Managing Conflict at Institution/s of Higher Learning: A Post-Positivist Perspective

Yusuf Lukman

doi:10.5430/ijhe.v10n6p1

Abstract

Institutions of Higher Learning in South Africa annually face challenges that often lead to student protests and demonstrations, mostly at the beginning of every academic year, which adversely impact the smooth running of academic programs. Stakeholders’ expectations were at the apex of causes that destabilise the academic environment, academic almanac and the overall academic professional reputation. The volatility of this kind retards productivity and negatively affects many tertiary institutions across the Country. This empirically grounded paper focuses on conflicting variables amongst universities, but with reference to an Eastern Cape University in South Africa spread across its Campuses. Adopting the post-positivist approach, this study obtained data from over 180 respondents and the data was analysed by using descriptive and inferential statistics, including analyses of variance and Pearson Product Moment correlations. In addition, content analysis techniques were used to analyse the data collected from the unstructured questionnaire. In this empirical study the findings highlighted two major variables that gave rise to conflicts, escalation of strikes and demonstrations at Higher Institutions of learning and recommend a conflict management style apposite for handling the conundrum. The factors dealt with in this study are not peculiar to the institution studied, but are analogous to other institutions. The findings also underscored Integrating conflict management as the most commendable style for managing conflicts at institutions of higher learning.

Highlights

South African Universities have been forced to raise fees considering the inflation rates due to increased operating costs and higher student enrollment and decreasing real term Government funding
In spite of the fact that there are a numerous scholarly documents on conflict, at the time that this study was given official approval, there was scarce of literature found dealing with conflict in Universities in Eastern Cape and how to manage it
Based on the findings presented above, the literature reviewed and the theoretical framework, it is apparent that this study revolves around a specific HIL of learning in the Eastern Cape, South Africa and over a précised period of time; it may not be entirely methodical to judge other institutions on the basis of findings obtained in this study

Summary

Introduction

South African Universities have been forced to raise fees considering the inflation rates due to increased operating costs and higher student enrollment and decreasing real term Government funding. As a type of social status wherein two or more people or a group of people may be involved in a „disagreement‟ on vital issues. It is an interactive process characterised by disparity, mismatch and incompatibility that may occur between or among a group of people (Akparep, 2019). The consistent conflict in South African Universities has resulted in contemporaneous phenomenon attracting increasing attention in the academic space

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Conclusion