Metaphors from Alice in Wonderland illustrate firstly the ridiculous ...

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Figure 2.5: Rural HEI development juxtaposed with my journey with Alice through Wonderland. Institutions that have explored alternatives and have deliberately chosen an authentic institutional identity are in the achievement state. Institutions that are still examining different alternatives and have yet to find an authentic institutional identity are in the moratorium state. An institution whose identity is determined, to a large extent, by authoritative role players rather than an exploration of alternatives is in the foreclosure state. Institutions that are confused or often overwhelmed by the task of achieving an authentic identity and are doing little to achieve an authentic institutional identity are in the diffusion state. Although these states are very distinct and clear, an insider‟s perspective might challenge the identification of the rural HEI‟s present state. Making sense of rural identity formation 43
People inhabit different parts of the world and lead different types of lives with different values and approaches. Available resources are characteristic to the area of habitation and have a direct impact on lifestyles. The two distinct classifications are urban living and rural living. Urban areas are often better equipped with varied and advanced recreational, educational, commercial and social alternatives as well as over-crowding, excessive industrialisation, pollution, crime, a self-centred society and a fast lifestyle. On the contrary, rural areas are often more in equilibrium with nature, although they are often deprived of the luxury of opportunities, mobility and technology (Gelan, Scott, & Gilbert, 2007). Rural areas are, therefore, often viewed as a destination where the urbanites can break away from an advanced and fast lifestyle; again the opposite of the ideal location. The decision to live in either a rural or an urban setting is an expression of priorities and not of personal values; rural entities are not more valuable than urban ones and vice versa. The traditionally perceived opposite positions of rural and urban are found in various deficit-based terminology and phenomena. For example, one of the perceptions is that counter-urbanisation means rural renaissance, not taking into account vital factors such as the effect on job creation and quality of education. A renaissance is not a given when a growth in population figures is experienced (Gelan, Scott, & Gilbert, 2007). United Kingdom policy research has identified the perception that “rural people have a different culture and set of beliefs” (Gelan, Scott, & Gilbert, 2007) about urban areas than urban people have: urban people often view rural areas as „the idyllic countryside‟ and the food production and recreational playground of the urbanites. Rural people realistically acknowledge their locations as multifunctional rural economies (Gelan, Scott, & Gilbert, 2007). Although stereotyping only obfuscates the perceptions of rural and urban, and rural is not the opposite of urban, rural areas have geographically determined challenges. In this context, rurality is often approached from a deficit perspective. A value-based entity and a deficit-based entity inhabit opposite spaces in the practice of marketing and branding (Kaputa, 2006). I suggest that both these entities might be an individual, a NPO, a mega-company or, as far as this study is concerned, an institution. Basic branding principles confirm that a deficit-based institution also has to be sold and marketed; creates no attachment; operates in isolation; has a low visibility or profile; is a commodity; becomes outdated; has a low or bargained price; is static, reacting and forgettable, and is unsustainable (see Aaker, 2000). To counteract a deficit approach, rural campuses need to move from this kind of institution to a value-based institution which is sought after; creates emotional attachment, relationships, and networks; has high visibility; celebrates its uniqueness; endures and repositions; has premium value; creates a buzz and stays visible; is relevant and strategic, and is memorable and sustainable. 44
Page 1 and 2: Metaphors from Alice in Wonderland
Page 3 and 4: Acknowledgements This thesis would
Page 5 and 6: Conclusion ARTICLE 3 Appreciating v
Page 7 and 8: Three. Who, what and how we are Fou
Page 9 and 10: Appreciating the University of the
Page 11 and 12: The purpose of this study is, first
Page 13 and 14: Article 3 Appreciating visionary le
Page 15 and 16: juxtaposing, I became conscious of
Page 17 and 18: Who am I and what was my concern? M
Page 19 and 20: 90% of information coming to the br
Page 21 and 22: clues in the text. I took pictures
Page 23 and 24: lack of understanding of direction,
Page 25 and 26: transformational success, to reflec
Page 27 and 28: transformation, maintaining conscio
Page 29 and 30: TweedleDee and TweedleDum, as my me
Page 31 and 32: My findings I kindled consciousness
Page 33 and 34: The value of institutional identity
Page 35 and 36: undertaken this identity-seeking jo
Page 37 and 38: that the individual or institution
Page 39 and 40: AUTHENTIC IDENTITY FORMATION Figure
Page 41 and 42: The ideals of human perfectibility
Page 43 and 44: Table 2.1: The Erik Erikson’s and
Page 45: COMPETENCE, the fourth status, was
Page 49 and 50: Changing the insider-outsider persp
Page 51 and 52: Towards an authentic identity As so
Page 53 and 54: I can apply the metaphor of wearing
Page 55 and 56: ARTICLE 3 Appreciating visionary le
Page 57 and 58: Figure 3.1: Vision dictated by comp
Page 59 and 60: the brain that are responsible for
Page 61 and 62: Hence, I reveal the dreams of Charl
Page 63 and 64: Charles, a romantic painter of drea
Page 65 and 66: FREDERICK FOURIE: The fact that it
Page 67 and 68: Figure 3.4: First-year Kovsies at t
Page 69 and 70: Figure 3.5: Vision guided by free-r
Page 71 and 72: ARTICLE 4 A look at the University
Page 73 and 74: The catalyst: World one One sunny m
Page 75 and 76: attention that five of the eleven V
Page 77 and 78: esearcher, in turn, may be seen as
Page 79 and 80: constructed to describe a sequence
Page 81 and 82: In addition to the above psychologi
Page 83 and 84: Table 4.2: Leadership styles: Appro
Page 85 and 86: Sampling Purposive, systematic and
Page 87 and 88: Reactive ethical policies and pract
Page 89 and 90: I used the above discourse to apply
Page 91 and 92: The Reitz crisis created a climate
Page 93 and 94: The quest to discover and live our
Page 95 and 96: Indeed, these metaphors transported
Page 97 and 98:
Alice and I are co-travellers throu
Page 99 and 100:
Heewon Chang‟s work-in-progress c
Page 101 and 102:
1973). James Burns first introduced
Page 103 and 104:
professional life. Herminia Ibarra
Page 105 and 106:
created for her the challenge of pu
Page 107 and 108:
was to continue doing non-creative
Page 109 and 110:
journey. Personal values, principle
Page 111 and 112:
The Caucus-race By Lewis Carroll (1
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Phase Eight: Be grateful Gratitude
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Wonderland did not exist and I need
Page 117 and 118:
We sensed thousands of experiences
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often experienced visitations of wh
Page 121 and 122:
Tarrant Hightop, the Mad Hatter (to
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(Figure 5.3) is directive towards b
Page 125 and 126:
the only modes of travel mentioned
Page 127 and 128:
the same day that I made an entranc
Page 129 and 130:
POSTSCRIPT The author developed an
Page 131 and 132:
Busche, G. (1998). Appreciative Inq
Page 133 and 134:
Frank, C. (1999). Ethnographic eyes
Page 135 and 136:
Livingstone, D. & Harrison, R. (198
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for community colleges. Retrieved 1
Page 139 and 140:
Whitney, D. & Ludema, J. (2006). Ap
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ADENDUM: PLACE During this study I
Page 144 and 145:
POINT OF DELIVERY I wrote the final
Page 146 and 147:
ADENDUM: MODES OF TRAVEL (continued
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