The Current State of Dialogue in South African Universities: Change through Open Conversations and the Facilitating Role of ICTs

Introduction

South Africa is ‘a society torn by a long history of antipathy and violence between groups’ (Dixon et al 2010, 402). In the early nineties, racial segregation was officially disbanded to allow equal participation of Black people in public and economic life (Durrheim & Dixon, 2010). However, to undo centuries of segregation requires effort from all stakeholders involved, for example the government, people, and higher institutions of learning. Compared to previous years of segregation and unfair discrimination, South African higher institutions are currently receiving greater diversity among their students and staff in terms of racial, socioeconomic background, and gender. This diversification if not carefully monitored, has the potential of creating and fostering historical discrimination and inequality within higher learning institutions in South Africa. It is therefore a moral and civic responsibility of higher learning institutions to undergo transformation and redress socio-economic historical imbalances that are as a result of the apartheid government (Ramdass, 2009). However, transformation has been marred by the lack of institutional dialogue, lack of openness and inactivity of institutional forums (Lewins, 2010; Soudien et al., 2008). These inhibitors call for the need for communication – a dialogue process for people to engage on issues of transformation. Information and communication technologies (ICTs) have been associated with bridging communication gaps between people, and could therefore potentially be a tool for facilitating institutional dialogue, enhancing institutional forum activities and openness within higher education institutions. Bull and Brown (2012) posit ICTs as an ideal medium for this participation to occur, as ICTs can cut geographical and organisational boundaries, allowing more people to get involved. Traditionally conversations happen face to face or in meetings, but with the advent of technology, conversations can take place via ICT mediums such as email. As open conversations are inclusive in their nature and seek to encourage the participation of all individuals, ICTs have been put forward as the ideal means of facilitating such conversations (Bull & Brown, 2012; Byrne & Sahay, 2007; Yang & Li, 2012). If properly implemented and contextualized, ICTs can increase communication operational efficiency, quality, and transparency (Zimmermann & Finger, 2005).

The purpose of this chapter was to explore the current state of dialogue of university students and staff members over issues related to transformation (or lack thereof) within South African institutions of higher education. Particular emphasis was placed on the role of Information and Communication Technology (ICT) in facilitating or inhibiting open conversations at universities in South Africa.