The case study is based on a sequential quantitative and qualitative methodology. Baseline data and statistics were collected from the University of the Witwatersrand’s transformation office, and this was coupled with primary data sources in the form of field interviews with FALF fellows (grant recipients) from the 2021, 2022 and 2023 cohorts. Interviews were also held with the leadership and board members of FALF. Permissions were sought to use the real names of the protagonist and FALF board. The fellows’ names are not provided to maintain anonymity as set out in the ethics clearance. Ethics clearance was provided by the University of the Witwatersrand under protocol number H23/05 / 10. Additional secondary data from literature analysis were incorporated to contextualise the issues of social innovation and transformation in a socio-political context like South Africa. These sources are referenced accordingly in the discussion question analysis.
Issues of redressing gender and race inequality in academic leadership by Dr Judy Dlamini (she) were at the core of the FALF case study. The case explored the formation of FALF and its navigation through the socio-political context of South Africa’s academic sector to pursue transformation. South Africa is of particular interest as historically, the country intentionally created a divide between African people and their White counterparts through the apartheid regime. Post apartheid, policies were put in place to empower African people; however, the lack of African women leaders in institutions of higher learning was persistently high. The United Nations sustainable development goals (SDGs) framework, particularly, goal 5 for gender quality and goal 10 for reduced inequalities are highlighted in the case as the reason for the development of the FALF social innovation. These serve as key considerations for organisations that battle with persistent, historical social ills. FALF’s objective was to help promote African and Coloured women into academic leadership positions. The main barrier to taking leadership roles in institutions of higher learning is highlighted to be the attainment of full professorship. The case showed that support needed to be provided to African and Coloured women to achieve transformation in the academic sector.
MBA, Master of Management (MM), Postgraduate Diploma Fundraising and Resource Mobilisation
