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ERIC Number: EJ832926
Record Type: Journal
Publication Date: 2003
Pages: 8
Abstractor: As Provided
Reference Count: 13
ISBN: N/A
ISSN: ISSN-1011-3487
A Critical Overview of Trends and Practices in Performance Management in the South African Higher Educational Environment
Franzsen, K.
South African Journal of Higher Education, v17 n2 p131-138 2003
The transformation from an industrial society to a postmodern knowledge society has given rise to a new set of values that are manifesting to varying degrees in modern organisations. Besides quality orientation, these include focus on teamwork and cooperation, democratisation of the workplace, fairness and equity in labour relations, and a respect for diversity. In South Africa, many of these values have been amplified by the political transformation that the country has been undergoing since the early 1990s. Organisations are obliged to promote these values and build new cultures through strong leadership, changed strategies, and ensure buy-in and compliance by means of performance management and reward systems. Higher Education, particularly in South Africa, has been reluctant to adopt performance management systems and practices, especially insofar as it pertains to the management and appraisal of academic staff at institutions of Higher Learning. The reasons for the reluctance seem to revolve mostly around an exaggerated deference to the idea of "academic freedom" and more operationally, the difficulties associated with "measuring" excellence in academic pursuits. This article will give an overview of prevalent trends and practices in managing academic performance and will attempt to explore the possible reasons for the apparent reluctance of academic staff and academic administrators to develop or adopt systems and procedures for managing academic performance.
Unisa Press. Preller Street, P.O. Box 392, Muckleneuk, Pretoria 0003, South Africa. Tel: +27-24-298960; Fax: +27-24-293449; e-mail: sajhe@vodamail.co.za; Web site: http://www.sajhe.org.za
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa