Academic excellence ignored: The marginalisation of highly qualified SAPS members in promotion and leadership appointments

Abstract

The professionalisation of policing in South Africa has increasingly highlighted the tension between academic achievement and organisational recognition within the South African Police Service (SAPS). Despite the presence of highly qualified police officials—many of whom began their careers through the police academy and advanced academically to postgraduate and doctoral levels—promotion and appointment processes frequently bypass these individuals. Instead, external candidates, often from non-policing professions such as education, are recruited into senior leadership positions. This practice raises critical concerns about fairness, institutional morale, and the future of professional policing. The paper further situates its analysis within the broader fields of organisational leadership and human resource management, highlighting how recognition of academic qualifications contributes to improved decision-making, motivation, and organisational performance. This article explores the implications of disregarding internally qualified candidates in favour of outsiders, arguing that such practices erode morale, weaken discipline, and undermine the professional identity of the SAPS. Drawing on comparative international insights, the study demonstrates how other jurisdictions leverage academic expertise in leadership promotion, ensuring that merit and institutional experience are valued. The article concludes by recommending a transparent, merit-based approach that integrates both policing experience and academic achievement in leadership appointments, thereby strengthening professionalism, discipline, and public trust in the SAPS. The question of promotions and leadership appointments within the South African Police Service (SAPS) has long been a matter of contention. While efforts have been made to professionalise policing in South Africa, contradictions remain between academic advancement and recognition in organisational structures. Many SAPS members begin their careers at the police academy, commit decades of service, and pursue further academic studies up to doctoral level. Despite these efforts, their contributions are often overlooked in favour of external appointments from unrelated professions, including teaching.

Keywords: {'name': 'Professionalisation, Leadership, SAPS, Promotion, Human Resource Management, South Africa'}

Authors & affiliations

Phillip Vuma
STADIO

Deposited references

Supplied references, not a list of publications citing this article.

DOI: 10.1016/S0065-2601(08)60108-2

Adebayo, T. (2024). Leadership renewal in African policing: Lessons from post-COVID governance reforms. African Journal of Public Safety, 18(2), 45–62.

Armstrong, M., & Taylor, S. (2023). Armstrong’s handbook of human resource management practice (16th ed.). Kogan Page.

Burger, J. (2014). Ensuring fair and transparent promotion in the South African Police Service. Pretoria, South Africa: Institute for Security Studies.

Burger, J. (2020). Professionalisation of policing in South Africa. South African Crime Quarterly, 71, 45–59.

DOI: 10.1093/police/paw015

Mabunda, S., & Hornberger, J. (2019). Education and career advancement in the SAPS: An organisational dilemma. Journal of Southern African Studies, 45(3), 411–428.

Marks, M., & Fleming, J. (2006). Police culture and new professionalism. Federation Press.

Mofokeng, T. (2021). Promotion, morale, and organisational justice in the South African Police Service. African Journal of Criminology and Justice Studies, 14(2), 45–62.

National Planning Commission. (2012). National Development Plan 2030: Our future—Make it work. The Presidency, Republic of South Africa.

Nkrumah, S., & Tetteh, J. (2025). Post-pandemic policing reforms in Africa: Reassessing leadership and accountability. Journal of African Security Governance, 12(1), 22–44.

DOI: 10.1080/15614263.2011.563969

DOI: 10.1108/PIJPSM

White, D., & Heslop, R. (2012). Educating, legitimating, or acculturating? Sociology, 46(2), 288–303.

Williams, M. (2018). Leadership reform and professionalisation through the College of Policing. Policing and Society, 28(2), 211–229.

World Bank. (2023). Africa public sector learning and leadership report. World Bank Publications.