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Orientation: Within the new South African socio-political context this research focussed on lecturers’ at historically Black universities who were confronted with unresolved experiences in their relationship with management. The analysis of these experiences provided an in-depth understanding of systems psychodynamics in tertiary education.Research purpose: The purpose of the research was to describe the experiences of nine lecturers in a particular historically Black university (HBU), in order to analyse and interpret the conscious and unconscious dynamics operating in their relationship with management.Motivation for the study: The researchers were interested in the in-depth psychological experiences of lecturers at this HBU as a platform towards understanding present day South African lecturing experiences.Research design, approach and method: Qualitative, descriptive research was used. Hermeneutic phenomenology, using the systems psychodynamic perspective, allowed for the description and interpretation of the lecturers’ experiences of their relationship with management. In-depth interviews with nine lecturers were thematically analysed which resulted in five themes. Five working hypotheses were formulated and integrated into the research hypothesis.Main findings: Five themes manifested, namely, the (k)not of performance, mutual disqualification and mistrust, White lecturers and Black management, power struggle and the (k)not of relationship.Practical/managerial implications: The research highlighted the importance of understanding the psychodynamics operating in the relationship between lecturers and management as a result of certain ineffective socio-technical aspects in the organisation.Contribution/value-add: The research contributed towards knowledge about inter-group relations between different role players in HBUs and how these dynamics impact on the performance of both lecturers and management.</p

Exploring the (k)not of relationship between lecturers and management at a historically Black university: The lecturer’s perspective