Key points are not available for this paper at this time.
This paper explored whether social transformation in two Eastern Cape Universities, in South Africa is a myth or reality. The paper draws upon key insights from social transformation about democratic freedom, political, and cultural spheres of society. Taking social transformation in Higher Education institutions (HEIs) as a conceptual frame of reference, some issues affect the university’s ability to address their challenges in a transformative manner. The theory of transformation underpinned the paper, to understand that transformation is a method of change from one jurisdiction to the next which can be applied to either a person or a group and its services. The interpretivism paradigm was applied to comprehend what people mean when they act and engage with others, as well as the intentions behind their acts. A qualitative research methodology using a case study design was employed to gain information from various views from the purposely selected participants (academics, support staff, and students). Data was collected through focus group interviews and semi-structured interviews. In the data analysed similar categories and themes emerged. The findings of the study exposed a lack of social transformation practices and resistance to change in addressing the institutional processes and practices in a transformative manner. The researchers recommend that Higher Education Institutions ensure they are engaged in practising social transformation strategies to improve their approach to addressing their institutional needs. Based on the findings, a model is proposed as the new knowledge for the existing literature on the social transformation in the Eastern Cape Universities, South Africa whether it is a myth or reality. Keywords: Teaching And Learning, Society, Pedagogy, Perceptions, Democratic Transformation
Nqabeni et al. (2024) studied this question.