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Shifting paradigms in academia during the merger. Dr S Swanepoel & Dr EL van Staden Merger conference - CSIR 8 October 2009. OUTLINE. Challenges UoT concept Structure follows strategy Mergers Case Study: TUT. CHALLENGES.

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slide1

Shifting paradigms in academia during the merger

Dr S Swanepoel & Dr EL van Staden

Merger conference - CSIR

8 October 2009

slide2

OUTLINE

Challenges

UoT concept

Structure follows strategy

Mergers

Case Study: TUT

slide3

CHALLENGES

  • The old Technikon sector opted for a new institutional type namely “UNIVERSITY OF TECHNOLOGY” which in addition to the merger created additional challenges:
    • UoT concept within the South African context
    • Consolidation of practices and procedures and strategies
    • New Academic structures
    • Academic departmental profile
    • Key performance areas within each academic appointment
    • type to assist the match and place process as well as new
    • appointments
    • Roles and responsibilities for each appointment level
slide4

Concept and context of a UoT

  • DEFINING A UNIVERSITY
  • “The University is an academic institution at which research is conducted and teaching and learning is offered within the organized cadre of the contact between lecturer and student, and supported by networking, cooperation and collaboration with external academic partners to create, develop and transmit new knowledge.”
  • DEFINING TECHNOLOGY
  • Technology refers to the:
  • “Effective and efficient application of the accumulated know-how, knowledge, skills and expertise, that when applied, will result in the output of value-added products, processes and services”
  • Technology straddles two issues: firstly the skill to fabricate
  • things and secondly the skill to manage the fabricated products.
  • Teaching technology – Implies an understanding of the
  • application of the subject in the real word.
  • Important to make technology productive – commercialize!
slide5

STRUCTURE FOLLOWS STRATEGY

Career

orientated UG

Technological

Competence

Technology focused

programmes

Sustainability

Acknowledged

R&I expertise

School &

Post School

engagement

Technology

Transfer &

Innovation

Sustainability in

Engagement &

Practice

Research and

Innovation

in & through

technology &

technique in

Strategic areas

Characteristics

of UoTs

Community

Involvement

(social

responsibility

Post graduate

studies

Governments,

Business,

Industry (regional

Collaboration &

Partnerships)

Enabling

environment

Entrepreneurial &

innovative ethos

National &

International

impact and

recognition

Access with

success

(SET enrolments)

Commercial

ventures

Collaboration

Student

entrepreneurs

slide6

Educational concept informs the STRUCTURE

  • TECHNOLOGY FOCUSED PROGRAMMES:
  • 1. UG Career Programmes
  • A PQM that is: technology driven, programmes needs professional bodies
  • approval, employers are satisfied with graduates, responsive and
  • relevant to changes and needs in the labour market (just in time
  • education), integration of learning and work, learner centered
  • Staff should be:
  • functioning mostly on the UG level,
  • implement Innovative educational approaches,
  • have exposure and experience to and in industry,
  • staff has to stay abreast of new developments in technology
  • 2. Technological competence
  • Staff should be:
  • UTILISING technology within the teaching methodology, including

IT-integration and e-learning

  • Apply leading edge technology
  • Staff abreast with technology / technological advances
slide7

Educational concept informs the STRUCTURE

  • RESEARCH AND INNOVATION
  • THROUGH TECHNOLOGY AND TECHNIQUE IN STRATEGIC AREAS
  • 1. Research and Innovation expertise
  • Staff should be:
  • I & R staff with doctorates or as a minimum, a masters
  • Nationally rated researchers and innovators, Internationally recognized as a R&I leader
  • delivering regular R&I outputs
  • Involved in International exchange and collaborations through networking
  • Striving to be research chairs
  • 2. Technology Transfer
  • Staff should be:
  • Involved in Inter & trans disciplinary R&I projects
  • Developing new inventions
  • Involved in Partnerships
  • Specializing in the application of knowledge and technology
  • 3. Postgraduate studies
  • M & D students in relevant R&I projects.
slide8

Mergers

Key element – Government strategy

No merger without pain

Take 10 years to operate as a cohesive and well integrated whole

Literature & research on mergers

Integration of academic structures

slide9

CASE STUDY: TUT

  • Introduction
  • 3 Technikons
  • 99 academic departments on 3 urban learning sites
  • consolidation – cost effectiveness, eliminate duplication
slide10

CASE STUDY: TUT

  • Methodology
  • Flexible vs fixed structures
  • Determine criteria for consolidation of academic departments
  • Determine academic profile for departments
  • Develop requirements for academic staff
  • Develop criteria for match and place
slide11

CASE STUDY: TUT

  • Flexible vs Fixed structure
  • Advantages and disadvantages
  • promotions
  • budgeting
  • PDP (promotion, condition, development)
  • ratios
  • control
  • Hybrid approach guided by criteria & principles
slide12

CASE STUDY: TUT

  • Criteria for consolidation of academic departments
  • Adherence to a minimum of 3 criteria:
  • offer related programmes
  • at least 1 programme that progresses to a doctorate level
  • offer service subjects
  • facilitate at least 400 contact students
  • generate FTE’s – SET: 200 /Other: 400 or TIU 800
  • Exceptions – detail motivation eg Professional Board
slide13

CASE STUDY: TUT

  • Academic Profile
  • Benchmarking:
  • University of Pretoria
  • University of Johannesburg
  • Cape Peninsula UOT
slide14

CASE STUDY: TUT

TUT Academic Profile

Structure finalised in 2007

Match & Place finalised in 2008

slide15

CASE STUDY: TUT

Dr S Swanepoel & Dr EL van Staden

Merger conference - WNNR

8 October 2009

slide16

CASE STUDY: TUT

Departmental profiles

Specific needs within TIU generation

Currently TUT funded for 75,103 TIU

Relating to 45,308 FTE’s

TUT to migrate to a staff:student ratio of 1:33

Result 56 TIU to be generated for each SLE funded

slide17

CASE STUDY: TUT

Therefore: Weighted FTE’s = 1 SLE

56

Thus: Sr lecturer (Post level 7) = 100 SLE’s

Units can be allocated to a department on the number of SLE’s generated through TIU

slide18

CASE STUDY: TUT

  • Principles
  • needs driven structure
  • flexible structure according to TIU
  • fixed admin support staff - faculties and departments
  • staff:student ratio 1 SLE :56 TIU to determine SLE’s per dept
slide20

CASE STUDY: TUT

Support staff per faculty

Support staff - maximum of 5 SLE’s per faculty

slide21

CASE STUDY: TUT

Criteria to determine number of staff

1. Hierarchical academic profile

slide22

CASE STUDY: TUT

Criteria to determine number of staff

2. Size

slide23

CASE STUDY: TUT

  • Criteria to determine number of staff
  • Complexity and PQM
  • 4. Service subjects
  • 5. Multi learning sites
slide24

CASE STUDY: TUT

New requirements for academic staff

slide25

CASE STUDY: TUT

  • Matching & placing of staff in new academic structure
  • Criteria determined – scenarios
slide26

CASE STUDY: TUT

Results

Application of criteria

Peer review process - 2 deans

Academic departments from 99 to 56

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