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/Dr Liile Lerato Lekena-Bayaga PhD
Dr Liile Lerato Lekena-Bayaga PhD2024-08-02T10:34:54+02:00

Celebrating Dr. Liile Lerato Lekena-Bayaga’s PhD Achievement at Stellenbosch University

In the academically rich halls of Stellenbosch University’s Centre for Research on Evaluation, Science and Technology (CREST), Dr. Liile Lerato Lekena-Bayaga has marked a significant milestone in her academic journey. On the 25th of March, Dr. Lekena-Bayaga celebrated the completion of her PhD in Science and Technology Studies, a testament to her dedication, resilience, and scholarly prowess. Under the guidance of Professor Jan Botha and Co-supervisor Professor Heidi Prozesky, her dissertation titled “The use of Institutional research outputs by university managers: An embedded case study of a university in South Africa” has made a notable contribution to the field.

Dr. Lekena-Bayaga’s research delves into the utilisation of institutional research (IR) outputs within a South African university context, emphasizing the pivotal factors that influence their application in decision-making processes. This study stands out for its insightful exploration into the complexities of research application in higher education, shedding light on Caplan’s Two-Communities theory and its adaptability to the unique challenges faced by academic institutions.

The significance of Dr. Lekena-Bayaga’s work cannot be overstated. It arrives at a crucial time when the higher education sector grapples with the consistent application of research in decision-making, the dominance of compliance reporting, and a glaring oversight of demand-side perspectives in IR uptake. Her study identifies cultural aspects and potential obstacles that hinder the collaborative use of social science research in policy and decision-making.


Dr. Liile Lerato Lekena-Bayaga at the graduation ceremony

One of the study’s groundbreaking contributions is the adaptation of Caplan’s Two-Communities theory into what Dr. Lekena-Bayaga terms the “Two-Communities theory Version 2” (2CV2) framework. This innovative framework underscores the significance of context and the fluidity of roles within academic institutions, challenging the presumed fixed barriers between researchers and decision-makers. This perspective fosters a more collaborative and effective environment for research utilisation, aligning with Dunn’s critique for a refined theoretical understanding of research use across different university groups.

Dr. Lekena-Bayaga’s research not only uncovers patterns of research utilisation across various institutional roles but also enhances the understanding of micro- and meta-level utilisation. Her findings advocate for a balanced approach that respects the core principles of both communities involved: methodological rigour for researchers and pragmatic efficiency for policymakers. This balance is essential for creating an environment that supports the generation and effective use of research for informed decision-making.

The implications of Dr. Lekena-Bayaga’s work extend far beyond the academic realm. By providing a nuanced understanding of research utilisation within higher education, her study offers invaluable insights for strategy development and data-driven planning and decision-making. Her doctoral journey, characterized by intellectual curiosity and scholarly diligence, sets a benchmark for future research in the field.

As Dr. Lekena-Bayaga looks forward to implementing her findings and conducting further research to inform practice, the academic community celebrates her achievements. Her doctoral completion not only represents the culmination of years of hard work but also signals the beginning of a promising career dedicated to enhancing the strategic and decision-making processes within higher education and beyond.

Dr. Lekena-Bayaga’s success story is a source of inspiration for aspiring scholars, demonstrating the impact of rigorous research and the transformative power of education. Her journey from a doctoral candidate to a PhD holder embodies the essence of academic excellence and the relentless pursuit of knowledge.

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