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CHE > Media and Publications > Che Events Presentations > The sustainability and feasibility of programmes: A case study of the University of Kwazulu-Natal
Denyse Webbstock
September, 2005

Mergers of higher education institutions are very complex undertakings. At the heart of that complexity is likely to be contestation over what programmes the merged institution will offer, and in what shape or form. This is definitely uncharted terrain; there are no maps and very few guidelines. Jansen writes that

the curriculum is often treated as secondary to the larger financial and organisational alterations resulting from mergers. Put differently, few institutions merge (or are required to merge) to resolve a curriculum problem. And yet the curriculum stands at the heart of the teaching and learning transaction in higher education institutions. (2004: 5)

Mfusi writes further that ‘the merged institutions [have] no framework of a policy to base their decisions on in as far as the curricular issues are concerned’ (in Jansen, 2004: 99). Given that reality, this paper attempts to chart one particular path undertaken at one merged institution, the University of KwaZulu-Natal, to determine methods of ensuring that the curriculum offered at the merged institution will ultimately comprise sustainable and feasible programmes.


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