Neoliberalism in education at the university of Botswana, Dr. Motsomi N. Marobela and Dr. Kerstin Andrae-Marobela
Dr. Motsomi Ndala Marobela
University of Botswana
Botswana
Dr. Kerstin Andrae-Marobela
University of Botswana
Botswana
DOI: 10.47556/J.IJIKMMENA.2.2.2013.4
Purpose: This paper examines the implementation of Performance Management System (PMS) at the University of Botswana and its impact on worker’s motivation. PMS was inspired by the New Public Management (NPM) doctrine emphasising efficiency.
Design/methodology/approach: An exploratory methodology was used, combined with critical realism explaining the dynamics of forced change in relation to academic staff performance. Interviews were conducted to solicit views of staff in four different departments.
Findings: Our findings show that PMS has failed to enhance performance and motivate staff. Instead of supporting the university’s vision of promoting excellence and academic freedom, it created an environment of punishment, fear and demotivation.
Originality/value: Change involving performance management is complex and contested. Established PMS models in the private sector might fail in an academic setting, as different factors shape staff performance, and academic freedom is imperative.
Keywords: Education, Academic Freedom, Staff Performance, NPM, Forced Change
Citation: Marobela, M., N. and Andrae-Marobela, K. (2013): Neoliberalism in education at the university of Botswana, International Journal of Innovation and Knowledge Management in Middle East and North Africa, Vol. 2, No. 2, pp. 173-184.
