Politics in the department: A qualitative case study on the influence of academic rivalry on curriculum delivery and student outcomes.

Sibonelo Thanda Mbanjwa

doi:10.51168/sjhrafrica.v6i9.1953

Authors

Sibonelo Thanda Mbanjwa Mangosuthu University of Technology P.O. Box 12363 Jacobs 4026 Durban, South Africa

DOI:

https://doi.org/10.51168/sjhrafrica.v6i9.1953

Keywords:

Academic rivalry, departmental politics, curriculum delivery, collegiality, higher education, student engagement, qualitative case study, South Africa

Abstract

Background

Academic departments are designed to foster collaboration, shared governance, and scholarly growth. However, internal politics and rivalry among staff can undermine these goals, creating power struggles, resistance to innovation, and competition for recognition. Such dynamics disrupt curriculum coherence, hinder teaching continuity, and negatively affect student learning. This study examines how departmental politics influence curriculum delivery and undergraduate student experiences at a South African university.

Methods

A qualitative case study was conducted between February and April 2023 in the Faculty of Humanities. A purposive sample of 16 participants was selected, including 10 academic staff and 6 final-year students from two departments previously affected by political tensions. Data were gathered through 10 in-depth semi-structured interviews and one student focus group. Thematic analysis followed Braun and Clarke’s six-phase framework, with triangulation and member-checking ensuring trustworthiness.

Results

Participants included 7 males and 9 females, aged 22–54 years. Academic staff (n=10) had an average of 12 years of teaching experience, while students (n=6) were predominantly aged 22–26. Findings revealed that rivalry stemmed from competition for promotion, research visibility, and curriculum control. Staff reported exclusion from decision-making, resistance to peer-led innovation, and withholding of teaching materials. These practices contributed to fragmented curricula, overlapping content, inconsistent assessments, and duplication of teaching. Students described confusion, disengagement, and frustration over perceived academic disunity. Both groups highlighted how politics eroded trust, weakened curriculum integrity, and compromised teaching quality.

Conclusion

Internal departmental politics present significant barriers to cohesive curriculum delivery and student development, extending beyond interpersonal conflict to structural dysfunctions.

Recommendations

Universities should establish transparent curriculum review structures, institutionalize conflict resolution, and prioritize professional development focused on collegiality, accountability, and collaborative design. Addressing internal politics is essential to protecting teaching quality and student learning.

Author Biography

Sibonelo Thanda Mbanjwa, Mangosuthu University of Technology P.O. Box 12363 Jacobs 4026 Durban, South Africa

is a dedicated lecturer in the Department of Nature Conservation at Mangosuthu University of Technology (MUT), South Africa. He holds a Ph.D. in Environmental Science and specializes in biodiversity conservation, sustainable development, and environmental education. Dr. Mbanjwa is deeply committed to community engagement, student mentorship, and the integration of indigenous knowledge systems into conservation practices. His work bridges academia and practical application, empowering students and communities through innovative teaching, research, and outreach initiatives.

References

Gillespie, A., Walsh, L., & Johnston, D. (2021). The ripple effect of academic incivility: Impacts on teaching and organizational culture. Journal of Higher Education Policy and Management, 43(2), 123–139.

Kadiyono, A. L., Herlina, E., & Subroto, W. T. (2020). Team teaching effectiveness in higher education: The role of collegial collaboration and trust. International Journal of Instruction, 13(3), 617–632.

Umbach, P. D., & Wawrzynski, M. R. (2005). Faculty do matter: The role of college faculty in student learning and engagement. Research in Higher Education, 46(2), 153–184. https://doi.org/10.1007/s11162-004-1598-1