The thing is, we are now expected to think like business managers”: academics’ perceptions of corporate practices in a South African University

Abstract

In this study, I explore South African academics’ perceptions of the corporatisation of higher education and its impact on academic freedom, professional identity, and job satisfaction. Using institutional theory and identity theory as guiding frameworks, I conducted qualitative research through semi-structured interviews with academics from various disciplines in a selected South African university. The findings show that corporatisation, driven by declining public funding and global neoliberal pressures, has transformed universities into quasi-business entities that prioritise revenue generation, performance metrics, and market-oriented outcomes. Participants shared concerns about the erosion of intellectual autonomy, the commodification of education, and the redefinition of their professional roles. Despite these challenges, they employ coping and resistance strategies, such as focusing on socially relevant research, fostering intellectual collaboration, and advocating for academic freedom. This study highlights the tensions between corporatisation and the traditional academic mission of fostering critical inquiry and advancing societal good. I conclude by offering recommendations for institutional reforms to support academic freedom, enhance professional wellbeing, and safeguard higher education’s role as a public good.