Literature review
2.4 Mangosuthu University of Technology as a cybernetic system
2.4.9 Applying professional standards in student affairs programmes Professional standards for student affairs have been developing for more than
construed as meaning that one associates paradigm diversity with fuzzy logic, but one is fascinated by the reaction to the idea. This could be a concern by someone who simply does not want to dare venture out of his frame of reference.
It seems obvious that some organisational theorists are bound by the
presuppositions that they hold. Morgan (1992:14) implores one to adopt the role of a constructive opportunist and focus on the possibilities, prospects and
challenges that paradigm diversity poses for the development of organisational studies. The presuppositions that one has, tend to provide the rules that are used when there are perceived problems and solutions. In such cases, language tends to erect the boundary encircling what one thinks and therefore does. But one has to note that human activity does produce language. The middle ground is actually forged through Wittegensin's thesis that language is both a product of human activity and a producer of meaning (Morgan, 1992:16).
Ideas that form part of organisational theory are essentially European or, rather, 'Western'. Individualism seems to be at the centre of European culture, and that seems to cut across the thinking of most social scientists. Our ability to take effective collective action is at times impeded by individualism which puts stress on agreements before any action can be taken. Senge (1992:112) quotes a war council of an Indian band, a colloquy at which opinions are exchanged but nothing is decided. Later, the band goes out to hunt buffalo, the hunters collaborating with flawless, almost instinctive precision. The lesson from this is that the accommodation of different ideas can be a powerful tool to be used in tackling the problems that we face.
2.4.9 Applying professional standards in student affairs programmes
credibility on the modern-day college campus.
A critical systems approach, the purpose of which is to understand the complex interactions that occur among elements of a system, can be especially helpful when an institution embarks on a progressive and highly participatory
development for student affair professionals. Critical systems thinking is based on three tenets which can be summarised as follows (Jackson, 1991:27):
• The theoretical perspective of the different methodologies. These methodologies include the unitary perspective type, which serves the technical interest of mankind by developing techniques for the control of natural processes and social processes. Some are of the pluralist perspective type, which are concerned with the guiding of human
interaction and the promotion of mutual understanding. Others are of the critical perspective type, concerned with freeing people from 'unhealthy' constraints imposed by power relations. Student Services in South Africa seem to be characterised by a lack of theoretical framework that provides guidance for what they do. At Mangosuthu University of Technology one of the challenges is to shape good working relationships with other
stakeholders. However, it is imperative to view these relationships from a particular theoretical perspective.
• Sociological awareness: This seeks to 'liberate' illegitimately suppressed methodologies. It is meant to counter the tendency to popularize the use of certain types of methodologies. This tendency could be due to
organisational or social pressures. Tertiary institutions have within themselves the idea of academic freedom which seeks to encourage the flourishing of different ideas.
• Human well-being and liberation: This seeks to achieve the maximum development of the individuals working in organisations and in society.
This tenet could help in cultivating a culture of open communication which seems to be curtailed at the moment.
Student affairs professionals usually come from different disciplines within human sciences, and some of them have an education qualification. This diversity of the personnel, on its own, creates opportunities for collaborative work by student affairs leaders. These can be explored during workshops or planning sessions that we normally have. The critical systems thinking, directly and indirectly, prompts problem-solvers into discovering more about the situation under study.
The various facets of reality are uncovered by interrogation and by addressing the various concerns and issues from all the perspectives: unitary, pluralist and critical. Jackson (1991:32) asserts that the issue of the subjectivity of critical systems thinking does not arise because critical systems thinking asserts that any view of reality must necessarily be subjective, and that the ultimate view adopted will emerge from well-informed debates. Critical systems thinking encourages the use of different perceptions as important inputs for discussion, leading to a continuous learning of the problem situation.
According to Crowfoot and Chester (1976:37), keeping the student clientele's concerns central, an institution could come to healthy resolution of difficult problems while moving toward a goal. As problems themselves are social constructs, effective problem-solving by management can be conducted only after the problem context embodying the individual problems has been understood.
The exercises that are embarked upon during workshops should be an approach to the comprehension of the problem context or the life-world surrounding the various problems. This involves the participation of all concerned and is based on the conscious employment, in a guided manner, of many management
concepts. One hopes that this would help to improve organisational competence
in dealing with problems, especially those problems where the various parties are at odds and the situation involves human relations.
There are several implications for student affairs managers. They need to acquire competence in the following aspects (Block, 1987:47):
• Develop an ability to step back from the specific scene and to reflect on the various facets of the problem situation from different perspectives; that is, from unitary, pluralist and critical viewpoints. The issue of financial aid for needy students, for example, remains a thorny issue at the institution.
It is therefore important to refrain from adopting a rigid approach to dealing with the problems that students have.
• Develop a willingness to challenge and be challenged on the various propositions underlying managerial proposals, policies and organisational arrangements, regardless of the hierarchical status of the persons
concerned. The Student Support and Development Committee at the University provides a platform for different stakeholders attached to the Student Affairs Department to engage in open discussions on different issues.
• Develop a willingness to share information with others and to promote an open atmosphere within the organisation. The stability that exists at present could be a direct result of an open atmosphere that characterises discussions between the management of the institution and student leaders.
• Develop a willingness to treat people, including subordinates, as total persons, not just as instruments to serve the organisation. This applies particularly to relationships between Student Affairs officials and students.