Academic staff experiences of a continuously disrupted rural South African university campus

Abstract

Multi-campus universities are not unusual in South Africa, and many researchers have indicated the challenges such university campuses experience. Yet, how university leaders manage these institutions to support academic staff seems to be approached differently by each institution. One such multi-campus institution is the University of the Free State, with two campuses in Bloemfontein and one in rural Qwaqwa (Eastern Free State). When rurality and continuous disruptions are added to the multi-campus model, such as in the case of the Qwaqwa campus, managing an already intricate model becomes even more complex. These disruptions constitute multiple natural and human-created disruptions, including student protests and various events and occurrences which disrupt the academic programme and are possibly linked to the rural nature of the campus. With this context in mind, this research aimed to answer the question,  “How do academic staff experience working on a continuously disrupted rural campus of the UFS?” Through this exploratory, mixed-methods study, based on two years’ worth of data (collected through surveys), it became apparent that academics experience campus disruptions, workload, personal well-being, and research as primary challenges in such an environment. Various levels of support are thus proposed, including effective campus management communication, creating a flexible work environment across campuses, and ensuring the environment is conducive to meeting required deliverables. Supporting these key university role players based on their concerns while considering their unique environment is crucial to a successful multi-campus institution. This support needs to be embedded into institutional policies and strategic planning documentation.