Educational Leadership, Management and Policy Discipline Boasts Record Number of Graduates
The Educational Leadership, Management and Policy (ELMP) Discipline has set a record by producing 36 postgraduate students - eight PhDs and 28 MEds - this year.
In 2015, ELMP graduated 28 postgrads - three PhDs and 25 MEds from Edgewood campus.
Among the students who graduated this year, seven did MEd by Full Dissertation, of which one student, Mr Vikani Msimanga, passed summa cum laude.
Cluster Leader, Dr Thamsanqa Thulani Bhengu, speaking on behalf of the ELMP, hailed this outstanding achievement as an evidence of collaborative leadership and management in action. He highlighted that ELMP staff were characterised by commitment, teamwork and willingness to go the extra mile to empower students to be good researchers. Professor Vitallis Chikoko also expressed this as the outcome of ‘leadership that works’.
Bhengu added: ‘ELMP is one of three Disciplines within my Cluster. I must say that ELMP is keeping the flag of the Cluster (Adult Education Development, Leadership and Management) flying very high. I am very proud of them and the commitment members of this Discipline have displayed over the years.’
UKZN ELMP Discipline staff members who contributed to the outstanding achievement are: Dr Thamsanqa Thulani Bhengu, Dr Siphiwe Eric Mthiyane, Dr Inbanathan Naicker, Professor Vitallis Chikoko, Dr Phumlani Myende, Mr Sibusiso Bayeni, Mr Bongani Mkhize, Mr Sibonelo Blose and Ms Pinkie Mthembu.
One of the PhD graduates was ELMP staff member Mr Sibusiso Douglas Bayeni whose research was a qualitative case study of principals’ understandings and mediation of policy. This study was triggered by an often asked question: Why is there a divide between policy on paper and policy in practice at the implementation arenas?
The findings of the study suggest that principals’ understandings of policy were not congruent with principals’ dealing and implementation of policy. Such a lack of congruence was influenced by the diagnostic and prognostic framings that policy implementers use to view and conceive the policy messages. The study notes that policy understandings do not necessarily mandate policy practice.
‘Policy formulation and policy implementation dualism needs to be re-examined using the frames of inclusionality and relationality. In inclusionality and relationality framing, policy formulators and policy implementers are both conceived as active policy agents in their own right within their own circumscribed landscapes they inhabit, thus, their voices are more privileged than others in the policy discourse,’ said Bayeni.