By Akiiki Babyesiza
Few reports have appeared into the governance of universities in societies laid low with armed conflicts, simply because they're both intended for practitioners or fascinated with the position of universities for peace and improvement. Akiiki Babyesiza bargains an in-depth research of the connection among country, larger schooling, and society in a multicultural and multi-religious post-conflict environment and makes use of empirical facts to question college governance ideas. She explores the function that civil wars performed in college improvement and governance in Sudan with a specific concentrate on Southern Sudan after the peace contract of 2005 and ahead of its secession in 2011.
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Extra info for University Governance in (Post-)Conflict Southern Sudan 2005–2011: The Nexus of Islamism, New Public Management and Neopatrimonialism
Sample text
I therefore used a single case study design with embedded units of analysis. The focus of my research was the emerging higher education system in Southern Sudan and its governance during the transitional period and postconflict reconstruction. I therefore chose all three Southern Sudanese universities existing at the time as embedded units of analysis. This means that the Republic of Sudan is the context of my study, the higher education system in Sudan is my case and the University of Juba (UJ), the University of Upper Nile (UNU) and the University of Bahr el Ghazal (UBG) are the embedded units of analysis.
The students that 28 For this period see also Wakoson (1993). 50 3 Higher Education, Identity and Conflict in Sudan remained in the country received full financial support for housing and food as well as free healthcare and some pocket money for personal use (Gasim 2010:51). 29 During the 1970s and 1980s Sudan was in an economic crisis. The state defaulted on its credits of the International Monetary Fund and was technically bankrupt (de Waal 2010, El Tom 2006). The scholarships for studying abroad, which had to be paid in foreign currency, as well as student support at home, became a burden for the state’s treasury.
That is why most of the data collected at the University of Bahr el Ghazal was obtained during my trip to the campus in the South, where the vice-chancellor was not present and the academic staff were therefore more forthcoming. I conducted 24 interviews with representatives of the three universities. I gained access to employees of the ministry through interviewees at the three universities who provided contact information. Interviews were made after prior appointments via telephone or conducted spontaneously during an office visit.