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The head of departments in educational institutions is pivotal in bridging the gap between administrative directives and classroom realities. This study delves into the strategies adopted by Head of Departments (department heads) who are expected to balance their managerial responsibilities and teaching obligations, and sheds light on these strategies and the impact of this delicate balance on both their professional lives and the educational institutions they serve. An interpretive qualitative case study research approach was adopted to conduct this study in one South African university. Semi-structured interviews were conducted with four participants, and the data were analysed using narrative analysis. The study findings revealed many challenges, including time constraints, negative future career prospects, and the need to maintain teaching excellence and administrative efficiency. Despite these challenges, the research highlights several effective strategies adopted by department heads. These strategies encompass effective time management, task prioritisation, delegation, fostering a supportive work environment, and continuous professional development. The study highlights the importance of institutional support, professional development opportunities, and a conducive work environment to enable heads of departments to perform their functions effectively.

Strategic implementation necessitates efficient change and performance management, as performance assessment typically relies on the execution of strategic objectives to establish key performance areas, which workers subsequently utilise to create customised key performance indicators. Consequently, higher education institutions are progressively dependent on performance management to attain institutional and strategic goals and results. The Durban University of Technology (DUT) has formulated the Envision 2030 strategy to promote research and development, innovation and entrepreneurship, collaboration and partnership, and enhance student access and success, while embracing digital transformation and technology, in alignment with the National Development Plan. Performance management is essential for converting strategic objectives into practical goals and improving performance in both education and research. This research seeks to examine the use of performance management as a mechanism for strategic implementation in higher education institutions, specifically focusing on DUT and its related factors through a qualitative methodology. This necessitated an examination of literature, publications, national policies, and criteria for inclusion and exclusion to synthesize data. A conceptual review allowed the researcher to get insights and synthesise information. The research indicates that performance management can align individuals and departments with the overarching organisational plan, exemplified by the DUT Envision 2030 initiative, which promotes accountability and employee growth. The DUT has integrated its Envision 2030 Living Values into the performance management process to promote accountability and ethical conduct while attaining its overarching institutional strategic objectives. Performance management is a crucial instrument for executing the Envision 2030 strategy, accomplished by linking strategic objectives with individual employee goals to foster engagement, responsibility, and overall organisational performance. This research enhances the existing knowledge base by emphasizing value-oriented resource management and personnel development in strategic execution through performance management.

Proper management of finances in private primary schools is very imperative to their operations. There are, however, serious financial challenges in these private schools in Kenya as characterized by unprecedented high fees charged on students. The objective of this study was to assess the role of financial control in the growth of private primary schools in Kenya. The study was guided by the Cash Management Theory that gives emphasis to reasonable ways to deal with organizational finance management and efficient utilization as well as the Endogenous Growth Theory which stipulates that, in the long-run growth rate depends on a stable business environment. The study employed both quantitative and qualitative study design, which targeted 7,418 private primary schools in Kenya. Accessible population constituted of 3,431 heads of schools in four regions of Kenya namely: Nairobi, Central Kenya, Northeastern, and the Coastal regions. A random sampling method was used to draw a sample of 320 respondents who were either the principals’/Head teachers or deputy principal of the schools. A structured questionnaire was used to collect data. Structural Equation modeling using Analysis of Moment Structures was used to analyze the data. The fitness of the hypothesized structural and measurement models was tested using the Normed Fit Index and the Root Mean Squared Error. The overall path coefficients obtained were positive and significant at a 0.05 level of significance. The study established that financial control positively and significantly influenced the growth of private primary schools. The study recommended that private primary schools should have effective budget management mechanisms and strong financial controls.