERFORMANCE AND UNDERPEFORMANCE.

16. K. CONCLUDING REMARKS FOR THIS STUDY • THE EXISTENCE OF INCOMPETENT EDUCATIONAL MANAGERS AND LEADERS IN EDUCATIONAL INSTITUTIONS IN THIS 21ST CENTURY, IS A CHALLENGE TO BE OPPOSED AND DEFEATED. • THE TRADITION AND HABIT OF DENIALISM OVER UNDERMANAGED AND OVER-LED EDUCATIONAL INSTITUTIONS DESERVE ATTENTION. • LACK OF RESTRUCTURING AND RECULTURING SPIRIT IN EDUCATIONAL INSTITUTIONS, THIS CENTURY, SHOULD BE A CAUSE FOR CONCERN FOR ALL. • THE IMPORTANCE OF THE ROAD MAP TO OPTIMAL PERFORMANCE AND FUNCTIONAL EXCELLENCE IN EDUCATIONAL INSTITUTIONS ,IS WORTH STRESSING MORE. • SUBLIME AND CELESTIAL MANAGEMENT AND LEADERSHIP OF CURRENT EDUCATIONAL INSTITUTIONS IS THE UNDISPUTED NECESSITY. THE END I THANK YOU