South African Journal of Higher Education

Academic freedom and institutional autonomy in higher education in South Africa: Whereto after decades of discourse and rhetoric?

2025-08-23T09:29:41+00:00

Academic freedom (AF) and institutional autonomy (IA) are critical factors for higher education institutions (HEIs) to be able to carry out their core functions effectively, and make the desired societal impact. However, they are also highly contested notions that, since time immemorial, have been the subjects of critical discourses worldwide. This article presents a synthesis of the key issues that stand out from decades of discourse and rhetoric on AF and IA in South Africa. It also illuminates on the roles played by the Council on Higher Education (CHE) in facilitating the discourse, and in providing platforms for deepening the discourse. Furthermore, it poses the question about where to go with issues pertaining to AF and IA after decades of discourse and rhetoric. In exploring the answer to this question, the article posits that the more reasonable route to take after decades of discourse and rhetoric is that of conducting research to acquire empirical insights into the issues raised, and subsequently work towards finding ways and means of addressing them in order to advance, entrench and safeguard AF and IA for the benefit of the sector and all its constituencies. The CHE has decided to take the latter route and, therefore, it has conceptualised and developed a research programme for this purpose. Two research projects that are part of the programme are already underway, with more to follow in the years to come.

Measuring the legal protection of academic freedom: The scorecard for South Africa

2025-08-23T09:29:41+00:00

This article measures to what extent academic freedom as construed in terms of international human rights law, specifically UNESCO’s Recommendation on the Status of Higher-Education Teaching Personnel of 1997, is protected in South African law. It determines the elements of this right, operationalises these by way of 37 human rights-based indicators, and then assesses whether South Africa’s legal framework related to higher education and research adequately protects academic freedom and its structural safeguards, such as institutional autonomy, academic self-governance, and employment security, including tenure. The authors had previously applied this scorecard to determine the strength of the protection of academic freedom in the law of European countries. The analysis for South Africa shows that, as in Europe (and, as it were, most countries of the global North), rather than politically motivated “ideological” attacks, it is the utilitarian, economistic, and, in this sense, illiberal vision of higher education and research, reflected in law and in practice, that puts academic freedom under pressure in South Africa. As in European and in many other countries, market liberalism erodes academic freedom in South Africa, but, additionally, “transformationism” as well as the notion that universities should be development-oriented threaten academic freedom here. Remedying the situation, apart from legislative reform, will require reasserting the truth-seeking (and communicating) role of the university.

Digital pedagogy, academic freedom and responsibility in the post-COVID-19 pre-service teacher education

2025-08-23T09:29:42+00:00

When coronavirus hit in 2020, learning institutions could not have imagined that curriculum delivery would be disrupted to the point that face-to-face teaching and learning could impossible due to a lockdown. Digital technology was deployed for remote teaching and learning. The lockdown accelerated digital transformation in learning institutions. The transformation required a new pedagogy for learning to be effective. Hence, educators in teacher education programs cannot continue to teach the pre-service teachers the same way they used to if the prospective teachers are to be adequately equipped to teach in this digital era. This means that the digital transformation in the post-COVID-19 affected teacher educators’ responsibilities and freedoms for equipping student teachers. Hence this article analyses teacher educators’ lived experiences of their academic freedoms and responsibilities in the post-COVID-19 when equipping student teachers to teach with and through new technologies. Results of the study show that digital technologies can promote academic freedom by enhancing access, engagement, efficiency, and free exchange of ideas. Digital tools can also provide affordable access to international collaboration. Teacher educators around the globe are collaborative and exchange ideas virtually. Educators can invite guest lecturers from far to their online classes. The collaborations are proving to be more cost effective than when people had to travel to meet in person. However, those lacking digital skills, as well as those lacking digital resources and technical support, are missing out on the potentials the digital technology could enhance in their work.

Academic freedom experiences among postdoctoral research fellows in South Africa: Implications for democratisation and transformation

2025-08-23T09:29:42+00:00

Academic freedom is a fundamental principle in higher education, but discussions about it often centre on faculty members and students, overlooking other groups like postdoctoral research fellows (PDRFs). This article combines empirical research and a review of literature to examine various aspects of academic freedom, including the institutional context and diverse university policies that shape PDRFs’ experiences. It focuses on how shifting power dynamics affect PDRFs and highlights the need to transform existing policies to create a more democratic academic environment. Drawing on Mamdani’s concept of unfreedom, the article critiques entrenched academic norms that stifle academic freedom for PDRFs. It explores the consequences of restricted academic freedom on the career development and intellectual growth of academics, particularly those in precarious positions like PDRFs. The findings uncover stereotypes and institutional practices that limit academic freedom, hinder transformation, and impede the democratisation process within post-apartheid universities. These practices not only constrain individual creativity and career progression but also diminish overall job satisfaction, especially for PDRFs. The study argues that many of these constraints originate from university bureaucracies and academic hierarchies, funding models, and power imbalances. It offers strategies for addressing these challenges and fostering a more inclusive academic environment. The article concludes by emphasising the importance of ensuring academic freedom for PDRFs and the role of collaboration between universities, research institutions, and funding bodies in promoting equitable power relations and clear expectations. This study calls for urgent reforms to enhance transformation and democratisation within universities, especially to protect the academic freedom of those in precarious positions like PDRFs. It advocates systemic changes to ensure that academic freedom is extended to all stakeholders.

Democratizing higher education: Navigating public accountability for equity, inclusivity, and social Justice

2025-08-23T09:29:43+00:00

South Africa’s transformation agenda places increasing emphasis on the democratization of higher education, particularly with regard to institutional accountability and the advancement of equity, inclusivity, and social justice. This article examines how public accountability intersects with the broader goals of democratic reform within Higher Education Institutions (HEIs), presenting the University of the Western Cape (UWC) as a case study. Through an analysis of UWC’s Community Engagement Strategy, most notably its Scholarship of Engagement Model and the Scholarship of Engagement for Societal Impact (SoE-SI) framework, the article explores how principles of social justice, inclusion and equity are operationalized in both academic and societal contexts. It further interrogates the layered dynamics of accountability in a transforming HE landscape, where transparent responsiveness to diverse stakeholders must be weighed against institutional autonomy. The article also considers the role of UWC’s SoE-SI Knowledge Management System (KMS) Web Portal in measuring and evaluating the institution’s contribution to societal transformation. Recommendations highlight the importance of sustained transparency, responsiveness, and co-constructed dialogue to strengthen public accountability and embed social justice within institutional practices.

A dialogue on the erosion, subversion, and reclamation of academic freedom

2025-08-23T09:29:43+00:00

This study examines the complex landscape of academic freedom in South African higher education and explores its historical context, challenges and perspectives. Using a dialogue-based approach, we examine the mechanisms of erosion and control that threaten academic freedom, as well as the strategies to subvert and reclaim it. A triad of theoretical lenses is employed to interpret the dialogue, drawing on the works of Foucault, Marcuse and Crenshaw. The article emphasises the paradoxical nature of academic freedom, drawing on Jacques Derrida’s concept of the pharmakon. We argue for a contextual approach to academic freedom that recognises both its crucial importance for social progress and its potential for abuse. The paper concludes with a call for continued critical reflection, institutional reform and a commitment to promoting diverse and inclusive academic communities as important steps towards redefining academic freedom in the South African context.

Academic freedom, institutional autonomy, and public accountability in the context of the democratisation and transformation of education

2025-08-23T09:29:43+00:00

In South Africa, academic freedom grants higher education institutions independence and autonomy. Section 16(1) of the South African Constitution enshrines the right to freedom of expression, which includes academic freedom and freedom of scientific research. This article explores the conceptualisation of academic freedom, emphasising its role in safeguarding both the right and its protection. Recognising that education has historically been shaped by political forces, the Constitution aims to transform society from authoritarianism to constitutional democracy, raising critical questions about the systemic organisation of education and training in a post-apartheid context. The article critically examines the intersection of academic freedom, institutional autonomy, and public accountability within the democratisation and transformation of higher education. Drawing from scholarly perspectives, it interrogates market-promoting policies in the Technical and Vocational Education and Training (TVET) sector, highlighting the tension between neoliberal agendas and the democratic ideals envisioned for post-apartheid education. Using a governmentality lens, the article questions how public accountability extends beyond financial transparency to encompass the social transformation role of educational institutions. Adopting a Human Rights-Based Approach, the article argues that achieving social justice and socio-economic transformation in education requires moving beyond prescriptive, market-driven policies that undermine institutional autonomy. It concludes that sustainable public interests can only be realised through a comprehensive overhaul of the current system.

Academic freedom and doctoral research traditions in higher education in post-apartheid South Africa: Why is PhD a philosophical struggle?

2025-08-23T09:29:44+00:00

From the beginning of doctoral studies, there are three broad traditions that define research in universities: empirical research that is well-known, conceptual research that is merely talked about and philosophical research that is unknown to doctoral students in universities. Given this setting, the Constitution of the Republic of South Africa (1996, 8)[1] and the Higher Education Act (Department of Education 1997, 1–2)[2] make provision for academic freedom and scholarly research in institutions of higher learning in South Africa. Using the University of the Witwatersrand (Wits) as a case study, the article shows how academic freedom is undermined by doctoral definition, doctoral teaching and doctoral writing that are primarily empirical, partially conceptual, and covertly philosophical. This is problematic considering that academic freedom and university autonomy are not irreconcilable but, rather, are closely and jointly connected. To ‘safeguard’ academic freedom, I reposition doctoral research in universities in general on four philosophical planes steered by universities themselves. These are: 1) the clarification of the concept PhD itself—freedom of clarity; 2) the development of ‘self-governing’ doctoral students—freedom to choose and decide without institutional influence; 3) the recognition of a single philosophical style of doctoral research—freedom to pursue knowledge and promote the public good; and 4) the promotion of new scholarship—freedom to rethink and re-imagine future scholars. Given its conceptual-philosophical nature, the article proceeds on the basis of conceptual clarity, analysis of the problem and rigorous argument—this approach does not adopt a theoretical frame, collect data, make findings, and draw conclusions. In the end, I argue for the primacy of philosophical research to be preserved at universities in post-apartheid South Africa.

Exploring academic freedom, institutional autonomy, and public accountability in the global landscape of private higher education

2025-08-23T09:29:44+00:00

In the dynamic landscape of South African higher education governance, this paper explores the intricate relationship between “academic freedom”, “institutional autonomy”, and “public accountability”. Over decades, the Council on Higher Education (CHE) has undertaken a comprehensive exploration of these foundational principles, initiating a national dialogue through research initiatives and publications. However, recent developments such as the Covid-19 pandemic underscore the imperative to delve deeper into this discourse, as globalisation is quickly becoming a critical external influence on higher education. Focusing on the subtheme: governance of education in a globalised arena, within the matrix of “academic freedom”, “institutional autonomy”, and “public accountability”, the article critically examines the interplay between these essential triadic elements and the overarching impact of higher education governance. Therefore, the aim is to elucidate how these principles intersect and shape the landscape of governance as private higher education institutions become more globalised. Methodologically, a Scoping Review was conducted to offer a wide-ranging outline of the existing body of knowledge. This involved systematically searching, selecting, and synthesising relevant academic literature, journal articles, and websites. Drawing on recent scholarly works, the article navigates the compliance landscape, emphasizing the delicate balance between regulation and “institutional autonomy” within a more globalized educational framework. As the global sphere increasingly influences higher education, the study navigates the compliance landscape, emphasising the subtle balance between regulation and “institutional autonomy” within a more globalized educational framework. Building on the CHE's groundwork over the years in South Africa (S.A.), this study provides insights and “pathways” towards a more global, adaptive, and responsive governance framework for private higher education institutions.

The conundrum of academic freedom in Africa: Can academics in contexts such as Tanzania have absolute academic freedom?

2025-08-23T09:29:44+00:00

This article explores the concept and the terrain of academic freedom in Tanzania, highlighting the challenges it faces today. It goes beyond individual rights of academics to address the fundamental role universities play in critically examining power structures, societal injustices and the systems shaping our world. At the core of this issue is a persistent tension: while academics strive for unrestricted intellectual inquiry, those in authority often view critical scholarship as a threat to the established order. This dynamic stifles open dialogue, transforming universities from vibrant spaces for intellectual exchange into environments characterized by cautious conformity. To understand this phenomenon, the study looks back at Tanzania's rich intellectual history, drawing on the experiences of academics who recall a time when critical voices and agency thrived. We conducted semi-structured interviews with a diverse group of scholars from various disciplines, career stages and genders at a Tanzanian university. This qualitative approach allowed us to delve deeply into their lived experiences and perspectives on academic freedom. Our analysis reveals a complex interplay of factors contributing to the erosion of academic freedom. Many academics expressed feelings of pressure to self-censor their research and publications, especially regarding sensitive political or social issues. In addition, a decline in university autonomy has restricted institutional capacity to protect academic freedom and foster an environment conducive to critical discourse. The diminishing presence of forums for open intellectual debates has further stifled critical scholarship and led to a shift from collective action to individual pursuits, potentially compromising the impact of academic work. In conclusion, this article calls for a renewed commitment to academic freedom in Tanzania, emphasizing the urgent need for policy and practice reforms that encourage uninhibited intellectual exploration. By restoring robust academic freedom, Tanzanian universities can become genuine pillars of knowledge creation and meaningful contributor to society's advancement.

Academic freedom in the ‘incentivised university: The case of South Africa

2025-08-23T09:29:45+00:00

In the Incentivised University (2021), Muller argues that the current dominant approach to higher education systems based on “incentivisation” is both philosophically and practically flawed. This article examines the issue of academic freedom in South Africa through the lens of that critique, although its analysis and prescriptions are likely to be relevant to other countries as well. While academic freedom is enshrined in the South African Constitution, the structure and functioning of the higher education system – and the conduct of universities – is driven by an incentive-based framework. The article argues that there is an irreconcilable tension between the “incentivised university” and academic freedom. In many respects, South Africa exemplifies this through the low priority given to academic freedom by university management, and institutional cultures that are hostile to internal dissent or criticism. The article proposes six steps to substantively embody academic freedom in universities: explicitly recognise that academic freedom extends to internal matters and individual academics, and is not just a matter of guarding institutional autonomy from external interference; reorient universities towards institutional cultures that substantively embody academic freedom rather than being driven by extrinsic incentives; change the funding system; designate and empower an independent institution outside universities to conduct regular institutional surveys of the state of academic freedom; educate and train all those within academic institutions on academic freedom; and create an independent body, with investigative and enforcement powers, to deal with violations of academic freedom.

Reframing conversations on institutional autonomy, academic freedom, and accountability in the context of emerging managerialism and corporatism in South African higher education

2025-08-23T09:29:45+00:00

Institutional autonomy and academic freedom have for centuries been the bedrock of a typical university. Universities have always prided themselves as being accountable to their convocations on curriculum, who teaches it, who is taught, how it is taught, and the priorities of a research agenda. However, there have always been challenges to this autonomy and freedom, from states and estates, religious powers, and ideological factions throughout university history. The challenges have recently come from rising new managerialism, corporatism, and performativity in university activities, making institutional accountability increasingly answerable to external interests. This article examines changing discourses in higher education in the contexts of transformational imperatives and emerging managerialism, corporatism, and performativity. This intersection of transformational imperatives and market incursions dictates reinterpretation of institutional autonomy, academic freedom and new approaches to accountability in higher education globally and in South Africa. Neither academic freedom nor institutional autonomy can flourish without responsiveness to notions of accountability

Balancing academic freedom and research integrity through virtue ethics in the use of AI in open distance education

2025-08-23T09:29:46+00:00

In a rapidly evolving educational landscape shaped by Society 5.0, the integration of Artificial Intelligence (AI) into Open Distance Education (ODE) presents both transformative opportunities and ethical challenges. While AI enhances access, personalises learning, and streamlines administration, its usage raises concerns about academic freedom, research integrity, and ethical conduct. This article explores the balancing act required to leverage AI’s capabilities without compromising the values of academic freedom and integrity. A virtue ethics framework is proposed to facilitate ethical AI deployment, prioritising virtues like integrity, accountability, and justice. Through a narrative literature review, the article examines the intersection of AI, academic freedom, and research integrity, proposing a conceptual model rooted in virtue ethics. The framework promotes a responsible AI-driven educational model that respects intellectual autonomy, mitigates ethical risks, and enhances research credibility in ODE. The article concludes with recommendations for implementing virtue ethics in AI governance within academic institutions, emphasising a sustainable approach to maintaining ethical standards in an AI-enhanced educational environment.

Ubuntu as grounding principle in pursuit of academic freedom, institutional autonomy, and public accountability for African universities

2025-08-23T09:29:46+00:00

The attempts to transform universities in South Africa have focused on the discourse of academic freedom, institutional autonomy and public accountability as enablers of transformation. As such, academic freedom, institutional autonomy and public accountability are about redressing past injustices because the legacy of the past has implications within the context of the democratisation and transformation of higher education in South Africa. However, there is not enough focus on knowledge production, which is critical in the transformation of universities such that scholars are at liberty to draw from the well of knowledge from where they are standing without being hamstrung by already existing theories and concepts to seek validation. The article argues that African philosophies have a critical role to play in the transformation of universities. It therefore uses the philosophy of ubuntu as an example to show the ethical existence of African people that should anchor African universities to reflect the ethos of the communities they serve. Ubuntu thus provides a possibility for universities to cease being ivory towers and begin to forge a symbiotic relationship with their communities. This shows the importance of universities learning from communities and, in turn, using such learnt knowledge to develop theories that solve societal problems before that knowledge is transported to solve the world’s challenges. Universities in Africa must therefore become true to African epistemologies where thinkers think from and for communities. The article concludes by arguing that academic freedom, institutional autonomy and public accountability should be anchored in ubuntu to produce graduates that will be of service to humanity.

Academics well-being as a pillar of institutional autonomy: A study on work-life balance in higher education amidst and post Covid-19

2025-08-23T09:29:46+00:00

In higher education, intricate relationships among academic freedom, academic welfare, institutional autonomy, and public accountability have become increasingly evident. This research investigates the critical issue of balancing work and home lives for academics and its significant ramifications. This research aimed to evaluate the influence of work life balance on academics productivity at a specific university in South Africa. Three sophisticated quantitative approaches, the JD-R Model, structural equation modelling (SEM), and Analysis of Moment Structures (AMOS) 27 statistical software, were applied in the study of 175 full-time academics. The results of this research indicated a substantial negative connection among academics performance and work life imbalance (β = -0.232†, p < 0.100). This is an example of how difficult it is to be an academic and have a life. It is evident that productivity and meaningful contributions to an institution will increase when academics are able to successfully manage their personal and professional lives. However, institutional autonomy has an impact on administrative decisions and measures, which in turn affect the work environment, resources at disposal, job security, and overall welfare of academics.

Re-assessing the relationship between external political parties and student political bodies in the light of academic freedom and institutional autonomy

2025-08-23T09:29:47+00:00

The establishment of student leadership bodies at Higher Education Institutions
(HEIs) is central towards facilitating a good relationship between students and
management and for catering for the well-being of students at HEIs generally. On paper, Student Representative Councils (SRCs) as part of the HEI system in South Africa are supposed to function autonomously to be effective in carrying out and enhancing students’ relationship with University management. However, university autonomy has experienced a significant decline, impacting both academic freedom and public accountability. This decrease is attributed to various factors, including administrative restrictions, laws, and regulations. There has also been a notable incursion and interference by external political parties in student politics at different HEIs in South Africa. Notably, there is a lack of discussion about the influence of student political organisations and their connections with external political parties regarding the discourse on institutional autonomy.

Against the backdrop of the above-stated problem, the study adopts a phenomenological qualitative approach, utilising both primary and secondary data to reassess the relationship between external political parties and student political bodies in light of the notion of academic freedom and institutional autonomy. Key findings revealed that the relationship between external political parties and student political organisations influences institutional autonomy and ultimately the policies. The inability of universities to have oversight of these relationships leads to a lack of public accountability from both the institutions and the government. Despite universities being seen as places where there is autonomy and where academic freedom can be fully exercised, the findings indicate, among other points, that the partisanship of student leaders affects the autonomy of higher education institutions. These findings continue to add to the discussion on student leadership and partisanship, which also has implications for the operations of public higher education institutions in South Africa

Leveraging emerging technologies to enhance public accountability in South African higher education

2025-08-23T09:29:47+00:00

South African higher education institutions face significant challenges in maintaining transparency, accountability, and efficient governance. Amidst growing demands for improved quality and accessibility, coupled with fiscal constraints, there is a pressing need to enhance public accountability. The article explores the potential of leveraging emerging technologies as a catalyst for addressing these challenges. The article reviews the current landscape of South African higher education and the complexities surrounding accountability mechanisms. It highlights the critical role that technology can play in fostering greater transparency and accountability by facilitating data-driven decision-making, real-time reporting, and stakeholder engagement. Emerging technologies such as blockchain, artificial intelligence, and big data analytics are examined in the context of their potential applications in higher education governance. These technologies play a pivotal role in enhancing accountability by enabling institutions to analyse vast volumes of data, assess academic performance, and identify areas for improvement. Moreover, digital communication platforms and social media offer institutions an avenue to engage with the public, disseminate information, and collect feedback in real-time enabling higher education institutions to showcase their accomplishments, address concerns, and maintain open lines of communication with stakeholders. The article discusses critical considerations, including data privacy, cybersecurity, and digital literacy, to ensure the successful implementation of these technologies. Additionally, it offers a comparative analysis of international best practices in leveraging technology for educational accountability, drawing valuable insights for South Africa's higher education sector. The article concludes by emphasising the transformative potential of emerging technologies in enhancing public accountability in South African higher education. It advocates for a strategic and collaborative approach involving institutions, government bodies, and relevant stakeholders to harness the benefits of these technologies while addressing associated challenges. By embracing technological innovations, South Africa's higher education sector can pave the way for improved governance, increased transparency, and ultimately, better outcomes for institutions and the public they serve.

Entrenching academic freedom through constructivist assessment activities during the COVID-19 pandemic

2025-08-23T09:29:47+00:00

When the COVID-19 pandemic forced learning institutions to shut their doors, many resorted to online teaching and learning (OTL) to observe social distancing meant to curb the spread of the virus. Due to the social isolation caused by OTL that substituted face-to-face teaching, students took control and actively engaged in their learning independent of support from their lecturers and peers. Therefore, COVID-19 catalysed self-directed learning (SDL) and constructivism. Research abounds on constructivism as an OTL approach during the pandemic. However, little is known about how constructivism was used to entrench academic freedom among students. This research paper investigated constructivist assessment activities that university instructors used during the COVID-19 pandemic and how they entrenched students’ academic freedom. The research question was: “What constructivist assessment activities did university instructors employ during the COVID-19 pandemic, and how did these activities foster students’ academic freedom?” Data were collected through open-ended questionnaires sent to a population of 45 lecturers in three teacher education programmes at a Faculty of Education at a university in the Western Cape Province of South Africa. Eighteen responses were received, and five were discarded because they did not address the questions asked. Emergent themes were generated through colour coding and thematic analysis. Results showed that assessment activities such as problem-based learning (PBL), e-portfolios, research, debates and discussions fostered different academic freedoms among students. The recommendation was that university instructors embrace constructivism in teaching, learning, and assessments, as it promises to be a liberating tool for students.