Most students enter the working world feeling underprepared and unsure. So, how do you avoid that? There is no better person to answer this than Professor Tawana Kupe, former Vice Chancellor of the University of Pretoria and Vice Principal responsible for the day-to-day running of the University of the Witwatersrand. With a PhD in Media Studies and his current role as a Research Scholar and Facilitator for the Executive Leadership Programme at the International Association of Universities, as well as a global higher education strategy advisor, he brought deep insight to our conversation on leadership, higher education, and the academic skills that truly matter.
This is what he had to say:
1. You founded the African Centre for the Study of the United States to generate knowledge by Africans for their own understanding. What misconceptions about America were you most eager to address through this initiative?
First, that America is a land of milk and honey and the American Dream is true for everyone. That rather America was a country of contradictions with major successes and strengths including but not limited to its economic power, its top, leading and prestigious universities, its technological advances, innovations and inventions, and its cultural industries especially film and television, news media, theatre and music that have spread across the world. Second, that America was always been a successful society. But that rather it was successful in some respects, again not in everything given the history of slavery, dispossession of indigenous people, discrimination against key demographic groups including women and inequality. Third, that America is a perfect democracy. But rather that while it has strengths, works and at the same time that it has major challenges requiring democratic reform.
2. Having held leadership positions across universities in Zimbabwe and South Africa, what fundamental differences have you observed in how higher education functions across different African countries?
Post 1994 when South Africa became a constitutional democracy the major difference is that South African universities have had a 30 year run of academic freedom and institutional autonomy allowing them to pursue excellence to a large degree. In other words they have not been subject to wholesale government and political control which is true of universities across most of Africa. However, they have also faced declining public funding which is a threat to academic freedom and institutional autonomy as well as the ability to deliver excellence and quality.
3. Your academic background spans media studies, journalism, and English literature. How do these disciplines inform your approach to higher education leadership?
All these disciplines are anchored on notions of independence, free expression, free thought and inquiry, creativity and the pursuit of a better society and what is best for the public. At the heart of the university is independence of thought, free expression, critical thinking and inquiry that serve humanity and the planet. All these values have to be protected and allowed the best expression. So my leadership and management are informed by them and inspired my efforts to advance them and protect them when they were threatened. This approach contributed to the success of the universities I worked in and my leadership. Such success was evident through students excelling in their studies, new disciplines and programs, new research center’s and institutes, financial health, intellectual nourishment to society and sporting prowess among other things.
4. As someone who was deeply involved with both the Australia-Africa University Network and global education initiatives, what models of international academic collaboration have you found most effective?
Networks are effective because thy bring together universities with different strengths and shared interests to address pressing local and global challenges affecting our humanity and planet. Similar forms include associations like the African Association of Universities (AAU), the African Research Universities Association (ARUA) which includes 23 African universities and alliances like the African Alliance Partnership (AAP) which is Michigan State University in America and 11 African universities and a policy network. These forms of partnership and collaboration enable the pooling of knowledge, capacities and resources in pursuit of better teaching, staff and student exchanges and societal engagement. Working together they can collectively address the challenges of the 21st century.
5. Through your work with Media Monitoring Africa and AmaBhungane Centre for Investigative Journalism, you’ve championed media integrity. How do you view the relationship between academic institutions and independent journalism?
They are in the same spectrum of activity – the pursuit of information and truth through rigorous research and assembling facts to throw light on phenomena. To be purveyors of truth that enlightens society both academic institutions and independent journalism they have to have integrity to be trusted by society. Especially in the current context when institutions have a trust deficit with society.
6. What skills do you believe today’s university graduates need that might not have been essential when you began your academic career?
Critical thinking, analytical skills, strong written and oral communication, ability to collaborate and work in a team, resilience, understanding complexity, appreciating diversity, emotional intelligence and empathy.
7. Looking at higher education globally, which innovations or approaches do you think African universities could adopt?
African universities should really go the differentiation route and move away from trying to do everything. In this regard they ought to decide what they are best at and focus in those areas and drive excellence. A university cannot be good at everything because there are no resources for everything. They must also choose to besides contributing at the national and international levels focus on the local context whether its a city, town or a rural area and be responsive to the needs that will improve life, in other words engender transformative impact. Finally they must grapple with technology and pursue teaching and learning technologies that combine face to face with online learning modes of delivery in ways that promote the best of teaching and learning. It is no longer an either or.
What an awesome conversation with Professor Tawana Kupe! His unique perspective on leadership, higher education, and the essential skills for success today is a powerful reminder of the importance of critical thinking, resilience, and adaptability in both academia and beyond. From addressing misconceptions about global powerhouses like the United States to advocating for innovation and responsiveness within African universities, his insights are crucial for anyone navigating the complexities of education and leadership in the modern world.
Key takeaways:
- The importance of critical thinking and emotional intelligence in today’s graduates.
- How African universities can drive transformation by focusing on their strengths and local contexts.
- The critical relationship between academic institutions and independent journalism in preserving truth.
Thank you, Professor Kupe, for sharing your wisdom and for inspiring us to think differently about the future of higher education.
If you’re interested in learning more about Professor Kupe’s work, be sure to read more about it here!
What do you think about the future of higher education in Africa and globally? Drop your thoughts in the comments below! I’d love to hear your take!
If you found this article interesting, make sure to read this conversation with Dr. Renaldo De Jager
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