The content of education and the medium in which it is delivered are generally seen as two different things: a curriculum that is in need of being “decolonised” can still be delivered in a colonial... Show moreThe content of education and the medium in which it is delivered are generally seen as two different things: a curriculum that is in need of being “decolonised” can still be delivered in a colonial language. Likewise, a curriculum that is colonial in nature could in theory be delivered in any medium of instruction. This article argues that, seen from a macro perspective, this belief is incorrect. In African settings (and probably elsewhere as well), the medium of instruction and the content of that instruction are intricately linked. Evolution towards a decolonial educational system has to include a change in the medium of instruction if it is to be successful. Show less
The aim of this research is to contribute to the academic discussion on the problem universities face regarding their capacity to function as integrated organisations. This study analyses the... Show moreThe aim of this research is to contribute to the academic discussion on the problem universities face regarding their capacity to function as integrated organisations. This study analyses the universities’ capacity to coordinate different internal interests based on common aims. Three Chilean institutions were considered: a state university, a traditional private university and a private university. The evidence demonstrates different scenarios for internal strategic alignment are mainly influenced by the power balance produced between the three institutional governance components: the upper-level managerial body, the central administration and the faculties. This balance is conditioned by three factors: first, the governance arrangements that regulate the power balance between the three internal governance components and their capacity to promote coherence and alignment. The second element is associated with the individual capacities of those who exercise high-up or mid-level managerial positions, whether individuals or collegiate. The results show that personal skills and proficiency can either boost or weaken the role of the authorities and their degree of influence in decision-making. The third factor is linked to the individual interests that motivate the behaviour and preferences of those who form part of the three institutional governance components. Show less
