Tracing Transformation in Turbulent Times Two Case Studies for Monitoring and Evaluating Transformation in Higher Education

Abstract

We live in a South Africa defined by deep inequalities. The post-apartheid promise of free and quality education is met by the realities of lasting disparities related to race, gender, socioeconomic class and disability, among other factors. The University of Cape Town (UCT) has initiated two interdependent processes to chart and track transformation, inclusion and diversity during these turbulent times. First, the university has set up an Inclusivity Survey, using a validated scale to understand staff experiences in relation to inclusion. Secondly, the university has identified and piloted a set of Transformation Benchmarks inspired by a higher education barometer for transformation in South Africa and global diversity and inclusion standards, which encourages transformation agents to take concrete actions to further trans-formation. Both these processes, first implemented in 2019, experimented with new ways of tracing the shape of transformation, inclusion and diversity at UCT. The paper will explore the opportunities and limitations these structured approaches to transformation offer to higher education institutions. For example, while structured approaches are useful, some argue that these reduce the complexity of social struggles (like those against racism) to simple box-ticking exercises. In unpacking these issues, the paper seeks to ask: how can we better monitor, evaluate and track progress in an increasingly turbulent world?.