International restructuring of higher education: Comments on implications of global trends, for restructuring of Sociology in South Africa

Abstract

The article comprises three sections, each divided into: (i) an analysis of a major trend pertaining to restructuring within universities internationally; (ii) comments on what the author views as some of the implications of this global trend, for sociology departments in South Africa. The first international trend, it is argued, is that we are seeing a fundamental transformation in research especially at research-oriented universities. This ‘2nd Academic Revolution’ of the late 20th century (the ‘1st’ saw the mission of pure basic research incorporated into university structures in the 1800s), sees a further mission: oriented more towards ‘use-inspired basic research’ and more responsive to civil society, although the current phase of capitalist industrialisation results in primary responsiveness to industry rather than to civic organisations. The second trend is viewed as an international consolidation of doctoral training and emerging PhD ‘departmental culture’, rooted in the American PhD system which emerged at research universities in the late 19th century, and which academic system now plays a leading global role. A strong PhD culture makes possible also the first trend, a strong capacity in use-inspired basic research; moreover, this research is of particular relevance at this historical moment in South African research universities including within sociology, it is argued. A third trend, within the European Union (EU), is outlined: an emerging, broad curriculum 3-year bachelor and more professionally oriented 2-year masters ‘two-cycle’ qualification structure, set in motion by the 1999 Bologna Declaration. For many European countries with a core one-cycle 5-year university qualification of magister (masters), this involves quite significant changes. This EU restructuring will have far-reaching implications internationally including for South Africa. One probable effect, moreover, will be to consolidate a qualitative divide between the ‘3+2’ phases and the PhD phase following, thus impacting on the second trend, of a special but vital PhD culture.