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Erschienen in:
Trends and Challenges in Management Education around the World Kapitel lesen Erstes Kapitel lesen

2017 | OriginalPaper | Buchkapitel

8. Higher Education in Management: The Case of South Africa

verfasst von : Millard W. Arnold

Erschienen in: The Future of Management Education

Verlag: Palgrave Macmillan UK

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Abstract

Dr Hendrik Verwoerd, then Minister of Native Affairs, later South African Prime Minister, and considered by many to be the architect of apartheid, argued in 1953 that “there is no place for [the Bantu] in the European community above the level of certain forms of labour … What is the use of teaching the Bantu child mathematics when it cannot use it in practice? That is quite absurd. Education must train people in accordance with their opportunities in life, according to the sphere in which they live.”

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Vorheriges Kapitel Higher Education in Management: The Case of the UK
Nächstes Kapitel Higher Education in Management: The Case of Poland
Fußnoten
1
Dr Hendrik Verwoerd, South African minister for native affairs (prime minister 1958–1966), speaking about his government’s education policies in the 1950s, quoted in Clark, Nancy L.; Worger, William H. (2004). South Africa—The Rise and Fall of Apartheid. Seminar Studies in History. Pearson Education Limited, pp. 48–52.
 
2
The Bantu Authorities Act created tribal, regional and territorial authorities administered initially by the Department of Native Affairs. Verwoerd said of the Bantu Authorities Act, that the “fundamental idea is Bantu control over Bantu areas as and when it becomes possible for them to exercise control efficiently and properly for the benefit of their own people.”
 
3
The Black Act oversaw “influx control” and introduced the infamous “pass book” so as to manage and limit the movement of black people into what were called “white areas”.
 
4
The Bantu Education Act established a Black Education Department in the Department of Native Affairs. One of the many functions of the act was to compile a curriculum that, according to Verwoerd, suited the “nature and requirements of the black people”.
 
5
Verwoerd speaking in the 1950s, quoted in Godfrey Mwakikagile, South Africa in Contemporary Times, New Africa Press, 2008, p. 82.
 
6
The limited development of business education at historically black institutions under apartheid was consistent with the role allocated to black people in the employment structure of apartheid South Africa. The Industrial Conciliation Act No. 55 of 1956 and the Mines and Works Act No. 78 of 1973, together with supplementary legislation on training, created a legal framework that excluded Africans from the definition of employee as well as preventing them from having access to managerial, professional and skilled work outside the designated independent and non-independent homelands.
 
7
“The State of the Provision of the MBA in South Africa”, a report of the Council On Higher Education, October 2004, p. 7.
 
8
Universities: Gordon Institute of Business Science, University of Pretoria; Graduate School of Business and Leadership, University of Kwa-Zulu Natal; Graduate School of Business & Leadership; North-West University Mafikeng Campus; Nelson Mandela Metropolitan University Business School; Potchefstroom Business School, North West University; Rhodes Business School, Rhodes University; Tshwane University of Technology Business School; Turfloop Graduate School of Leadership, University of Limpopo; UCT Graduate School of Business, University of Cape Town; UFS Business School, University of the Free State; UNISA Graduate School of Business Leadership, University of South Africa; University of Stellenbosch Business School; WITS Business School, University of the Witswatersrand. Private Providers: Henley Business School; Management College of Southern Africa (MANCOSA); Milpark Business School; Regenesys Business School; Regent Business School.
 
9
“The State of the Provision of the MBA in South Africa”, Introduction, p. 1.
 
10
Ibid.
 
11
Ibid.
 
12
Provocatively, the review wondered whether business schools were conservative or subversive. Were they simply a vehicle for changing the racial composition of business in South Africa, or could they redefine the relationship between business and society? “The State of the Provision of the MBA in South Africa, p. 124.
 
13
Ibid., p. 125.
 
14
Ibid., p. 125.
 
15
Ibid., p. 125.
 
16
Ibid., p. 125.
 
17
Ibid., p. 126.
 
18
Ibid., p. 126.
 
19
Ibid., p. 126.
 
20
Ibid., p. 126.
 
21
Ibid., p. 126.
 
22
Ibid., p. 126.
 
23
“Ranking The MBAs”, Executive Education Annual Review, Financial Mail, Johannesburg, September 25, 2015.
 
24
Jim Playfoot Game-Changing, Trend-Setting: Collective voices on African education today and tomorrow edited by George Mugatroyd, Association of MBAs (AMBA), 2015.
 
Literatur
Clark, N. L., & Worger, W. H. (2004). South Africa—The rise and fall of Apartheid, Seminar studies in history. Harlow: Pearson Education Limited.
Financial Mail, MBA Surveys: 2003–2015.
Mwakikagile, G. (2008). South Africa in contemporary times. Pretoria: New Africa Press.
Playfoot, J. (2015). Game-changing, trend-setting: Collective voices on African education today and tomorrow, edited by G. Mugatroyd. Association of MBAs (AMBA).
The State of the Provision of the MBA in South Africa, A report of the Council on Higher Education, October, 2004.
Metadaten
Titel
Higher Education in Management: The Case of South Africa
verfasst von
Millard W. Arnold
Copyright-Jahr
2017
Buch
The Future of Management Education

Print ISBN: 978-1-137-56089-6

Electronic ISBN: 978-1-137-56091-9

Copyright-Jahr: 2017

DOI
https://doi.org/10.1057/978-1-137-56091-9_8

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