Institutional mergers and access:The case of North-West University Created by Mabokela, Obakeng Reitumetse

This article examines how faculty and administrators of the newly merged institution, North-West University, understand issues of access and seek to foster an environment that enhances their achievement, given considerable reservations that are often associated with any organisational change process. In light of the reality that the merger between the two institutions – one historically white (advantaged), the pre-merger Potchefstroom University, and the other the historically black (disadvantaged), the pre-merger University of North West – is an involuntary arrangement ordered by the Minister of Education, how would the faculty and administrators of the newly merged organisation manage their competing, and in some cases conflicting, objectives to create a new institution whose mission aligns with national equity objectives? The perspectives illuminated by the participants in this study highlight the persistent tension between the historical values of these institutions and the national vision to attain access and equity. These tensions are evident in the three core themes that emerged from this study: 1) language and its impact on the culture of the post-merger institution; 2) the continuing impact of race in hiring decisions; and 3) access issues for students. While the government mandated this amalgamation in an effort to create an equitable, accessible post-merger university, three years into the merger process core elements of the pre-merger Potchefstroom University and University of North West (UNW) campuses are still firmly rooted. For all practical purposes, these are two campuses that share little beyond their common institutional name acquired after the merger and a common institutional executive administration team.