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Live your life. Create your destiny. MERGER CONFERENCE PROF LR VAN STADEN DVC: TEACHING, LEARNING AND TECHNOLOGY. DVC: TEACHING, LEARNING AND TECHNOLOGY. OUTLINE. AIM OF THE PAPER TUT IN CONTEXT PROBLEM STATEMENTS RESEARCH METHODOLOGY KEY DEFINITIONS

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Live your life. Create your destiny.

MERGER CONFERENCE

PROF LR VAN STADEN

DVC: TEACHING, LEARNING AND TECHNOLOGY

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DVC: TEACHING, LEARNING AND TECHNOLOGY

OUTLINE

  • AIM OF THE PAPER
  • TUT IN CONTEXT
  • PROBLEM STATEMENTS
  • RESEARCH METHODOLOGY
  • KEY DEFINITIONS
  • LITERATURE REVIEW
  • STRUCTURE FOLLOWS STRATEGY
  • DATA ANALYSES 2001 – 2008
  • FINDINGS
  • RECOMMENDATIONS
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DVC: TEACHING, LEARNING AND TECHNOLOGY

PRE AND POST- MERGER UNDERGRADUATE STUDENT SUCCESS RATES AT TSHWANE UNIVERSITY OF TECHNOLOGY

MERGER CHALLENGES (AIM):

• ACCESS • SUCCESS • QUALITY

• EQUITY • EFFICIENCY

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DVC: TEACHING, LEARNING AND TECHNOLOGY

TUT IN CONTEXT

  • 7 Faculties and 56 departments (3 provinces)
  • Single site faculty model
  • Enrolment target of 56 000 (4 000 distance education)
  • 436 academic programmes (20% masters and 15% doctorate)
  • ± 1 000 permanent academic posts
  • ± 100 academic development posts
  • R700 million academic budget (Salary, OPEX and CAPEX)
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DVC: TEACHING, LEARNING AND TECHNOLOGY

PURPOSE OF THE PAPER

  • The paper was guided by the following research questions (objectives):
  • Did the merger of the three former technikons have an impact on the undergraduate success rates at the Tshwane University of Technology?
  • Would the rendering of comprehensive academic development and support services play a fundamental role in the improvement of undergraduate success rates at the Tshwane University of Technology?
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DVC: TEACHING, LEARNING AND TECHNOLOGY

RESEARCH METHODOLOGY

  • The research approach followed in this study included both a literature study and an empirical investigation.
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DVC: TEACHING, LEARNING AND TECHNOLOGY

KEY DEFINITIONS

  • ‘Undergraduate programmes’ in this context are National Certificates, National Higher Certificates, National Diplomas and BTech degrees
  • The term ‘success rates’ refers to the total number of Full-Time Equivalent (FTE) subjects passed divided by the total number of FTE subjects enrolled for a particular year
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DVC: TEACHING, LEARNING AND TECHNOLOGY

EDUCATIONAL STRATEGIES AND SUCCESS RATES (LITERATURE)

  • Preparedness for higher education a complex phenomenon
  • Growing body of knowledge of factors affecting success rates
  • Key issue in SA is level of achieved education prior higher education
  • Teaching and learning takes place in groups notwithstanding learner diversity
  • Success rate patterns will not change spontaneously
  • Curriculum development is a never ending activity and is pivotal to improving
  • success rates
  • Academic development and support is a field of research and practice that aims to
  • enhance success rates
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DVC: TEACHING, LEARNING AND TECHNOLOGY

ACADEMIC DEVELOPMENT – Pre-merger

The three former institutions differed widely in their philosophy and approach to academic development, as well as in their strategic positioning and institutional reporting lines. The pre-merger period was characterized by fragmentation, a lack of integration and coherence and therefore, a lack of common vision and framework for academic development.

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DVC: TEACHING, LEARNING AND TECHNOLOGY

DIRECTORATE:

STUDENT DEVELOPMENT AND SUPPORT

7 FACULTIES

DIRECTORATE:

CURRICULUM DEVELOPMENT AND SUPPORT

DIRECTORATE:

TEACHING AND LEARNING WITH TECHNOLOGY

DIRECTORATE:

CO-OPERATIVE EDUCATION

FIGURE 1: PARTNERSHIPS BETWEEN HEDS AND DIRECTORATES

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DVC: TEACHING, LEARNING AND TECHNOLOGY

Table 2: pre-merger undergraduate

success rates and headcounts

(2001 – 2003)

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DVC: TEACHING, LEARNING AND TECHNOLOGY

TABLE 3: UNDERGRADUATE SUCCESS RATES AND HEADCOUNTS

(2003 – 2008)

DoE directives set by DoE for TUT (2010)

• 70% undergraduate success rates

• 94% (52 640) undergraduate enrolment

• 6% (3 360) postgraduate enrolment

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DVC: TEACHING, LEARNING AND TECHNOLOGY

FINDINGS

  • Undergraduate success rates increased with 7,32% since 2003
  • Surpassed DoE target set for TUT of 70% by 2010 with 2% in 2008
  • Undergraduate headcount enrolment increased with 4 647 since 2003
  • Link between improvement of success rates and rendering of comprehensive academic development support services
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DVC: TEACHING, LEARNING AND TECHNOLOGY

RECOMMENDATIONS

  • Paper is developmental and topic should be further researched
  • Disaggregation of success rates at faculty, departmental levels and sites
  • Determine the impact of academic development interventions at selected levels