Consequently, it was necessary to keep an eye on these imperatives, as they may have had an influence on the events that were being reported upon by the independent assessors (IA's).
STATEMENT OF THE RESEARCH PROBLEM
The past decade has seen an unprecedented international interest in the influence of academic leadership on a range of educational outcomes (Robinson, Lloyd & Rowe, 2008). Against the backdrop of ever-changing government and institutional policy and quality frameworks, there has been a heightened demand for efficient and effective academic leadership across all levels of educational institutions – both at school and post-school levels. As a senior member of staff at one of the institutions affected by the Minister's evocation of his rights and obligations under Section 44 (1) (a) of the HE Act (as amended) the author was struck by the fact that within the space of three years, between 2010 and 2012, the Minister of HET had appointed not less than five independent assessors (IA's) to carry out investigations into the affairs of these public institutions for the purpose of advising him as indicated above. A casual eye-ball scan revealed that all the affected institutions had African Vice Chancellors at their helms, and predominantly African Executive Managements in place – as well as Councils dominated by members of African extraction (perhaps, except for one which has since had the high court overturn the decision of the Minister to send an Administrator there). What is this 'African' common denominator telling us? On all accounts, these reports and events suggested to a governance and management crisis at these institutions. In almost all these cases, as if pre-rehearsed, the IA's arrived at similar recommendations – chief among which were (a) the dissolution of the respective Councils, (b) almost invariably, the suspension of the affected Vice Chancellors, and (c) the appointment of an Administrator to clean up the mess. The author is not aware of anywhere else in the world where such drastic actions have been taken by government involving so many HE institutions, within such a short period of time, with a view to normalising bad governance and maladministration at their universities. As people say, there appears to be “an invisible elephant in the house” that needs to be made manifest.
In undertaking this project, the author hoped to make a contribution under two sub-themes of this conference: (a) Building Conceptual Frameworks, and (b) Research-Based Practice. The model, or conceptual framework, which has been constructed in this study from the reported elements of bad governance and administration, manifested at the assessed institutions, should help them to steer clear of the practices which landed them in these troubled waters in the first place. At the same time, those that have not yet been visited by IA's should take a leaf from this model so that they continue to sail in safe waters.
Towards a Model of Bad Governance and Maladministration at South African Universities 306
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