Lizl Steynberg
@tut.ac.za
Department of Management and Entrepreneurship, Faculty of Management Sciences
Tshwane University of Technology
Lizl Steynberg is a seasoned academic with a wealth of experience in the field of higher education and research. Her academic journey commenced in 1994 at NWU, where she began her career as a researcher. In 2001, she joined Tshwane University of Technology (TUT) in Pretoria, South Africa, furthering her dedication to the world of academia.
Throughout her impressive career, Lizl has demonstrated her passion for teaching and has successfully led 14 undergraduate and three postgraduate courses. Her commitment to education extends beyond the classroom, as she has also supervised and mentored over 12 postgraduate students, nurturing the next generation of scholars.
Lizl's influence in the academic sphere is widely recognized, as evidenced by her active involvement in national and international research forums. She has presented over 71 conference papers, showcasing her expertise and insights to the broader academic community. Additionally, she has made significant contributions to the adv
RESEARCH, TEACHING, or OTHER INTERESTS
Education, Multidisciplinary, Strategy and Management
Scopus Publications
Scholar Citations
Scholar h-index
Scholar i10-index
Scopus Publications
Lizl Steynberg, Jan P. Grundling, and Marius Venter
AOSIS
Neoliberal ideology globally prioritises competition and productivity over staff well-being in higher education, leading to exploitative practices and heightened stress among academic faculty, culminating in what can be termed modern academic slavery. This study investigates the contemporary impact of neoliberalism on South African universities, focussing on governance, funding and academic freedom, and how these factors contribute to deteriorating conditions for academic staff and toxic work environments. This research examines academic experiences in a South African urban higher education institution (HEI) utilizing a single-case study approach. It examines their context within institutional and societal trends. Using a single-case ideographic approach in a South African HEI, the study utilises detailed documentation, incident analysis and literature review to understand academic enslavement within the chosen HEI, contextualising the academic’s experiences within these broader institutional and societal trends. The findings reveal four key themes: moral disengagement, corporate malfeasance, exploitative labour practices, and labour coercion, illustrating the widespread exploitation of academic staff. The study advocates for urgent interventions to ensure respectful treatment, foster ethical work environments, and address disparities between administrators and faculty. It calls for autonomy, ethical leadership and a culture of inquiry in HEIs to combat modern academic slavery while acknowledging the need for further action and exploration.Contribution: This study underscores the current impact of neoliberalism on higher education in South Africa, exposing challenges for academic staff and advocating systemic reforms. It emphasises the necessity for future investigations into institutional accountability and strategies to enhance staff well-being in HEIs.
, L. Steynberg, J. P. Grundling, B. Liu, and Y. Li
EJournal Publishing
The Chinese Dream presented by president Xi Jinping focused on the renewal of the Chinese nation, the prosperity of the country and the well-being of its people. Incorporating the global influence ambition of China into nation-building and education, this study employed a macro policy analysis approach to synthesize the effects of the state-led ideals on nation-building and the roles to be played by higher education. A total of nine comprehensive policies, covering the period 1985 to 2017, and receptive to globalization, nation-building and higher education were selected. The findings revealed that nation-building in the post-Moa era is built upon three critical priority determinants labelled global influence, socialist market economy and talent management. These core nation-building determinants delineate specific higher education guidelines in terms of citizen education, science and technology, talent management, and innovation amidst accelerating global modernization and freedom-of-mind requirement for the establishment of a socialist consultative democracy. The findings further offer direction to higher education for the provision of a fit-for-purpose workforce capable of operating in both a modern global and local market.
Lizl Steynberg, Jan Grundling, Bing Liu, and Yuan Li
Academic Conferences and Publishing Limited
John Kopano Mashala, David Kruger, J P Grundling, and L Steynberg
Stellenbosch University
This research article profiles cotton technology in the Makhathini region, focusing on the extent to which it is available to support farmers Although Makhathini Farmers have produced cotton for more than 10 years at a subsistence level, and despite using the related technology extensively, the farmers’ mission remains to produce cotton commercial. The technology mentioned in the study is available worldwide, as well as locally. The technology accessed is readily available to the local farmers. Representatives of 13 Famers’ Associations were interviewed and a response rate of 13/13 (100 percent) was obtained. The findings indicate overwhelming use of technology by the farmers. Yet an issue that is unresolved is why farmers are not producing at a commercial level despite the aid of technology.
J. P. Grundling and L. Steynberg
SAGE Publications
This article first identifies the principal forces that impact on and shape entrepreneurially-oriented higher education institutions (HEIs) in South Africa, and then analyses the degree to which those institutions have succeeded in becoming entrepreneurial. The results reveal that South Africa's HEIs are still in the initial phases of entrepreneurial development. This is attributable largely to factors particular to a developing country in a social transformational phase and faced with restricted social and economic capital.
Abraham Pizam, Gang-Hoan Jeong, Arie Reichel, Hermann van Boemmel, Jean Marc Lusson, Lizl Steynberg, Olimpia State-Costache, Serena Volo, Claudia Kroesbacher, Jana Kucerova,et al.
SAGE Publications
This study analyzed the effects of the combined psychological characteristics of risk-taking and sensation seeking on the travel behavior and preferred tourist activities of young adults on leisure trips. The results of this cross-cultural study, which was conducted among 1,429 students at 11 universities located in 11 different countries, found that respondents with high combined risk-taking and sensation seeking (RSS) scores differed significantly in their travel behavior, mode of destination choice, preferred tourist activities and demographics, from those who had low RSS scores. The study also discovered a significant difference between nationalities on RSS scores.
RECENT SCHOLAR PUBLICATIONS
MOST CITED SCHOLAR PUBLICATIONS
Publications
STEYNBERG, L., LIU, B., LI, Y. & GRUNDLING, J.P. 2020. Global and Local Co-Operative Higher Education Governance: Implications for South Africa. Journal of Public Administration, 55(2):158-175.
STEYNBERG, L., GRUNDLING, J.P., LIU, B. & LI, Y. 2020. Assessment of China’s 1985-2017 Higher Education Policy Reform: Nation-building Directives. International Journal of Information and Education Technology, 10(12):917-925. Doi: 10.18178/IJIET.
STEYNBERG, L., GRUNDLING, J.P., LIU, B. & LI, Y. 2020. Higher education’s role in capacitating retail businesses’ well-being, resilience and efficiency post-COVID-19. The Retail and Marketing Review, 16(3):17-29. ISSN: 1817-4428. doi:10.10520/ejc-irmr1-v16-n3-a3.
ALAM, S., ZHANG, J., STEYNBERG, L., ALI, A. & KHAN, N. 2023. Analysis of knowledge management process towards minimizing supply chain risks under the green technology: A direct and configurational approach. Environmental Science and Pollution Research, 30:122840–122857.
STEYNBERG, L., GRUNDLING, J.P. & VENTER, M. 2024. Unveiled shadows of neo-liberalism: An idiographic study of modern slavery in a South African higher education institution. Transformation in Higher Education. [Accepted].