HE conference on the impact of mergers in South Africa

1. HE conference on the impact of mergers in South Africa A review of three case studies in restructuring the South African Higher Education system Higher Education Merger Study Group Erica Gillard, Stuart Saunders, John Terblanche, Maggie Sukel

2. Overview of paper • Three case studies : • University of Kwa-Zulu Natal • University of Fort Hare • Nelson Mandela Metropolitan University • General lessons • Conclusions • Challenges and remaining issues

3. UKZN – arguments for merger • Geographical proximity • Overlap and complementarity of academic programmes • More effective deployment of academic expertise and other resources • Prior agreement about closer association

4. UKZN – some issues from implementation • Establishment of College System • Membership of Senate • Faculty relocation • Location of Vice-Chancellor’s office

5. UKZN – overall evaluation (1) • Two geographically close HEIs have merged, with a strong new identity • All campuses were utilised and faculties relocated within constraints • Merger allowed access to funds for upgrading facilities and equipment • Research output has increased • Management structures were merged and College system introduced

6. UKZN – overall evaluation (2) • Admissions criteria, conditions of service revised, student governance merged • Pay equity had not been achieved by end of study • Consolidation of academic programmes probably requires review • Management issues / culture

7. UFH - arguments for merger • The “development and expansion of UFH in East London would facilitate access to HE of the large and growing population centred around East London and ensure the sustainability of Fort Hare”. This was in line with the designation of East London as an industrial development zone”.

8. UFH – some issues from implementation • Contestation about growth of East London campus – movement of academic programmes, provision of student residences • Campus director for East London • Financial stability of UFH • Different cultures

9. UFH - overall evaluation • Incorporation of East London campus had been completed successfully, but • A common view for the East London campus had not been developed • Hard decisions required with regard to • Support staff • Academic programmes

10. NMMU - arguments for merger (1) • Programme offerings complementary but also some differences which could allow greater scope • Rationalisation possible in UG diplomas and certificates • Possibility to develop a consolidated endeavour to develop research

11. NMMU - arguments for merger (2) • Adjacent campuses allowed possibility for shared infrastructure and administration • Incorporation of Port Elizabeth Vista campus would help integrate students from different backgrounds and give NMMU a presence in a disadvantaged community

12. NMMU - some issues from implementation • Extensive discussion about what it meant to be a comprehensive university • All sites used, but ambitious plans for faculty relocation curbed by financial restraints • Management of Missionvale and George campuses

13. NMMU - overall evaluation • Process of merger accomplished relatively smoothly • Retention of diploma qualifications (vocational) and academic staff attached to them presents challenges

14. Looking at all 3 case studies : General lessons (1) • All new VCs put their weight behind the mergers • All used the opportunity to ratchet institution up to new levels • None had enough money

15. General lessons (2) – buy-in • All moved quickly to establish frameworks • All attempted to be inclusive in drawing up new policy etc (but this had disadvantages) • All found ways to communicate as much as possible • All found visionary and exciting projects to consolidate the new institution

16. General lessons (3) - leadership • Early stages of all the mergers seemed to require firm, even autocratic, leadership • This then had to be devolved (with different levels of success) • Initially the origins of leaders were noted, but this reduced over time • Leadership at all levels was important for success • Ways of managing conflict and different cultures had to be found

17. General lessons (3) governance • All chose integrated faculties across locations, with pros and cons • UKZN chose a College system, with its own challenges • Both UKZN and UJ had to revise Senate composition because of size

18. General lessons (4) – faculty location • The quicker decisions were taken about location of faculties and departments the better • Proactive departments tended to benefit • Integrated departments worked better • Divisions and stereotypes tended to persist if people were not brought together

19. General lessons (5) multi-campus issues • More expensive to run • Inconvenience to students and staff • Travel time • Campus managers • Vista campuses sometimes complicated matters

20. Conclusions (1) • Type of merger will not predict likelihood of success • Intentions contained in the National Plan for HE must be evaluated across the entire system • The HEIs in these case studies have mostly met their goals • The goodwill and commitment of all concerned has been extraordinary

21. Conclusions (2) • It is too early to be definitive about whether there will be financial efficiencies • HEMSG is concerned about slowing down development of the East London campus • Student and staff composition have changed • “Brand” fears have reduced

22. Challenges and remaining issues • Salary equity has been slow to achieve • Distant campuses • Consolidation of academic programmes has been slow • Entrance criteria have tended to rise • Vocational programmes are under threat