Developing a Context-Sensitive Policy Implementation Framework for Regional Student Recruitment in South African Public Universities
Siyabonga Seme
University of South Africa (UNISA)
South Africa
Background & Problem Statement: The Southern African Development Community (SADC) Protocol on Education and Training (1997) and South Africa's National Development Plan (NDP) 2030 both advocate for enhanced regional collaboration in higher education to foster skills development, equity, and sustainable growth. South African public universities are uniquely positioned to act as hubs for Southern African student mobility. However, institutional recruitment strategies remain fragmented, reactive, and unevenly distributed across historically advantaged and disadvantaged institutions. This disjuncture between high-level policy aspirations and institutional practice represents a critical gap in the effective implementation of regional higher education policy.
Research Aim and Objectives: This study aims to develop a context-sensitive policy implementation framework for the recruitment of Southern African students in South African public universities. The objectives are to: (1) critically examine the recruitment policies, strategies, and practices at three case universities; University of Venda, Tshwane University of Technology, and Stellenbosch University; (2) identify the institutional and contextual factors that shape the interpretation and implementation of regional higher education policies; and (3) propose a framework that enables universities to operationalize policy mandates in a manner that is equitable, sustainable, and aligned with the developmental goals of the SADC region.
Methodology: The study adopts an interpretivist, qualitative multiple case study design. Through combined purposive selection using Criterion and Maximum Variation sampling, the three universities are selected to represent diverse institutional histories, resources, and geographies. Data will be collected through semi-structured interviews with institutional leaders, recruitment staff, and Southern African students, complemented by documentary analysis of institutional policies and recruitment materials. Thematic analysis will be employed to identify patterns across cases and develop a grounded understanding of the policy-implementation interface.
Significance and Contribution: By illuminating how higher education policy is interpreted, negotiated, and operationalized at the institutional level, this study contributes to the growing body of scholarship on policy implementation in the Global South. The proposed framework will offer practical guidance to university administrators and policymakers in the Department of Higher Education and Training (DHET), enabling more coherent, inclusive, and development-oriented recruitment strategies. Ultimately, this research advances SDG 4 (Quality Education) and SDG 17 (Partnerships for the Goals) by strengthening the capacity of South African universities to serve as engines of regional integration and sustainable development.
Keywords: Higher Education Policy, SADC Protocol, International Student Recruitment, Policy Implementation, South African Universities, SDG 4, SDG 17.