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20 April 2020 | Story Prof Francis Petersen | Photo Sonia Small
Prof Francis Petersen.

Our world has changed.  The aspects that we have accepted as daily occurrences, and those that we have taken for granted, are no longer possible.  Anxiety and uncertainty have filled our lives.  After the first infections in China at the end of 2019, the Coronavirus (COVID-19) has continued to spread across the world.  The number of people infected and those who die is increasing daily, and no continent has been able to escape this pandemic.  In addition to the threat to public health, the economic and social disruption threatens the long-term livelihoods and well-being of millions.  It has been said that the rate and global spread of infection by COVID-19, and the impact it could have on a globalised financial, political, and social architecture, sets this particular pandemic apart from any other in modern times.

Not only have governments declared national emergencies and implemented lockdown policies to curb the spread of the disease, they have also taken unprecedented measures to lessen the impact on business, jobs, and the vulnerable communities in our society.   The COVID-19 outbreak has catalysed a crisis, which is questioning the confines of inherited structures that have perhaps lost their intellectual edge and global mandate.

How are universities as global institutions of higher learning managing COVID-19?  

Universities are complex institutions.  I will not attempt to describe the role and purpose of the modern university here – safe to say that the views of John Henry Newman (The Idea of a University) and Wilhelm von Humboldt (his recommended views led to the creation of the University of Berlin) dominated Western thinking about the functions of a university.  Sir Colin Lucas, former Vice-Chancellor of the University of Oxford, remarked “…(universities) are seen as vital sources of new knowledge and innovative thinking, as providers of skilled personnel and credible credentials, as contributors to innovation, as attractors of international talent and business investment into regions, as agents of social justice, and as contributors to social and cultural vitality”.  There is no doubt that universities, through their intellectual knowledge base, can add (and they do) enormously to the science of COVID-19, whether it is developing a new vaccine, modelling, and forecasting skills to understand the spread of the virus in specific regions or innovative methods for supplemental oxygen delivery.  The role played by universities in this context is vast and critical.  

Universities serve a large variety of functions in the delivery of the academic project, which involves teaching, learning, and research to maintain, manage, and develop the physical and digital infrastructure – the engagement with external stakeholders (to foster societal impact) such as alumni, schools, governments, industry, the private sector, commerce, donors, and philanthropic foundations. Many universities are training medical doctors and other healthcare professionals, engaging with academic hospitals and placing them at the forefront of the healthcare system – a very complex organisation to manage, even in times with no crises!

Many universities have disaster management committees that were rapidly activated during COVID-19 to prepare plans for the unexpected.  This pandemic, due to the extent of unfamiliarity and uncertainty thereof, can challenge these efforts and expose limitations in such plans.

It is important that universities have a framework approach of effective coordination, integration, and decision making that is centrally located but can act fast.  Although universities are not the same, there is a common drive for the health, well-being, and safety of staff and students. Typically, such a framework could converge in an Executive Centre (decision-making) or nerve centre, which should preferably be convened by the Vice-Chancellor, and include expertise in areas of scenario planning, project management, science (in this particular case it would be virologists and/or epidemiologists), communication, and institutional culture.  In order for the Executive Centre (EC) to be effective and fast-moving (with urgency and robust thinking), it should be organised around multi-disciplinary task teams, each with key responsibilities:

Teaching and Learning –with the suspension of classes (specifically in countries where there is a lockdown), alternative methods need to be utilised to deliver the academic project, and most universities have moved online (although not online in the purest form, rather emergency remote learning – turning a course virtual in a short period of time, and more importantly, doing it well, is nearly impossible for faculty members accustomed to lecturing in front of students). Based on the extent of the particular lockdown period, academic calendars need to be adjusted. Low-technology approaches to teaching and learning should be developed that are sensitive to the challenges of connectivity, bandwidth, and the type of devices that students use, realising the deep socio-economic inequalities and digital divide in our society. It is critically important to stay in touch with the students, and to provide online assistance with respect to counselling and mental health.

Research – focusing on how experimental research will be conducted during lockdown, how research contracts will be managed during this period and beyond, and whether research funding will be redirected or terminated;

Science – to understand epidemiological developments, verified information on COVID-19 (against the background of fake news);

Operations – mainly focusing on environmental hygiene and the business continuation of the physical and digital plant;

Staff – working remotely, essential services (as defined by government), and crucial university functions, constantly staying in touch with the staff, especially regarding their state of mind (mental health) due to social isolation;  

Students – with a focus on responsible student integration on the re-opening of the campus, where the principle of social distancing need to be adhered to;

Financial and Legal – responsible for financial scenario planning, short-term cash management and risk management, and mitigation; and

Communications – need to be centralised to ensure that it is consistent, correct, rapid and that it takes into account institutional culture when communicating – crises create anxiety, but keeping people informed helps reduce stress.

It is advisable to include a student voice or student input in the Teaching and Learning Task Team, as the living experience of students can thus be captured more accurately, which can enhance strategies.

It is clear that the world will operate differently post-COVID-19 than before the pandemic (‘new normal’); the EC will become the source of scenario planning on how universities will have to ‘re-imagine’ themselves post this pandemic.  It is thus critical to ensure that data, experiences (although a health crisis, an economic, and perhaps a social crisis – an opportunity as a thought experiment), ideas and new networks are captured with a strategic intent and reflection within the EC. Not only has this crisis questioned the neo-liberal economies that traditionally limit government intervention and prioritise market interests, it also asked universities to think differently about their models of teaching, research, and internationalisation, and how co-creation across boundaries and different sectors of the economy need to be imagined.

A crisis is never straightforward to manage, but an Executive Centre-type structure could not only assist universities during this period, but can add valuable strategies to position universities after such a crisis.



Prof Francis Petersen is Vice-Chancellor of the University of the Free State, South Africa. He has extensive experience in scenario planning and systems thinking in both higher education and industry.

News Archive

Media: ANC can learn a lesson from Moshoeshoe
2006-05-20


27/05/2006 20:32 - (SA) 
ANC can learn a lesson from Moshoeshoe
ON 2004, the University of the Free State turned 100 years old. As part of its centenary celebrations, the idea of the Moshoeshoe Memorial Lecture was mooted as part of another idea: to promote the study of the meaning of Moshoeshoe.

This lecture comes at a critical point in South Africa's still-new democracy. There are indications that the value of public engagement that Moshoeshoe prized highly through his lipitso [community gatherings], and now also a prized feature in our democracy, may be under serious threat. It is for this reason that I would like to dedicate this lecture to all those in our country and elsewhere who daily or weekly, or however frequently, have had the courage to express their considered opinions on pressing matters facing our society. They may be columnists, editors, commentators, artists of all kinds, academics and writers of letters to the editor, non-violent protesters with their placards and cartoonists who put a mirror in front of our eyes.

There is a remarkable story of how Moshoeshoe dealt with Mzilikazi, the aggressor who attacked Thaba Bosiu and failed. So when Mzilikazi retreated from Thaba Bosiu with a bruised ego after failing to take over the mountain, Moshoeshoe, in an unexpected turn of events, sent him cattle to return home bruised but grateful for the generosity of a victorious target of his aggression. At least he would not starve along the way. It was a devastating act of magnanimity which signalled a phenomenal role change.

"If only you had asked," Moshoeshoe seemed to be saying, "I could have given you some cattle. Have them anyway."

It was impossible for Mzilikazi not to have felt ashamed. At the same time, he could still present himself to his people as one who was so feared that even in defeat he was given cattle. At any rate, he never returned.

I look at our situation in South Africa and find that the wisdom of Moshoeshoe's method produced one of the defining moments that led to South Africa's momentous transition to democracy. Part of Nelson Mandela's legacy is precisely this: what I have called counter-intuitive leadership and the immense possibilities it offers for re-imagining whole societies.

A number of events in the past 12 months have made me wonder whether we are faced with a new situation that may have arisen. An increasing number of highly intelligent, sensitive and highly committed South Africans across the class, racial and cultural spectrum confess to feeling uncertain and vulnerable as never before since 1994. When indomitable optimists confess to having a sense of things unhinging, the misery of anxiety spreads. It must have something to do with an accumulation of events that convey the sense of impending implosion. It is the sense that events are spiralling out of control and no one among the leadership of the country seems to have a handle on things.

I should mention the one event that has dominated the national scene continuously for many months now. It is, of course, the trying events around the recent trial and acquittal of Jacob Zuma. The aftermath continues to dominate the news and public discourse. What, really, have we learnt or are learning from it all? It is probably too early to tell. Yet the drama seems far from over, promising to keep us all without relief, and in a state of anguish. It seems poised to reveal more faultlines in our national life than answers and solutions.

We need a mechanism that will affirm the different positions of the contestants validating their honesty in a way that will give the public confidence that real solutions are possible. It is this kind of openness, which never comes easily, that leads to breakthrough solutions, of the kind Moshoeshoe's wisdom symbolises.

Who will take this courageous step? What is clear is that a complex democracy like South Africa's cannot survive a single authority. Only multiple authorities within a constitutional framework have a real chance. I want to press this matter further.

Could it be that part of the problem is that we are unable to deal with the notion of "opposition". We are horrified that any of us could become "the opposition". In reality, it is time we began to anticipate the arrival of a moment when there was no longer a single [overwhelmingly] dominant political force as is currently the case. Such is the course of change. The measure of the maturity of the current political environment will be in how it can create conditions that anticipate that moment rather than ones that seek to prevent it. This is the formidable challenge of a popular post-apartheid political movement.

Can it conceptually anticipate a future when it is no longer overwhelmingly in control, in the form in which it currently is and resist, counter-intuitively, the temptation to prevent such an eventuality? Successfully resisting such an option would enable its current vision and its ultimate legacy to our country to manifest itself in different articulations of itself, which then contend for social influence.

In this way, the vision never really dies, it simply evolves into higher, more complex forms of itself. If the resulting versions are what is called "the opposition" that should not be such a bad thing - unless we want to invent another name for it. The image of flying ants going off to start other similar settlements is not so inappropriate.

I do not wish to suggest that the nuptial flights of the alliance partners are about to occur: only that it is a mark of leadership foresight to anticipate them conceptually. Any political movement that has visions of itself as a perpetual entity should look at the compelling evidence of history. Few have survived those defining moments when they should have been more elastic, and that because they were not, did not live to see the next day.

I believe we may have reached a moment not fundamentally different from the sobering, yet uplifting and vision-making, nation-building realities that led to Kempton Park in the early 1990s. The difference between then and now is that the black majority is not facing white compatriots across the negotiating table. Rather, it is facing itself: perhaps really for the first time since 1994. It is not a time for repeating old platitudes. Could we apply to ourselves the same degree of inventiveness and rigorous negotiation we displayed up to the adoption or our Constitution?

Morena Moshoeshoe faced similarly formative challenges. He seems to have been a great listener. No problem was too insignificant that it could not be addressed. He seems to have networked actively across the spectrum of society. He seems to have kept a close eye on the world beyond Lesotho, forming strong friendships and alliances, weighing his options constantly. He seems to have had patience and forbearance. He had tons of data before him before he could propose the unexpected. He tells us across the years that moments of renewal demand no less.

  • This is an editied version of the inaugural Moshoeshoe Memorial Lecture presented by Univeristy of Cape Town vice-chancellor Professor Ndebele at the University of the Free State on Thursday. Perspectives on Leadership Challenges In South Africa

 

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