This book explores the opportunities and epistemological and structural challenges facing higher education in postcolonial South Africa, and argues for a fundamental transformation to meet the needs of the 21st century.

Taking the concept of transformation as a unifying thread, this book discusses the evolving trajectories of higher education in South Africa, with particular emphasis on the decolonial initiatives that have emerged in the post-Apartheid era. During this time, there have been persistent calls for South Africa to move beyond Eurocentric education programmes and curricula in favour of a system that reflects the continent’s culture and identities of all South Africans. The book argues that incremental reforms of existing structures are insufficient, and that instead a deeper, more fundamental shift in higher education structures, values and systems is needed. Overall, the book calls for a comprehensive transformation to expand access for historically disadvantaged communities, enhance quality and competitiveness, address past injustices, and improve the quality and capacity to act together for a more sustainable and just future.

Also exploring the digital transformations which have accelerated in the wake of the COVID-19 pandemic, this book will be an essential read for researchers and policy makers working on higher education in South Africa.

Emnet Tadesse Woldegiorgis is a Professor and Director at the Ali Mazrui Centre for Higher Education Studies (AMCHES), University of Johannesburg. He holds a PhD from the University of Bayreuth, Germany, where he also worked as a researcher between 2015 and 2019. Emnet holds a joint Master’s Degree in Higher Education Studies from Oslo University (Norway), Tampere University (Finland), and Aveiro University (Portugal). He is a distinguished NRF-rated researcher with a portfolio of over 30 peer-reviewed academic publications, primarily focusing on higher education research. Emnet has received advanced-level research training in higher education from the Centre for Institutional Cooperation (ICIS) at Vrije Universiteit, Amsterdam, as well as specialised training in Leadership and Management of Higher Education Institutions from Maastricht School of Management. Prior to pursuing his PhD, Emnet served in various roles, including Head of Quality Assurance Office, Department Head and team leader. He has been researching higher education in Africa for the past 15 years, and during this time he has published several peer-reviewed academic works on theories of regionalisation, internationalisation, academic mobility, the economics of higher education, partnership models, decolonisation debates and harmonisation strategies in higher education.

Logan Govender is a Research Associate at the Ali Mazrui Centre for Higher Education Studies (AMCHES), University of Johannesburg. He has diverse research interests, with a focus on education policy analysis, higher education transformation, teacher professionalism and unionism.

Dennis Zami Atibuni is a Research Associate at Ali Mazrui Centre for Higher Education Studies (AMCHES) at University of Johannesburg, South Africa following his postdoctoral research fellowship (PDRF) under the mentorship of Professor Michael Cross (RIP) and Professor Emnet Tadesse Woldergiorgis at the same centre. An Associate Professor at the Department of Education, Faculty of Science and Education, Busitema University, Uganda, he has served as the chairperson of Faculty Higher Degrees Committee, Head of Education Department, Departmental Examinations Coordinator, Faculty Quality Assurance Focal Point, Faculty Representative on the Busitema University Ceremonies Committee, School Practice coordinator, member of Faculty Welfare Committee, and member of Academics and Disciplinary Committee. His research interests include student (research) engagement; educational assessment; pre-service and in-service teacher education; student and staff mentorship; diversity, equity, and inclusion; and psychological determinants of effective academic leadership at higher educational institutions. He has authored and co-authored several refereed articles, book chapters, and a book volume in addition to serving as a reviewer and board member for different international journals. He has undertaken several continuous professional development courses including Higher Education Leadership under Council for the Development of Social Science Research in Africa (CODESRIA); Working with Literature under African Doctoral Academy (ADA); and Gender Mainstreaming under FAWEU, among others. Outside academia he serves as a mentor, counsellor, and catechist of vulnerable learners, and facilitator of FAWEU programmes.