As by Fire. Jonathan Jansen

sense of how to achieve their goals is very different from theirs. Clearly I do not enter this study as the detached, clinical, independent outsider; the book will reveal my own passions and commitments, and my ‘being implicated’ within the research process. And yet truth matters, not simply experimental truth but narrative truth: the heart-and-mind accounts of real leaders in crisis situations in which their very lives, and those of their followers, are on the line. This book is not the whole truth – there is no such thing – but a perspective on the truth, and an important one from the rare and relatively unstudied vantage point of the university leader.

      Following the approach I took in writing my book Leading for Change,10 I decided to dispense with unnecessary jargon and to focus on communicating what are sometimes complex ideas in everyday language. The crisis in and future of South African universities is too important a topic to cloud or conceal important issues behind the shroud of academic pretence. The use of everyday language does not make research less scholarly; it makes it more accessible, and helps contribute towards public scholarship as well as academic debate.

      The sample

      All but one of the sample of eleven vice-chancellors were men, of which only two were white. There are too few women leaders of South African universities, and among the few approached for inclusion in this study only one responded positively or at all. The institutions themselves are richly diverse in terms of age, origins, region, racial demographics, politics, and resource profiles. And as indicated in the table on the next page, the status of these university leaders was changing even before this study was completed.

      None of the traditional black universities were included in the sample since the purpose of this study was not to investigate those institutions where routine protest cycles were well established and which were bypassed, for the most part, by the violent protests of 2015–2016. For example, the issue of decolonisation would not come up in any serious and sustained manner on the historically black campuses. What happened at the sampled institutions was that their leaders were confronted for the first time by a scale and intensity of protest not seen before and which required extraordinary leadership and management responses. This is not, however, a study of the institutions themselves, but of the leaders of those universities and how they managed and led within their particular environments.

      Although the vice-chancellors themselves represent a variety of personality types and a range of leadership styles, they all carry a deep concern and a heavy personal burden in relation to the future of South Africa’s 26 public universities. This concern prompted the vice-chancellors’ engagement with questions such as the following: What does this analysis of the student protests foretell about the prospects for vibrant and viable institutions of higher education in the southernmost region of the continent? Given that so many African universities lost their intellectual vibrancy and social value in the post-colonial period, can South Africa expect to be different? South Africa is home to some of the world’s leading research and teaching universities, attracting more and more African students from north of the Limpopo. Will the student protests destroy or enhance these institutions of higher learning? That is the key question that should be kept in mind in the course of reading this book – and to which the final chapter hazards a response.

University and leader	Total enrolments(2014)	Black*	White
Cape Peninsula University of Technology (CPUT) Professor Prins Nevhutalu (placed on leave)	33 186	29 024(87,5%)	4 162(12,5%)
Durban University of Technology (DUT) Professor Ahmed Bawa (resigned)	26 472	25 707(97,1%)	765 (2,9%)
Nelson Mandela Metropolitan University (NMMU) Professor Derrick Swartz (stepping down, 2017)	26 510	20 162(76,1%)	6 348(23,9%)
North-West University (NWU)Professor Dan Kgwadi	63 135	45 354(71,8%)	17 781(29,2%)
Rhodes UniversityProfessor Sizwe Mabizela	7 519	4 830 (64,2%)	2 689(36,8%)
Tshwane University of Technology (TUT) Professor Lourens van Staden	56 785	54 027(95,1%)	2 758(4,9%)
University of Cape Town (UCT) Dr Max Price (end of term, 2017)	26 357	18 120(68,7%)	8 237(21,3%)
University of the Free State (UFS) Professor Jonathan Jansen (resigned)	31 032	22 040(71,0%)	8 992(29.0%)
University of Johannesburg (UJ) Professor Ihron Rensburg (stepping down, 2017)	49 789	44 427(89,2%)	5 362(10,8%)
University of Pretoria (UP)Professor Cheryl de la Rey	56 376	32 215(57,1%)	24 161(42,9%)
University of the Western Cape (UWC)Professor Tyrone Pretorius	20 582	19 473(94,6%)	1 109(5,4%)
University of the Witwatersrand (WITS)Professor Adam Habib	32 721	25 152(76,8%)	7 569(23,2%)

      Source: Enrolment data from Department of Higher Education and Training (DHET) Higher Education Management Information System (HEMIS). Available at: http://chet.org.za/data/sahe-open-data.

      *‘Black’ includes African, coloured, and Indian students. The total enrolments include students in distance education, almost exclusively black, offered by institutions such as NWU (47% contact white in 2012) and UP (52% contact white in 2012) in which the contact numbers are more white. The racial distribution of students also does not reflect campus-specific racial numbers or dynamics. For example, the Potchefstroom campus of NWU is largely white, and the Bloemfontein campus of UFS is more integrated than its virtually all-black Qwaqwa campus; such differences relate to the 1990 mergers and incorporation of former black and white colleges and universities.

      Interviewed vice-chancellors

      Ahmed Bawa Durban University of Technology (DUT)

      Cheryl de la Rey University of Pretoria (UP)

      Adam Habib University of the Witwatersrand (Wits)

      Dan Kgwadi North-West University (NWU)

      Sizwe Mabizela Rhodes University (RU)

      Prins Nevhutalu Cape Peninsula University of Technology (CPUT)

      Tyrone Pretorius University of the Western Cape (UWC)

      Max Price University of Cape Town (UCT)

      Ihron Rensburg University of Johannesburg (UJ)

      Derrick Swartz Nelson Mandela Metropolitan University (NMMU)

      Lourens van Staden Tshwane University of Technology (TUT).

      Abbreviations and acronyms

      ANC African National Congress

      BFLF Black First Land First

      CHE Council on Higher Education

      CPUT Cape Peninsula University of Technology

      DA Democratic Alliance

      DASO Democratic Alliance Student Organisation

      DHET Department of Higher Education and Training

      DUT Durban University of Technology

      EFF Economic Freedom Fighters

      FMF #FeesMustFall

      IFP Inkatha Freedom Party

      LGBT lesbian, gay, bisexual, and transgender

      LGBTQI lesbian, gay, bisexual, transgender, queer or questioning, and intersex

      NDP National Development Plan

      NEHAWU National Education, Health and Allied Workers’ Union

      NGO non-governmental organisation

      NMMU Nelson Mandela Metropolitan University

      NSC National Senior Certificate

      NSFAS National Student Financial Aid Scheme

      NUSAS National Union of South African Students

      NWU North-West University

      PAC Pan Africanist Congress

      PASMA Pan Africanist Student Movement of Azania

      RMF #RhodesMustFall

      SACP