Bridging troubled waters: deans reflections on leading and managing teaching in a South African university

Abstract

Institutions of higher education are at a crossroads, needing to harmonise academic excellence with the changing demands of society. The deans are at the heart of navigating this complex landscape, whose leadership is pivotal in moulding the educational environment. This insight is drawn from a qualitative case study that used semi-structured interviews for data collection and a narrative method for analysis. The study revealed that these challenges encompass resistance to change, a disproportionate emphasis on research at the expense of teaching, shortcomings in curriculum development, and the inadequate incorporation of technology into teaching practices. Additionally, deans contend with issues like student unrest, poor attendance in classes, and an excessive administrative workload. Yet, through fostering a culture of collaboration, advocating for professional development, and implementing transformational leadership tactics, deans have the potential to convert these obstacles into avenues for enhancement. This approach could significantly elevate the quality of teaching and increase faculty engagement. The study recommends implementing robust support systems and continuous leadership training for deans, fostering collaboration, and revising policies to address challenges, ensuring enhanced teaching and learning management. These efforts align with Agenda 2063's goals of improving education quality and leadership capacity to drive Africa's socio-economic transformation