The university is not ours to own

South African universities face mounting scrutiny over their governance structures, with growing calls to redefine how institutions of higher learning are managed and held accountable. At the heart of the debate is a fundamental question: Who truly owns a university? The issue has gained urgency amid reports of mismanagement, conflicts between governing bodies and academic staff, and concerns over the erosion of academic freedom. Unlike corporate entities, which operate under clear ownership models, universities occupy a unique space, neither purely private nor entirely public. They are governed by councils, overseen by state authorities, and sustained by the contributions of faculty, students, and staff. Yet, despite these overlapping roles, no single group holds definitive control. The Mail & Guardian recently highlighted the complexity of university governance, noting that while universities increasingly adopt corporate-like practices, emphasizing performance metrics, risk management, and executive accountability, they remain fundamentally different from businesses. Universities are not states, though they establish rules and wield authority. They are not democracies, since knowledge cannot be decided through majority rule. Nor are they solely communities of scholars, even though that is often their primary function. This ambiguity has led to governance crises, including instances where councils overstep their bounds, executives avoid accountability, and tensions arise between governing bodies and academic senates. These issues are not new, but they underscore a deeper challenge: the lack of consensus on what a university truly is and who should guide it. The Mail & Guardian article argues that the confusion stems from an unresolved identity crisis within higher education. Universities were once viewed as bastions of knowledge and scholarship, but modern pressures, from funding constraints to political interference, have forced many to adopt business-oriented strategies. However, such approaches can be ill-suited to the mission of a university, particularly when it comes to preserving disciplines that may not yield immediate financial returns. Moreover, the article points out that universities have responsibilities extending beyond those directly involved in their governance. These include future generations, whose needs are not always considered in current decision-making. For example, selling off campus land or neglecting research infrastructure could have long-term consequences that affect students and scholars decades later. The concept of “Intergenerational University Governance” (IGUG) is proposed as a solution. Under this model, those in positions of power, whether on councils, in administrative roles, or among faculty, are seen as temporary stewards rather than permanent owners. Their decisions must take into account not just legal compliance or immediate practicality, but also the legacy they leave behind in terms of academic freedom, intellectual capacity, and institutional resilience. Critics argue that existing governance frameworks fail to incorporate this intergenerational perspective. Current structures often prioritize short-term goals, leaving little room for long-term planning. As a result, decisions made today, such as budget allocations, curriculum changes, or infrastructure investments, can shape the trajectory of a university for years to come, sometimes without adequate consideration of future implications. University leaders, educators, and policymakers are being urged to rethink governance models that better reflect the complex nature of higher education. While there is no universally accepted blueprint, the discussion has sparked renewed interest in exploring alternative forms of leadership and accountability that balance the competing demands of academia, administration, and the broader public. As debates continue, the focus remains on ensuring that universities fulfill their core missions, advancing knowledge, fostering critical thinking, and preparing students for the challenges of the future. Whether through reforming governance structures or redefining the role of stakeholders, the goal is to ensure that universities remain institutions that serve both the present and the generations yet to come.