Nature and Impact of Corruption on the Dysfunctionality of the South African Universities

Introduction

The higher education sector especially in the developing world is key for human and societal development. Higher education plays a fundamental and developmental role in human civilization, knowledge creation, and molding and reskilling members of society (Livingstone, 2016). Thus, worldwide, institutions of higher learning remain knowledge actors with the primary mandate of generating and disseminating knowledge for human resources development and societal transformation. Higher education institutions are social institutions funded through public purse and as such are obliged to conduct their business in the manner that is academically and socially beneficial to the entire society (Tshishonga, 2019). At the core of higher education, are the three functions, namely learning and teaching, research and community engagement (Mudau, Mafukata & Tshishonga, 2023). These functions reinforce each other in allowing universities to consolidate academic scholarship and community engagement (Dipholo & Tshishonga, 2023). However, balancing these key functions of upskilling and further provide solutions to challenges facing the modern society remains a perpetual challenge (Shaikh, 2019). Universities are an integral part of higher education sector. In both developed and developing nations, uuniversities are designated as ‘agents of knowledge’ and ‘knowledge actors’ (Stone, 2012. p. 340) which are responsible of producing human capital. Due to the fact that knowledge is continuously being produced and shared by countless people and institutions, management of such knowledge is imperative for the development and prosperity of society. The National Development Plan (NDP) (2012) states that the role of universities is to advance the national development through playing the following functions: 1) they educate and train people with high level skill for the employment needs of the public and private sectors; 2) universities are the dominant procedures of new knowledge and they critique information and find local and global applications for existing knowledge. South Africa needs knowledge that equips people for a changing society and economy; 3) given the country’s apartheid history, higher education provides opportunities for social mobility. It can strengthen equity, social justice and democracy (NDP, 2012, p. 318).