Post-apartheid geographies of studentification at Nelson Mandela University, Port Elizabeth, South Africa
- Authors: Mzileni, Pedro Mihlali
- Date: 2021-12
- Subjects: Port Elizabeth (South Africa) , Eastern Cape (South Africa) , South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/53758 , vital:45759
- Description: This study takes the concept of studentification from its British conception to the post-apartheid African city, Port Elizabeth (Gqeberha), where the Nelson Mandela University is situated. Studentification refers to the mass arrival of students in university cities and towns and the economic, infrastructural, geographic and sociopolitical changes that the settlements of these students make overtime to such cities and towns. For the case of Nelson Mandela University in Port Elizabeth, this study identified four major areas that are engulfed by studentification and sought to understand how this phenomenon takes shape in them. The study extends the existing terms and languages used to comprehend studentification by introducing a viewpoint of how it emerges in an African post-apartheid city. This is a city that has deindustrialised and has also experienced a capital flight out of its city centre since the 1970s. These declining economic indicators over decades have left the city to decay and experience high rates of unemployment, poverty and housing displacements. But, the post-1994 massification of the South African higher education system introduced new micro-economies for the city mainly through the emergence of student accommodation as a thriving business opportunity in the city in light of increased university enrolments. However, the economic injection brought by student accommodation in this city that has been deindustrialising remains minimal in having the necessary power to turnaround the city’s fortunes and transform the urban space towards a developmental path. This socioeconomic problem is also compounded by the presence of a weak arm of the state (particularly local government) that is unable to play an active role in driving capital flows to deliver tangible urban development. As a result, the university emerges as one of the active public actors in the renewal efforts of the city even though this is not its primary mandate. Thus, the process of studentification in this case takes place in a context defined by a declining higher education political economy and a weak city planning regime. As a result, these factors leave studentification to be vulnerable to being impacted by old colonial-apartheid structures of the city and the economic shortfalls of post-apartheid urban South Africa that have produced a precarious urban space where the private property market and the illicit economy have a stronger hand in determining the power relations that emerge in the city space. Studentification in this African city is expressed in four major geographies: (1) the Summerstrand suburb that is nearest to the University’s main urban campuses, (2) the Central CBD that has experienced capital flight and currently has tall buildings that are former offices of apartheid commerce which have been converted to student accommodation, (3) the deindustrialised and abandoned manufacturing sites at the North End margins of the city which have also been converted to student accommodation, and (4) the Zwide township, an underprivileged black community that is close to the former black Missionvale campus of the University – this is the furthest student accommodation area in the city. The study examines these student communities that emerge out of these four identified areas of the urban space and it also underscores the genre of the political, social, and economic relations of each of these four geographies and their interconnectedness. The study found that the South African post-apartheid city is characterised by an urban model and a university campus design that is a structural outcome of colonisation, apartheid spatial planning, and racial capitalism that still has continuing legacies today. As a result, these four geographies of studentification in the city are historical, racial and economic outcomes of urban power relations that originate from colonialism. Key defining features of studentification in each of these four areas were identified and analysed to illustrate that the South African account of studentification resembles the city’s apartheid legacy and these untransformed urban structures get further compounded by the country’s underfunded higher education massification strategy, its declining economic indicators and a weak state that has ‘soft’ planning and governance systems that are unable to decisively impact the trajectory of socioeconomic development in this university city. These intersecting forces translate into precarious day-to-day student life experiences and structural complications for the governance of the University and the city. These socioeconomic misfortunes also handicap the potential of the city to renew through a studentification economy. Henri Lefebvre’s Production of Space Theory was utilised to frame the study. Methodologically, the study utilised qualitative narrative interviews and document interpretation. This is the first doctoral thesis written about the concept of studentification in South Africa. , Thesis (PhD) -- Faculty of Humanities, The Department of Sociology and Anthropology, 2021
- Full Text:
- Date Issued: 2021-12
- Authors: Mzileni, Pedro Mihlali
- Date: 2021-12
- Subjects: Port Elizabeth (South Africa) , Eastern Cape (South Africa) , South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/53758 , vital:45759
- Description: This study takes the concept of studentification from its British conception to the post-apartheid African city, Port Elizabeth (Gqeberha), where the Nelson Mandela University is situated. Studentification refers to the mass arrival of students in university cities and towns and the economic, infrastructural, geographic and sociopolitical changes that the settlements of these students make overtime to such cities and towns. For the case of Nelson Mandela University in Port Elizabeth, this study identified four major areas that are engulfed by studentification and sought to understand how this phenomenon takes shape in them. The study extends the existing terms and languages used to comprehend studentification by introducing a viewpoint of how it emerges in an African post-apartheid city. This is a city that has deindustrialised and has also experienced a capital flight out of its city centre since the 1970s. These declining economic indicators over decades have left the city to decay and experience high rates of unemployment, poverty and housing displacements. But, the post-1994 massification of the South African higher education system introduced new micro-economies for the city mainly through the emergence of student accommodation as a thriving business opportunity in the city in light of increased university enrolments. However, the economic injection brought by student accommodation in this city that has been deindustrialising remains minimal in having the necessary power to turnaround the city’s fortunes and transform the urban space towards a developmental path. This socioeconomic problem is also compounded by the presence of a weak arm of the state (particularly local government) that is unable to play an active role in driving capital flows to deliver tangible urban development. As a result, the university emerges as one of the active public actors in the renewal efforts of the city even though this is not its primary mandate. Thus, the process of studentification in this case takes place in a context defined by a declining higher education political economy and a weak city planning regime. As a result, these factors leave studentification to be vulnerable to being impacted by old colonial-apartheid structures of the city and the economic shortfalls of post-apartheid urban South Africa that have produced a precarious urban space where the private property market and the illicit economy have a stronger hand in determining the power relations that emerge in the city space. Studentification in this African city is expressed in four major geographies: (1) the Summerstrand suburb that is nearest to the University’s main urban campuses, (2) the Central CBD that has experienced capital flight and currently has tall buildings that are former offices of apartheid commerce which have been converted to student accommodation, (3) the deindustrialised and abandoned manufacturing sites at the North End margins of the city which have also been converted to student accommodation, and (4) the Zwide township, an underprivileged black community that is close to the former black Missionvale campus of the University – this is the furthest student accommodation area in the city. The study examines these student communities that emerge out of these four identified areas of the urban space and it also underscores the genre of the political, social, and economic relations of each of these four geographies and their interconnectedness. The study found that the South African post-apartheid city is characterised by an urban model and a university campus design that is a structural outcome of colonisation, apartheid spatial planning, and racial capitalism that still has continuing legacies today. As a result, these four geographies of studentification in the city are historical, racial and economic outcomes of urban power relations that originate from colonialism. Key defining features of studentification in each of these four areas were identified and analysed to illustrate that the South African account of studentification resembles the city’s apartheid legacy and these untransformed urban structures get further compounded by the country’s underfunded higher education massification strategy, its declining economic indicators and a weak state that has ‘soft’ planning and governance systems that are unable to decisively impact the trajectory of socioeconomic development in this university city. These intersecting forces translate into precarious day-to-day student life experiences and structural complications for the governance of the University and the city. These socioeconomic misfortunes also handicap the potential of the city to renew through a studentification economy. Henri Lefebvre’s Production of Space Theory was utilised to frame the study. Methodologically, the study utilised qualitative narrative interviews and document interpretation. This is the first doctoral thesis written about the concept of studentification in South Africa. , Thesis (PhD) -- Faculty of Humanities, The Department of Sociology and Anthropology, 2021
- Full Text:
- Date Issued: 2021-12
The living and learning experiences of Nelson Mandela University students residing in off-campus residence accommodation
- Authors: Mzileni, Pedro Mihlali
- Date: 2019
- Subjects: Student housing -- South Africa -- Port Elizabeth , Learning Learning, Psychology of Motivation in education
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/41697 , vital:36573
- Description: This research study investigated the living and learning experiences of Nelson Mandela University students who reside in off-campus student accommodation. The university is located in the suburb of Summerstrand in the city of Port Elizabeth (PE) and it is one of the large universities in South Africa with a student population of 27 311 students by 2017. With only 3285 beds in its on-campus residence system, the university can only cater for 12% of students on site. The rest of the student population, which is the majority, resides in offcampus residences and private accommodation. The off-campus accommodation system of the university consists of accredited and nonaccredited off-campus residences. The non-accredited residences are privately owned houses that are based in the upper-income area of Summerstrand whilst the accredited residences are big properties that are also privately owned but are administratively managed by the university and they are based in the low-income area of North End. The study used Tinto’s Theory of Student Integration to frame the investigation and it found that PE resembles elements of an apartheid city that is divided along class and gender patterns. This spatial structure of the city affects the governance and administrative systems of the university, such as commuting, and they affect the materiality of student’s learning experiences. This criticality brings a different understanding of ‘studentification’ when it occurs in a developing country’s context wherein the different demographics of students shape how it becomes visible in a university city that is engulfed which socio-political problems of violence and crime. This brings diverse traditions of studying higher education in a post-apartheid setting where student accommodation is viewed as a need emanating from student vulnerability within the context of enrolment massifications, infrastructure limitations, and the privatization of living structures.
- Full Text:
- Date Issued: 2019
- Authors: Mzileni, Pedro Mihlali
- Date: 2019
- Subjects: Student housing -- South Africa -- Port Elizabeth , Learning Learning, Psychology of Motivation in education
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/41697 , vital:36573
- Description: This research study investigated the living and learning experiences of Nelson Mandela University students who reside in off-campus student accommodation. The university is located in the suburb of Summerstrand in the city of Port Elizabeth (PE) and it is one of the large universities in South Africa with a student population of 27 311 students by 2017. With only 3285 beds in its on-campus residence system, the university can only cater for 12% of students on site. The rest of the student population, which is the majority, resides in offcampus residences and private accommodation. The off-campus accommodation system of the university consists of accredited and nonaccredited off-campus residences. The non-accredited residences are privately owned houses that are based in the upper-income area of Summerstrand whilst the accredited residences are big properties that are also privately owned but are administratively managed by the university and they are based in the low-income area of North End. The study used Tinto’s Theory of Student Integration to frame the investigation and it found that PE resembles elements of an apartheid city that is divided along class and gender patterns. This spatial structure of the city affects the governance and administrative systems of the university, such as commuting, and they affect the materiality of student’s learning experiences. This criticality brings a different understanding of ‘studentification’ when it occurs in a developing country’s context wherein the different demographics of students shape how it becomes visible in a university city that is engulfed which socio-political problems of violence and crime. This brings diverse traditions of studying higher education in a post-apartheid setting where student accommodation is viewed as a need emanating from student vulnerability within the context of enrolment massifications, infrastructure limitations, and the privatization of living structures.
- Full Text:
- Date Issued: 2019
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