Dr Shaheeda Essack, Director of Private Higher Education Institutions (PHEIs) at the Department of Higher Education and Training (DHET), shared valuable insights at the recent SAPHE member meeting in February. She highlighted key areas for continued success within the sector, which has grown significantly, now enrolling more than 20 per cent of all higher education students. Dr Essack, a seasoned expert in PHEI management and monitoring, focused on both business and academic operations. Sound business and academic operations Dr Essack underscored the importance of robust financial planning, effective systems, competent staff appointments, and the delivery of accredited, quality programmes. She cautioned against misrepresenting qualifications, a pitfall that could lead to deregistration. Mitigating Risks and Ensuring Compliance Regarding risk management, Dr Essack stressed the need to understand the PSET sector thoroughly, considering both internal and external factors shaping its past, present, and future. She advised PHEIs to learn from past experiences, identify future trends, and stay informed and compliant with relevant legislation and annual reporting requirements. Operational efficiency Dr Essack encouraged clear and transparent operations. She recommended that institutions maintain control over all their academic functions, including marketing and advertising, rather than outsourcing. Student engagement She advocated for transparent grievance policies and comprehensive student orientations that clarify procedures and refund policies. Before involving the DHET, students should first engage with the institution to seek an internal resolution. Dr Essack highlighted the importance of student representation on various levels, as mandated by the CHE. However, she clarified that representation does not equate to governing or managing the institution. She mentioned that student concerns were mainly in two areas, related to the contractual agreement and teaching and learning. Student feedback on teaching and learning was critical and useful for the institution in improving the quality of the learning programmes. Partnerships and policy Discussing public/private partnerships, Dr Essack emphasised the need for clarity on what such partnerships involve and a regulatory framework, acknowledging the absence of one currently. Responding to a query about the Policy for the Recognition of South African Higher Education Institutional Types, she said she anticipates its release for public comment by the end of March, with finalisation expected before the year's end.  In conclusion, Dr Essack commended PHEIs for their remarkable progress, encouraging them to continue their positive trajectory and “to walk the straight path”. Dr Jannie Zaaiman, Chair of the SAPHE Board, thanked Dr Essack for the insights she shared with SAPHE members and affirmed their commitment to good governance and collaboration.

2023 was a year of remarkable progress for SAPHE, marked by numerous impactful milestones and achievements. SAPHE Chairperson, Dr Jannie Zaaiman, says that guided by a shared vision for private higher education, SAPHE members collaborated effectively to advance not only the interests of PHEIs but also the broader landscape of higher education. “This included championing rigorous quality assurance, engaging in constructive dialogue with key regulatory bodies like the Council on Higher Education (CHE), the Department of Higher Education and Training (DHET) and the South African Qualifications Authority (SAQA), fostering valuable capacity-building activities for our members, and hosting a successful SAPHE conference, showcasing research projects undertaken by PHEIs”, says Dr Zaaiman. Globally, 2023 was a year of significant shifts, with Artificial Intelligence (AI) taking centre stage. Recognising its transformative potential, SAPHE established an AI task team to guide members in harnessing its potential responsibly. Closer to home, South Africa's higher education sector faces unique hurdles. The ever-growing demand for quality education is hampered by limited access and insufficient student funding. Additionally, there's concern that graduates lack the skills needed for the evolving job market. Dr Zaaiman emphasises that PHEIs, recognised for their flexibility and accessibility, are well-positioned to address these challenges and play a crucial role in shaping South African higher education. "Our members are committed to delivering high-quality education that caters to diverse needs and backgrounds, adhering to the highest standards," he affirms.  “As we step into 2024, SAPHE is looking forward to embracing its opportunities and tackling its challenges together. We will continue to support our members and believe that through collaboration, our institutions can draw on each other's strengths to unlock the full potential of private higher education in South Africa," says Dr Zaaiman. "Together, let's rewrite the narrative of South African higher education. Join us on this exciting journey!"

The SAPHE Conference, held on 7 November at the IMM Graduate School in Parktown, Johannesburg, provided a valuable platform for thought leadership, academic dialogue, and the exchange of research initiatives.

The recent SAPHE Conference provided an engaging platform for discussion and reflection on the future of higher education in Southern Africa. Among the conference's highlights was a thought-provoking panel discussion on this critical topic, featuring a diverse group of experts from the education and technology sectors. Elmarie Cronje of EOH, Glenda Miles of Microsoft, Buntu Majaja of the SA Innovation Summit, Dr Anselm Adodo of Paxherbals, and Prof. Ronnie Lessem of TRANS4M brought their unique perspectives, each offering a distinct picture of the future landscape for higher education in the region. Prof. Ben Anderson of the DaVinci Institute skilfully facilitated the discussion, expertly engaging the audience in the diverse scenarios proposed by the panellists. Entrepreneurial approach Majaja presented a compelling argument for higher education institutions to become an integral part of their surrounding ecosystem. This, he believed, would make them more aware of the importance of adopting an entrepreneurial approach in their engagement with industry. He was convinced that the benefits of commercialising more, if not all, research, was becoming critical in a creative economy where everyone was defined as a knowledge worker. This underscored the need to co-create new understandings of reality, shaping both the present and the future. Embracing technology In her presentation, Miles asserted that embracing technology is not a choice but an imperative for higher education institutions if they aspire to prepare graduates who can effectively contribute to sustainable socio-economic development. She strongly advocated for integrating a wide variety of adaptive technologies into the student experience, highlighting the transformative potential of such an approach. As a closing remark, Miles challenged the higher education system to take a leadership role in the AI discourse and practice, acknowledging the industry's leading role but not always from a holistic perspective. Demand for niche institutions Cronje's presentation emphasised the importance of representatives of higher education institutions actively listening to their prospective customers and understanding their specific educational requirements. She explained that the growing demand for niche institutions was driven by the industry's need for graduates who were 'job ready' and possessed the necessary critical thinking, reasoning and questioning skills, and competence to thrive in the marketplace. Cronje also stressed the importance of higher education institutions becoming more inclusive and accessible, noting that private higher education institutions in South Africa seemed responsive to the dilemma parents faced and accommodated students from diverse backgrounds. Community-centric focus Lessem and Adodo provoked the audience with the idea of 'Communiversity,' where students actively represent society through their communities, broadening the scope of knowledge and incorporating critical indigenous knowledge systems into the co-creation of new knowledge.  Concluding the panel discussion, Prof Anderson expressed that integrating the diverse yet critical inputs into a futuristic higher education scenario would indeed be challenging. He asked, "Are we ready to embrace these suggestions, and more importantly, should SAPHE play a role in promoting such a future for higher education?" This left the audience and SAPHE members with much to reflect on.

Academics, researchers, and higher education stakeholders from far and wide will gather at the IMM Graduate School on 7 November 2023 to deliberate on "Education with Impact," the topical theme of the SAPHE Conference. Education with impact: A necessity, not a choice "Education with impact is not a choice, it is a necessity," says Dr Jannie Zaaiman, SAPHE Chairperson and Conference Programme Committee Chairperson. "It is essential for preparing individuals to thrive in a dynamic, interconnected world, address pressing global issues, and contribute to a more equitable, sustainable, and prosperous future." The SAPHE conference aims to showcase the positive impact SAPHE member institutions have been making through their research-driven activities. The topics covered in the sessions at this conference reflect the diversity and dynamism of the private higher education sector in South Africa. From teaching and learning strategies for Deaf students to the impact of assessment strategy changes on student performance, to the role of online learning platforms in expanding access to higher education, speakers will be sharing their expertise on a wide range of important issues at the Conference. A rigorous and non-biased review process The Scientific Committee had a challenging task at hand. Over 50 papers were submitted, and it was their responsibility to select the top 14 presentations that could be accommodated within the one-day Conference programme schedule. Dr Willy Engelbrecht, Chairperson of the Scientific Committee and Dean of Research and Postgraduate Studies at The Independent Institute of Education, says a stringent double-blind peer review process was followed to ensure a rigorous and non-biased evaluation of academic work. A unique conference with a focus on private higher education Prof Paul Singh, Member of the Scientific Committee and Head of Postgraduate Programmes at the DaVinci Business School for Leadership, believes that what sets the SAPHE Conference apart is its focus on private higher education. The research of faculty and postgraduate students from Private Higher Education Institutions (PHEIs) is prominently featured, providing evidence of the quality and outputs of research from this sector.

The private higher education sector has witnessed remarkable growth over the past decade. Between 2010 and 2021, private higher education institutions saw a remarkable 156.6% surge in student enrolment. According to the report "Statistics on Post-School Education and Training in South Africa: 2021", released by the Department of Higher Education and Training (DHET) this year, private higher education institutions (PHEIs) now account for nearly 18% of the total number of student enrolments. However, their contribution to the country's research output has been notably more modest. While no recent statistics are available regarding the research outputs of PHEIs, it is safe to conclude that the current status of research at PHEIs in South Africa remains relatively limited. However, as the PHEIs sector develops and matures, and given that PHEIs are known for their relevance and close ties to industry, the sector can significantly enhance its contribution to national research in the future. We have approached a few SAPHE members to provide their insights on the current research landscape at PHEIs, as well as the challenges and opportunities that private providers encounter in the realm of research. Current research landscape at PHEIs in South Africa Dr Tinaye Chivizhe , Head of Programme: Law at Eduvos believes the research landscape PHEIs is undergoing a transformational phase and that private institutions are making substantial strides in in this area. Says Dr Chivizhe: “We are witnessing a surge in research activity, driven by a commitment to innovation and knowledge advancement. Research is more focused on providing innovative solutions to industry challenges. The evaluation of research output is shifting towards assessing whether published articles are of practical use to industry, given that practical experience sometimes outpaces academic knowledge. Private institutions are carving their niche by focusing on emerging interdisciplinary areas, and are known for their agility and responsiveness to societal needs.” Roelanie Boersema , Quality Assurance Officer at AROS, concurs that research within the private Higher education sector is growing. This growth is likely due to many PHEIs having reached a stage in their development where teaching and learning are well-established, freeing up more resources for research. AROS encourages academic staff to pursue further qualifications up to the doctoral level and promotes research for publication purposes, whether in journals, books, or conference presentations. While funding for research at PHEIs often remains limited, Boersema advises that it must be wisely allocated to best support knowledge development in focus areas that are relevant to the institution and national interest. She suggests that by focusing on research within an institution's niche areas or specialised qualifications, the national body of knowledge can expand, keeping institutions at the forefront of their respective fields. Nonetheless, the challenge of securing adequate resources and funding for research remains a prominent concern. Prof Elmarie Sadler, Dean: Research, Internationalisation and Community Engagement at Stadio, believes that research outputs may remain relatively low due to limited incentives and a lack of subsidies from the NRF or the government. Opportunities and challenges Dr Chivizhe highlights that PHEIs have the advantage of flexibility in shaping research agendas and responding swiftly to market demands. They can establish robust industry partnerships and seize opportunities for impactful research that addresses societal needs. However, challenges include resource allocation, cultivating a research-oriented culture, and gaining national and international recognition. Unlike public universities, which often receive substantial government funding, private institutions rely heavily on tuition fees and external partnerships for financial sustenance. Consequently, private institutions must carefully balance limited budgets while striving to meet escalating demands for research infrastructure, faculty support, and student engagement. Dr Chivizhe suggests that actively cultivating strong relationships with industry partners, securing grants from governmental and non-governmental organisations, and fostering alumni engagement can enhance financial capacity for research initiatives. Private institutions are working to establish their research identity, a challenge compared to public institutions with established historical legacies and a broader public perception of academic excellence. Dr Chivizhe believes that publishing in academic journals and participating in high-impact conferences can help private institutions carve out a distinctive research identity and gain recognition in the sector. Contributors to advancing knowledge Prof Sadler suggests a way that PHEIs can establish themselves as significant contributors to the advancement of knowledge is by supporting and introducing high-quality postgraduate qualifications and offering bridging programmes for students who cannot access public institutions. Another strategy to put the spotlight on PHEIs contribution towards knowledge generation would be to showcase experienced and innovative researchers within private institutions. Boersema believes the forthcoming SAPHE conference can serve as a platform for researchers to showcase their work. Offering another perspective, Dr Chivizhe highlights the opportunity for private institutions to engage in impactful research that offers innovative solutions and influences policy-making. Cultivating a dynamic research environment Moreover, collaboration often sparks innovative research and assists in cultivating a dynamic research environment. To achieve this, Prof Sadler suggests hosting webinars, appointing supervisors from public universities and industry for postgraduate qualifications, and inviting stakeholders to Research and Academic Conferences. Collaboration through internal networks, research centres, cross-disciplinary research group and external partnerships would also serve to nurture such an active research environment, emphasises Dr Chivizhe. Aligning research agendas with national needs South Africa's unique sociopolitical context presents specific research priorities and, therefore, PHEIs’s research agendas should also be considerate of the nation's needs. Prof Sadler stresses the need for constant collaboration and awareness of national research and industry research agendas. She says establishing and participating in stakeholder committees for various industries can be pivotal in this regard. Dr Chivizhe advocates for inclusive research that prioritises addressing societal inequalities, historical legacies, and economic disparities. Policy engagement and research that respects and integrates indigenous knowledge systems and diverse cultural perspectives are essential components of inclusive research. Future growth From the responses it is evident that PHEIs in South Africa are witnessing a growth in research activities. While they face some challenges, they have the advantage of flexibility, industry partnerships, and the potential for impactful research and establish themselves as significant contributors to advancing knowledge in the HE sector and country.

University rankings have received much publicity recently, but South African private higher education institutions (PHEIs) often find themselves overlooked or absent from these rankings. To gain a better understanding of the challenges and opportunities that PHEIs face concerning university rankings, we asked a few SAPHE members to share their insights. It is evident from their responses that rankings are not a one-size-fits-all matter. Numerous rankings exist, each with its own evaluation criteria, focusing on different aspects of higher education. Moreover, the diversity among higher education institutions in terms of size, history, context, focus, funding, and qualifications offered, amongst other, makes it difficult for any single ranking to encompass all these variables. Prof. Zaheer Hamid , Director: Chief Academic Officer at Mancosa, points out that institutions are founded with contextual diversity, and as such have unique ways of making an impact and promoting a particular set of values. He emphasises that the market is not a homogeneous environment where a single tool can effectively review institutional value and competitiveness. While different rankings have different rating criteria, research outputs is a key factor in most of them. Dr Dianne Manning , Manager: Quality Assurance and Evaluation at the Foundation for Professional Development, notes that comparing institutions with different levels of resources becomes challenging. Additionally, the unequal playing field in South Africa, where private institutions lack research subsidies available to public universities, makes it hard to compare private and public institutions. According to Hamid the system of rankings itself is self-defeating as it assumes a limited, narrow approach to evaluation of institutional value and competitiveness. He says PHEIs are structured and led differently to traditional institutions and as such often remain unsatisfied that ranking criteria are not aligned to a more broad-based lens in education. Dr Willy Engelbrecht , Dean: Research and Postgraduate Studies at The IIE, shares the view that research often takes priority in rankings at the expense of other dimensions. He proposes a ranking that prioritises teaching and learning excellence to deliver quality education and prepare graduates for the workforce and future studies. This focus would provide a new perspective on the quality of teaching at higher education institutions. Looking at rankings from a different angle, Manning says rankings often concentrate on outputs such as student throughput, visibility, reputation and graduate employability, neglecting inputs and culture. She says transformation imperatives may disadvantage universities investing more in social equity related to access, at the expense of supporting research. When asked about ensuring a fair and comprehensive assessment of private higher education institutions in rankings, Hamid suggests reevaluating the purpose and relevance of rankings. He believes that measuring impact across multifaceted criteria, including a broad-based focus on the environment, transformation, society, community, and graduates' quality of life, is more warranted than a ranking system. Although the measuring of the quality of education might be complicated, it should not be avoided. Says Manning: “Those who are invested in higher education, whether through taxes and/or fees and other contributions, deserve to be able to make informed decisions on the quality of the different institutions. There is definitely scope for SAPHE to lead a comprehensive assessment of the ranking terrain in South Africa identifying criteria and processes for private HEI’s that will be valid, transparent, acceptable and informative.” The discussion on rankings and the myth of an equal playing field highlights the complexity and challenges of evaluating higher education institutions across the board. Recognising the unique contributions and contexts of diverse institutions is crucial for a fair and comprehensive assessment.

University rankings have assumed an increasingly prominent role in shaping the higher education landscape, globally and within Africa. They offer a glimpse into a university’s performance based based on various indicators, such as research quality, academic reputation, and graduate employability. While these rankings can present useful insights, they also come with limitations. In this article, we explore the advantages and disadvantages of university rankings, with a particular focus on African institutions. Advantages of university rankings Promoting global visibility For African universities, high rankings can significantly enhance their global visibility. These rankings provide an international benchmark, helping universities in Africa to compare their performance with those of their global counterparts. This is particularly valuable in an increasingly globalized world, where international collaborations and student exchanges are on the rise. Driving quality enhancement University rankings foster competition among universities, encouraging them to improve the quality of education and research. This is especially important for African universities as they work towards achieving world-class standards and building a reputation for excellence. Attracting investment and talent A strong ranking makes a university more attractive to both national and international investors, scholars, and students. This can lead to an influx of resources, talent, and expertise, which can further improve the institution’s quality. Disadvantages of university rankings Bias toward Western models One of the key criticisms of global university rankings is that they often carry a bias toward Western academic models. They tend to favour universities with high research output, typically in English, which disadvantages many African universities where the focus might be more on teaching and local community engagement. Furthermore, the emphasis on publications in high-impact, often Western-centric, journals overlooks the value of research that is locally relevant and published in regional journals. Neglecting diverse strengths Reducing a university's performance to a single number or rank overlooksb the diverse strengths of African universities. For example, an institution might excel in areas such as community service, local problem-solving, or preserving and promoting African cultures and languages. However, these factors are rarely considered in the ranking systems. Perpetuating Inequalities University rankings often perpetuate existing inequalities within the African higher education system. Universities in wealthier African countries or those with stronger historical ties to Western universities have an advantage in rankings. This can lead to an unequal distribution of resources and opportunities, as high-ranking universities attract more funding and talent. Limited relevance to student experience Similar to universities elsewhere, a high rank does not necessarily guarantee a positive student experience at African universities. Factors such as campus culture, student support services, and extracurricular opportunities play a significant role in shaping the student experience but are not reflected in the rankings. Risk of misdirected focus There is a risk that African universities might focus too much on improving their ranking at the expense of other critical goals. This could lead to an overemphasis on publishing in international journals, for instance, rather than addressing locally relevant research questions or improving teaching quality. Private university/higher education institution rankings: A closer look Private universities or private higher education institutions (PHEIs) in Africa and globally present a unique dimension to the discourse on university rankings. Just like their public counterparts, they can also benefit significantly from a high ranking, gaining prestige, attracting a diverse student population and faculty, and garnering more partnership opportunities. However, the challenges private universities or PHEIs face in the ranking process may differ. Often, private institutions, particularly newer or smaller ones, lack a long history of research and extensive alumni networks which might negatively affect their ranking. This has been an ongoing discussion at SAPHE, as there is little incentives for PHEIs to create research outputs. Private universities or PHEIs typically have a stronger emphasis on teaching quality and student experience compared to public universities, aspects that are often underrepresented in ranking criteria. As a result, a lower or absent ranking may not reflect on the quality of education and student satisfaction at these institutions. Furthermore, private universities and PHEIs often specialise in certain fields of study, making comparison with comprehensive universities somewhat flawed. For instance, a private institution specialising in business or arts may provide outstanding education in its field, yet find itself lower in overall rankings that heavily weight science and technology research output. In conclusion, while private universities can certainly benefit from the visibility and competitiveness promoted by university rankings, the idiosyncrasies of these institutions demand a cautious interpretation of their standing in these rankings. It's crucial for potential students and other stakeholders to look beyond rankings and consider factors such as the university's focus areas, teaching quality, class sizes, and student support services when assessing the institution.

The inauguration of Prof Kobus Mentz as the new CEO of Aros on 20th July 2023 was a celebratory event, marking a new era in the institution's journey. The event was attended by several key figures in Higher Education and renowned academics, including Prof Gerrit Smit of the AP Akademie, Ms Liana van Rooy, registrar at Akademia, Dr Daan Potgieter, CEO at AON, Dr Jaco Deacon, CEO at FEDSAS, Dr Louis Swanepoel, president of SAOU, and Mr Chris Klopper, outgoing CEO of SAOU. Prof Mentz is an exceptional educator with a long and illustrious career in the field. For over 30 years, he has been involved in education and the development of teaching/learning materials at various levels and capacities at former Potchefstroom University for Christian Higher Education (PU for CHE) and North-West University (NWU). As a seasoned researcher, Prof Mentz has published more than 30 articles in accredited scholarly journals, supervised numerous master's and doctoral students, delivered 35 papers at national and international conferences, and has been invited as a guest speaker at conferences in Canada and China. He has also received an award for excellence in teaching from the NWU. Throughout his career, Prof Mentz has held various management and leadership positions. Most recently, at the end of May 2023, he stepped down as the director of the School of Professional Studies in Education at NWU.  Earlier this year, Aros launched its new campus in Montana Park, Pretoria, and the Aros community expressed their excitement to welcome Prof Mentz as CEO to their new home.