A critical discourse analysis of the mission and vision statements of public universities in South Africa.

Abstract

According to the South African government’s National Development Plan and Department of Higher Education and Training, universities need to play a central role in the knowledge economy, the production of new knowledge and skills, and contribute towards redressing inequalities that were perpetuated by South Africa’s apartheid past. The study reported in this dissertation explored the dominant discourses within the mission and vision statements of the 26 public universities in South Africa. The main research question that guided the study focused on identifying the dominant discourses in the 26 public universities’ mission and vision statements. Sub-questions aimed to firstly identify whether there were differences and similarities within the mission and vision statements according to current modes of institutional differentiation, and secondly to determine the extent to which the discourses within the mission and vision statements reflect current national and global efforts to reconstruct and redress past inequalities. There is a relative dearth of knowledge on university mission and vision statements within South Africa and so this research adds to the limited pool of knowledge that currently exists on this topic. The researcher analysed the data through the use of thematic analysis as well as critical discourse analysis, locating this analysis and the entire study within a critical pedagogy framework. The findings suggest two prevailing discourses in the 26 public universities mission and vision statements, namely universities as “the solution”, and universities as the “place to be.” The first discourse positions South African universities as “the solution” to several socio-economic, political, and development problems in South Africa (and to some extent globally), while the second discourse presents universities as idealised, nurturing, and intellectually stimulating places for students and (academic) staff members. The findings suggest that South African mission and vision statements do, to some extent, reflect the national and global efforts to reconstruct and redress past inequalities, however there is very little that distinguishes universities on the basis of current modes of differentiation. The study is important as it provides a critical perspective on idealised discourses inherent in South African universities’ mission and vision statements and questions whether current modes of institutional differentiation are adequately reflected in these statements. The study is of relevance to government officials, university executives and staff, and students and other relevant role-players who may use university mission and vision statements to inform policy, partnership, funding, employment, or study decisions.