September 13, 2023

PHEIs play a growing role in research

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. 

Leading SAPHE into a new era of opportunity

June 11, 2026
Private higher education in South Africa has experienced remarkable growth over the past decade. As demand for access, flexibility, innovation, and work-ready graduates continues to increase, private higher education institutions are playing an increasingly important role in the country’s higher education landscape. Reflecting this growth, the South African Private Higher Education Association (SAPHE) has become an influential representative voice for the sector. Through advocacy, collaboration, knowledge-sharing, and engagement, SAPHE continues to promote the contribution of private higher education to national development while supporting quality, innovation, and institutional excellence. A new phase of growth and influence As SAPHE enters a new phase of growth and influence, Dr Franzél du Plooy-Cilliers has assumed the role of Chairperson, succeeding Dr Carin Stoltz-Urban, whose leadership over the past two years has made a significant contribution to both SAPHE and the broader private higher education sector. During her tenure, Dr Stoltz-Urban championed several initiatives that strengthened SAPHE’s role as a representative body and deepened collaboration among member institutions. Initially serving as a Board member responsible for the Capacity-development portfolio, and later as Chairperson while continuing to lead this portfolio, she introduced the Faranani discussion sessions, oversaw the establishment of active Communities of Practice, and initiated the annual SAPHE Excellence Awards. Among the most significant recent achievements under her leadership is the sector-wide capacity development project sponsored by the ETDP SETA. The project supported the professional development of staff across the private higher education sector and showed how collaboration can strengthen institutional capacity and quality. In reflecting on her appointment, Du Plooy-Cilliers emphasises that the role is ultimately one of service to a sector that changes lives through education. “Education remains one of the most powerful forces for individual and societal transformation. Every student who gains access to quality higher education has the potential to change not only their own future, but also the future of their family, community, and our country. I feel fortunate to be able to contribute to such an important cause at a time of significant opportunity for the sector, and I look forward to working alongside our members and stakeholders to advance opportunities that enable more South Africans to learn, grow, and realise their dreams and potential.” Collective effort and shared commitment While leadership transitions provide an opportunity to reflect on the future, Du Plooy-Cilliers emphasises that SAPHE’s achievements have always been the result of collective effort and shared commitment. “I am fortunate to be supported by an experienced and dedicated Board, an effective SAPHE management team, and member institutions that willingly contribute their expertise, time, and energy in support of the sector. The progress we have made as an association is the result of a shared commitment to strengthening private higher education and the opportunities it creates for students.” A forward-looking agenda Looking ahead, Du Plooy-Cilliers believes SAPHE has an important role to play in helping shape a more integrated and responsive higher education system. “My vision for SAPHE is to strengthen its position as a trusted and respected voice for private higher education, while continuing to build meaningful relationships across the broader higher education community. Private higher education institutions are making a real difference in the lives of students by expanding access, developing skills, supporting innovation, and creating opportunities that might otherwise not exist. As a sector, we have much to contribute, and I believe our contribution will become even more important in the years ahead.” A key priority for her term will be positioning private higher education within a changing policy environment and promoting parity of esteem across the sector. She also sees opportunities to strengthen articulation and lifelong learning pathways, deepen cooperation across institutions, and support innovation in teaching, learning, and assessment. At the same time, SAPHE will continue to support its members through advocacy, engagement, research, knowledge-sharing, and capacity development. These priorities are particularly important as institutions respond to technological change, artificial intelligence, micro-credentials, and evolving workforce needs. Building trust in private higher education Central to this vision is strengthening confidence in private higher education. “SAPHE’s role is not only to represent the sector, but also to strengthen confidence in it. We do this by promoting quality, ethical practice, compliance, transparency, and collective responsibility. By building trust, we strengthen the contribution that private higher education can make to South Africa’s educational, social, and economic development.” The future of SAPHE will be shaped not by any one individual, but by the collective efforts of its Board, management team, and member institutions. Together, they will continue to support institutional excellence, encourage innovation, and contribute to a higher education system that serves both people and society more effectively. “Ultimately, I want SAPHE to be recognised not only as the representative body for private higher education, but as a constructive partner in building a stronger higher education system for South Africa - one that expands opportunity, develops the skills our country needs, and helps more students realise their potential.”  Du Plooy-Cilliers’s vision is clear: a thriving, innovative, and respected private higher education sector that works with purpose, integrity, and collaboration to expand opportunity, strengthen quality, and contribute meaningfully to South Africa’s future.

Conversations on quality in Higher Education

May 13, 2026
A holistic understanding of quality across multiple dimensions of higher education has been central to SAPHE’s recent engagement series on the Higher Education Practice Standards (HEPS), facilitated by Dr Carin Stoltz-Urban, SAPHE Chairperson and Capacity-Building Lead. As the Council on Higher Education (CHE) develops the HEPS as part of the new Quality Assurance Framework (QAF), the sector is entering a critical phase in shaping how quality is defined, interpreted, and implemented by individual institutions across the higher education landscape. These standards will play a significant role in guiding institutional practice and strengthening approaches to quality and performance. During the first series of engagements, SAPHE colleagues reflected on key areas of institutional practice, including identity, leadership, governance, and the systems that support programme design, approval, and review. Attention was also given to learning, teaching and assessment, learning environments, and continuous professional learning. Across these discussions, a consistent thread emerged: a strong commitment to academic excellence, meaningful engagement, and continuous improvement at institutional level. The series continues throughout May, with upcoming sessions turning to experiential learning, engaged institutions, supervision and assessment of research, student transitions, data value chains, and student administration.

Learning, Growing, Leading

March 11, 2026
The year is only two months old, yet many SAPHE colleagues have already dived into learning experiences they describe as exciting, enriching, eye-opening, and career-boosting. A range of EDTP SETA-funded qualifications and programmes launched in February, diverse in nature but with a shared goal: to upskill and build capacity, supporting SAPHE colleagues both personally and professionally. For those with stamina, formal qualifications such as the Postgraduate Diploma in Higher Education and the Occupational Certificate: Training and Development Practitioner got off to a rigorous start. Others opted for bite-sized learning experiences tailored to specific interests—from Research to Diversity, Equity and Inclusion Training , and from Power BI to Leadership Development . A glimpse at some of the early feedback highlights the impact of these programmes: Research: “We are not just producing dissertations or theses. We are producing knowledge that can move systems.” Power BI: “The practical, hands-on approach enhanced my understanding of Power BI’s features and enabled me to create more insightful dashboards that I use daily to support reporting and decision-making at my institute.” Leadership Development: “My colleagues thoroughly enjoyed the experience and returned with valuable insights. They’re feeling rejuvenated and ready to put their takeaways into practice.” Diversity, Equity, Inclusion, and Belonging: “It was an incredible programme. I learnt a lot and feel encouraged to incorporate this information into my personal and professional life.” Other programmes, such as Designing with AI , will be offered later in the year, promising even more opportunities to explore emerging fields and cutting-edge skills. Reflecting on these initiatives, SAPHE Chair, Dr Carin Stoltz-Urban, says: "What a wonderful opportunity to provide our members with chances to upskill, grow, and develop. We are grateful to the EDTP SETA for the funding that has unlocked this treasure trove of opportunities."  2026 is off to a strong start, and SAPHE colleagues are embracing every opportunity to learn, innovate, and lead in the higher education sector.